Professional Documents
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SustainabilityPlanGuidebook
Preparedby: Newcomb|Anderson|McCormick
July2012
SustainabilityPlanGuidebook
Acknowledgements
This document was produced by Newcomb Anderson McCormick of San Francisco for the Citrus CommunityCollegeDistrict. ValuableassistanceanddirectionwasprovidedforthisprojectbytheCitrusCollegeCampusCommittee and the Sustainability Plan Advisory Council. Without their time, commitment, and contributions this projectwouldnothavebeenpossible. CitrusCollegeCampusCommitteeMembers CarolHortonVicePresidentofFinanceandAdministrativeServices RobertIversonDirectorofPurchasingandWarehouse BobBradshawConstructionProgramManager JeffEichlerEnvironmentalHealthandSafetyProgramSupervisor EricRabitoyDeanofPhysicalandNaturalSciences RobertGoodmanProfessor,DepartmentofBiology ChristineGoedhartProfessor,DepartmentofBiology FredDiamondDirectorofFacilitiesandConstruction SarahHarman,BrandenHan,LukeVogel,KyleMarcanoStudentInterns DeeptikaPatelDEEPInternProgramManager LisaHannamanAccountManager,SouthernCaliforniaEdison SustainabilityPlanAdvisoryCouncilMembers DanEstradaEnergySpecialist,CCCChancellorsOffice JoeNugentFacilitiesPlanning&PlantOperationsDirector,CabrilloCollege RobertBrunnProgramManager,SouthernCaliforniaEdison RobertIversonDirectorofPurchasingandWarehouse,CitrusCollege BobBradshawConstructionProgramManager,CitrusCollege GaryWolffExecutiveDirector,AlamedaCountyWasteManagementAuthority(Stopwaste.org) AnnMcCormick,P.E.Principal,NewcombAndersonMcCormick The authors would also like to acknowledge the following individuals for their vision, leadership, and supportinaccomplishingthisproject. FredHarrisAssistantViceChancellorCollegeFinance&FacilitiesPlanning,CCCChancellorsOffice CarolHortonVicePresidentofFinanceandAdministrativeServices,CitrusCCD DanEstradaEnergySpecialist,CCCChancellorsOffice AmirEhyaiPublicProgramsOffice,CaliforniaEnergyCommission
SustainabilityPlanGuidebook
DisclaimerofEndorsement
ThisdocumentcontainsreferencesandlinkstoorganizationsandcompaniesthatarenotassociatedwiththeCCCChancellors Office, Citrus Community College District, Southern California Edison, or the California Energy Commission. These links and referencesareprovidedsolelyforinformationalpurposesanddonotrepresentanyendorsementoforganizations,companies, products,ortheirviews. Additionally, the authors and sponsors of this document cannot guarantee the accuracy or completeness of the information containedinlinkedmaterialsandwebsites.Thisdocumentdoesnotauthorizetheuseofcopyrightedmaterialscontainedin linksandisnotresponsiblefortransmissionsusersreceivefromthesesources.
SustainabilityPlanGuidebook
TABLE OF CONTENTS
SECTION1. SECTION2. SECTION3. SECTION4. SECTION5. SECTION6. SECTION7. SECTION8. SECTION9. EXECUTIVESUMMARY................................................................................1 HOWTOUSETHISGUIDEBOOK..................................................................3 POLICYANDREGULATORYDRIVERS...........................................................6 ESTABLISHACAMPUSSUSTAINABILITYCOMMITTEE..............................10 GOALS,OBJECTIVES,ANDDESIREDOUTCOMES......................................12 ECONOMICSOFSUSTAINABILITY..............................................................15 IMPLEMENTATIONPROGRAMSANDPROJECTS.......................................27 CREATEANACTIONPLAN.........................................................................74 MEASUREANDREPORTPERFORMANCE..................................................77
SECTION10. BESTPRACTICECASESTUDIES..................................................................84 SECTION11. RESOURCESFORIMPLEMENTATION........................................................99 SECTION12. APPENDICES............................................................................................109 APPENDIXA: GLOSSARYOFTERMS APPENDIXB: EXTERNALRESOURCESFORCITRUSCCD APPENDIXC: CCCSUSTAINABILITYCOURSESANDPROGRAMS APPENDIXD: CALIFORNIAAIRQUALITYMANAGEMENTDISTRICTS APPENDIXE: IMPLEMENTATIONPROGRAMSANDPLANSCHECKLIST APPENDIXF: SUSTAINABILITYPLANDOCUMENTTEMPLATE APPENDIXG: LISTOFCONTACTS
SECTION1.EXECUTIVESUMMARY SECTION1.
EXECUTIVESUMMARY
As with many public sector agencies, the California Community Colleges (CCCs) recognize the environmental, economic, and social benefits of resource efficiency and sustainability. However, the decentralized nature of the CCC Districts, disparate resources and expertise, and rapidly changing regulations and technologies make it challenging for the CCCs to work toward sustainability in a consistentandcomprehensiveway.ThepassageoftheCaliforniaGlobalWarmingSolutionsAct(AB 32)addsconfusionaswellasurgencytomeetthesegoals.Recentlegalchallengesfromthestatebased on inadequate plans to address Greenhouse Gas (GHG) emissions in land use planning have added uncertaintytotheseactivitiesatcampuses.Inaddition,theCCCBoardofGovernorshaveestablished an Energy and Sustainability Policy, and while it is incentive based, its goalsmay be difficult for many Districts to achieve absent coherent and effective implementation planning and resources. Some Districtsarewellalongthepathtosustainability,butmanyarestrugglingwiththeseefforts. Basedonthesechallenges,ithasbeendeemedcritical to develop an organized, comprehensive approach for the CCCs that incorporates the elements of sustainability, satisfies state regulations, takes advantage of available resources and complementary Meetingtheneedsofthe programs,andadoptsthebestpracticesofotherswho presentwithoutcompromising arefurtheralongthispath.Toaddressthischallenge, theCitrusCommunityCollegeDistricthasembarkedon theabilityoffuturegenerations a partnership with the CCC Chancellors Office, the tomeettheirownneeds. California Energy Commission (CEC), and Southern California Edison (SCE) to create a Sustainability Plan - UnitedNationsBruntland TemplatethatcouldbeusedbyallCCCDistrictsand CommissionReport,1987 serveasavaluableresourceforthecommunitycollege system. This Sustainability Plan Guidebook and Template is intended to serve as a roadmap and a toolkit to guidetheCCCDistrictstowardasustainablefuture.ItcanbedeployedateithertheDistrictlevel,by creatingaSustainabilityPlanthatwouldapplyacrosseachcampuswithintheDistrict,oratthecampus level,therebycreatingaplanthatismoretailoredtothespecificconditionsandneedsateachcampus. Thebestapproachdependsonlocalconditions,availableresources,andmanagementstructure.There isnorightorwrongwaytoimplementsustainabilityplanning.WhilethecreationofthisTemplatewas developedincollaborationwiththeCitrusCommunityCollegeDistrict,itisdesignedtobeusedbyany CaliforniaCommunityCollege. Asdescribedherein,theprogramisfocusedonbroad,longtermsustainabilityplanning,GHGreduction strategies, and programs to prepare students for careers in the Green Economy. It is designed to assist colleges in the development of goals, objectives, timelines, and criteria for success, and will highlighttheBestPracticesofothercommunitycollegesasameanstodeveloprobustyetflexibleplans tailoredtoeachDistrictandcampus.Districtsandcampusesinterestedinthisprocessshouldviewthis as a menu of possibilities and should prioritize their efforts based on collegespecific goals and objectives,areasofinterest,capabilities,andavailableresources.TheGuidebookprovidestoolsforthe
Sustainability
SECTION1.EXECUTIVESUMMARY
development of Action Plans to achieve sustainability and to measure results of program implementation.Aboveall,thisprocessisdesignedtobeinclusiveandcollaborativeandshouldinvolve collegestudents,faculty,andstaffinitsimplementation.Thismodelwillprovidethebroadestrangeof expertise, knowledge, energy, and enthusiasm for the creation of the plan and will ensure that its implementation will impact all parts of the campus community. Finally, campus master plans and sustainability planning should go hand in hand. All sustainability projects identified through this process should be incorporated in newfacilitymasterplans. The following pages identify the policy and regulatory drivers that arebehindmanyoftheseinitiatives, outlinetherecommendedstepsand the tools to assist campuses with theirplanningefforts,identifyfinancialandtechnicalresources,anddescribeBestPracticeexamplesto help campuses customize a Sustainability Planning approach to meet the needs of any California CommunityCollege. ItisintendedthatthisPlanningGuidebookandSustainabilityTemplatebeavaluableresourceforthe CaliforniaCommunityCollegesysteminitsquestforenvironmental,fiscal,andsocialsustainability!
SECTION2.HOWTOUSETHISGUIDEBOOK
SECTION2.
HOWTOUSETHISGUIDEBOOK
The Sustainability Template is designed to be used by any of the California Community Colleges to createacampusspecificSustainabilityPlan.Asawhole,theTemplateconsistsofthreeparts: TheSustainabilityPlanGuidebook.TheGuidebookdescribesthestarttofinishplanningand implementation process of creating a campusspecific Sustainability Plan, includes a list of potentialsustainabilityprogramsandprojects,andidentifiesresourcestoassistcampuseswith programimplementation. TheImplementationProgramsandPlansChecklist.ThisisaMSExcelworkbookthatisusedby thecampustoselectandtracksustainabilityprojects,andtomanageandreportprogresstothe campuscommunity. The Sustainability Action Plan Document Template. This is a MS Word document file that is usedbythecampustocreateacustomizedSustainabilityPlandocumentasanoutcomeofthe planningprocess. The graphic below illustrates the relationship of the Template elements. Each of these elements or toolsandhowtousethemaredescribedinmoredetailinsubsequentsectionsoftheGuidebook.
Used to create the customized Campus Sustainability Plan Contains template language and fill-in-theblanks
SECTION2.HOWTOUSETHISGUIDEBOOK
Thefollowingflowchartillustratestherecommendedapproachforsustainabilityplanningasoutlinedin thisGuidebook.
CommitmentfromCampusAdministration
EstablishaCampusSustainabilityCommittee
DefineVision,Goals,Criteria,andTimelines
SelectandPrioritizeImplementationPrograms
CreateandExecuteActionPlans
Abriefsummaryofthisprocessisdescribedbelow.Thedetailsofeachplanningsteparedescribedin subsequentsectionsoftheGuidebook. A key prerequisite for this process is to obtain commitment from the highest levels of campus administrationfortheplanningandexecutionofsustainabilityactivities.Ideallythiswouldcomefrom the Board of Trustees or the College President or Chancellor, and should be supported by the key departmentheadsoncampus.Withoutthiscommitment,itwillbeverydifficult,ifnotimpossible,to successfullyimplementtheprogramsandprojectsestablished. Aftergainingthenecessarycommitmentfromthecollegeadministration,thenextstepindevelopinga Sustainability Plan is to establish a Campus Sustainability Committee to manage the planning and implementation process. Above all, this should be an inclusive, collaborative process which should includecollegestaff,faculty,andstudentsinitsimplementation.Moreinformationonhowtoestablish aCampusCommitteecanbefoundinSection4. The next step is to define the Goals and Priorities for the development and implementation of the SustainabilityPlan.Thisshoulddefinethecampusvisionandvaluesforsustainabilityandshouldgoto theheartofwhythecampuscommunitydesirestobesustainable.Assustainabilityplanningcanbea difficulttask,definingfocusedgoalsandobjectiveswillhelpthecampusprioritizethemostimportant actionslaterintheprocess.ItwillalsobeimportanttounderstandtheDesiredOutcomes,Criteriafor Success, and Timelines for Program Implementation prior to beginning this process. This will set the barforsuccessfulprogramimplementationandallowmeasurementofactivitiesagainsttheplan.This taskshouldalsoincludeanassessmentofexistingorcurrentsustainabilityeffortstoacknowledgepast workandtobuilduponsuccesses.Moreinformationonhowtodefinethegoals,criteria,andtimelines canbefoundinSection5oftheTemplate.
SECTION2.HOWTOUSETHISGUIDEBOOK
A critical factor for consideration for this project or any new college endeavor in this time of budget constraints are the Economics of Sustainability. Each program or project will need an implementation budget, and it will be necessary for the campus to estimate costs and identify potential funding or financing sources. Project economics andfundingoptionsareexploredinmore detailinSection6. The heart of the sustainability planning process will be the selection of the ImplementationProgramsandProjectsthatwillbeundertakenbythecollegeintheexecutionofthis plan.Thesewillfallunderavarietyofcategories,includingenergyefficiency,transportation,andwaste management,aswellascurriculumdevelopment.Alistanddescriptionofawidevarietyofpotential programsandprojectsisincludedinSection7. The next step in the sustainability plan implementation will be to Create and Execute Action Plans designed specifically for the District or campus. This will require significant effort on the part of the Campus Sustainability Committee to review the entire menu of possibilities, select programs and projectsthatbestmeetthegoalsandobjectivesestablishedfortheplan,andprioritizethosewhichare realisticgiventhetime,resources,andfundingavailableforplanimplementation.Asdescribedabove, an Implementation Programs and Plans Checklist and a Sustainability Plan Document Template that willfacilitatethecreationofthecampusspecificSustainabilityPlanareincludedintheappendices,and the final Plan will include specific tasks, responsibilities, process changes, timelines, criteria, and estimatedcosts.DetailsforcreatinganActionPlanareincludedinSection8. Aswithanysuccessfulprogram,performanceshouldbemonitoredandcomparedtogoalsandcriteria. ThiswillrequireongoingparticipationoftheSustainabilityCommitteeandcollegestaff.Theresultsof the sustainability plan activities should also be reported and communicated to the larger campus community on a regular basis. The process for measuring program progress and reporting results is morefullydescribedinSection9. TheGuidebookcontainsadditionalinformationandidentifiesresourcesthatcanassistcampusesinthe development and implementation of their plans. Section 10 includes a series of Best Practice Case Studies that illustrate successful sustainability activities at a number of campuses. These provide examplesthatcanbefollowedandcanhelptostimulateideasforprogramsandprojects.Section11 containsalistingoftechnicalandothersupportresources(includingaconsolidatedlistofallweblinks that appear in this Guidebook) that are available to community colleges and provide valuable informationandservicestoassistintheimplementationofprojects.
SECTION3.POLICYANDREGULATORYDRIVERS
SECTION3.
POLICYANDREGULATORYDRIVERS
While becoming more sustainable can provide PolicyandRegulatoryDrivers environmental,economic,andsocialequitybenefitsto campuses, there are other motivations for the Californiaisattheforefrontof Community Colleges to pursue these practices. The sustainabilitypolicyand StateofCaliforniahasbeenontheforefrontofefforts regulations in establishing aggressive policies and standards for environmentalprotectionandreducingGHGemissions Localandregionalenvironmental thatcontributetoglobalwarming.In 1970,theState programsandrequirements adopted the California Environmental Quality Act shouldbeaconsideration (CEQA) with the goal to inform governments and the Therearemanychallengesand public about potential environmental impacts of opportunitiesfortheCCCsin projects. From 2005 onward, legislation has been regardtosatisfyingthese passed to directly regulate GHG emissions by utilizing requirements incentive mechanisms, capandtrade programs, and mandatory reporting while encouraging voluntary activities such as emissions offset programs and offering renewable energy certificates (RECs). Compliance with state policies and regulations regarding these issues is an important factor for considerationbythecolleges. Whiletherearemanyglobalagreementsfocusedonsustainabilityandwhilethesemaybeamotivator for community colleges to take action, this Template is focused on the State of California and local regulations,whichmayhaveadirecteffectoncampuses. The following outlines the CCC, statewide policies and regional standards geared towards reducing GHGsandimprovingsustainabilityasofthepublicationofthisdocument.Legislationandpublicpolicy isaconstantlychanginglandscapeanditwillbeimportantforDistrictsandcampusestostayabreastof theseevolvingissues.
3.1
InordertoguidetheCCCstowardsamoresustainablefuture,theCCCBoardofGovernorsapprovedthe EnergyandSustainabilityPolicyinJanuary2008,whichprovidesgoalsforeachcampustoreducetheir energyconsumptionfromits200102baselineby15percentby201112.Italsosetsgoalsforminimum efficiencystandardsofnewconstructionandrenovationprojectsandprovidesincentivesforDistrictsto achieve these goals. The policy also sets goals for energy independence through the purchase and generation of renewable power and energy conservation through the pursuit of energy efficiency projects,sustainablebuildingpractices,andphysicalplantmanagement. The CCC Board of Governors Energy and Sustainability Policy can be found here: http://extranet.cccco.edu/Portals/1/CFFP/Facilities/Cap_Outlay_Docs/31_energy_sustainability.pdf.
SECTION3.POLICYANDREGULATORYDRIVERS
3.2
3.2.1 STATE OF CALIFORNIA EXECUTIVE ORDER S-3-05 Executive Order S305 was signed by the Governor of California in 2005, thereby identifying the California Environmental Protection Agency (Cal/EPA) as the primary state agency responsible for establishingclimatechangeemissionreductiontargetsthroughoutthestate.TheClimateActionTeam, comprised of various state agencies, was formed to implement Executive Order S305. Shortly thereafter in 2006, the team introduced GHG emission reduction strategies and practices to reduce globalwarming.ThesemeasuresareaimedatmeetingtheExecutiveOrderslongtermgoalofreducing GHGemissionsto80percentbelow1990levelsby2050. 3.2.2 GLOBAL WARMING SOLUTIONS ACT OF 2006 (AB-32) The Global Warming Solutions Act, or Assembly Bill 32 (AB32), was adopted in 2006 by the California legislature and establishes two key emissionsreductionstrategies.Thefirstrequires thatCaliforniaGHGemissionsbecappedat1990 levels by 2020, and the second establishes an enforcement mechanism for the program, with monitoring and reporting implemented by the CaliforniaAirResourcesBoard(CARB). In2008,theAB32ScopingPlanwasreleasedbytheCARBtodescribethemeasuresneededtomeet the requirements set by AB32. In addition to partnering with local governments to encourage the establishment of regional emission reduction goals and community regulations, the Scoping Plan uses various mechanisms to reduce emissions statewide, including incentives, direct regulation, and compliancemechanisms. 3.2.3 ASSEMBLY BILL 1493 (THE PAVLEY BILL) AssemblyBill1493,widelyknownasThePavleyBill,authorizestheCARBtoestablishregulationsto reducetheGHGemissionsfrompassengercarsandlighttrucksby18percentby2020and27percentby 2030from2002levels.ThisaggressivebillwastemporarilyblockedbytheUSEnvironmentalProtection Agency (EPA) in March 2008 but later received a waiver of approval for implementation throughout CaliforniainJune2009. 3.2.4 LOW CARBON FUEL STANDARD (LCFS) TheLowCarbonFuelStandard(LCFS)wasestablishedinJanuary2007byExecutiveOrderS0107and requiresCaliforniafuelproviderstodecreaselifecyclefuelcarbonintensityoftransportationfuelsby10 percentfrom2007levelsby2020.
SECTION3.POLICYANDREGULATORYDRIVERS
3.2.5 CALIFORNIA RENEWABLES PORTFOLIO STANDARD TheCaliforniaRenewablesPortfolioStandard(RPS)wasestablishedin2002underSenateBill1078and mandatedthatelectricalcorporationsincreasetheirtotalprocurementofeligiblerenewableresources by at least 1 percent annually to reach a goal of 20 percent electricity generation from renewable resources.Thesegoalswereacceleratedin2006underSenateBill107,whichmandatedthatatleast20 percentoftotalelectricitysoldbegeneratedfromrenewableresourcesbytheendof2010.TheRPSwas furtherextendedin2008byExecutiveOrderS1408,whichrequiredthat33%oftotalelectricitysales begeneratedfromrenewableresourcesby2020.InAprilof2011,thisRPSstandardof33%renewable by2020wasenactedintolawthroughfinalpassageofSenateBillX12(Simitian)andextendedtoapply tobothpublicandinvestorownedutilities. 3.2.6 SENATE BILL 97 SenateBill97,passedin2007,requiredtheGovernorsOfficeofPlanningandResearch(OPR)todevelop amendments to CEQA Guidelines for addressing GHG emissions related to land use planning. The amendmentstoCEQAbecameeffectiveinMarch2010,thereafterrequiringallCEQAdocumentationto includeandcomplywiththenewamendmentsestablishedforaddressinggreenhousegasemissions. 3.2.7 SENATE BILL 375 Senate Bill 375 was passed in 2008 to reduce GHG emissions caused indirectly by urban sprawl throughout California. The bill offers incentives for local governments to execute planned growth and development patterns around public transportation in addition to revitalizing existing communities. Metropolitan Planning Organizations (MPOs) work with the CARB to reduce vehicle miles traveled by creatingsustainableurbanplanswithacomprehensivefocusonhousing,transportation,andlanduse. UrbanprojectsconsistentwiththeMPOsSustainableCommunityStrategy(SCS)canbypasstheCEQAs GHG emission environmental review. This provides developers with an incentive to comply with local planning strategies which support the states greater effort for overall emission reduction in the land useandtransportationsector. 3.2.8 ASSEMBLY BILL 341 StartingJuly1,2012,businessesandpublicentities,includingschoolsandschooldistrictsthatgenerate four cubic yards or more of waste per week and multifamily units of five or more will be required to recycle,iftheyarenotalreadydoingso.AB341alsoestablishesastatewidegoalof75%diversionof solidwastetolandfills.Thepurposeofthisnewlawistoreducegreenhousegasemissionsbydiverting commercial solid waste to recycling efforts and expand opportunities for additional recycling services andrecyclingmanufacturingfacilitiesinCalifornia.
3.3
REGIONAL AIR POLLUTION CONTROL DISTRICTS (APCD) AND AIR QUALITY MANAGEMENT DISTRICTS (AQMD)
In1947,theCaliforniaAirPollutionControlActwaspassedandauthorizedthecreationofAirPollution Control Districts (APCDs) and Air Quality Management Districts (AQMDs) in every county. APCDs and AQMDs are tasked with meeting federal and state air pollution requirements set by the Clean Air Act
SECTION3.POLICYANDREGULATORYDRIVERS
andcandevelopregulationstoachievethenecessarypublichealthstandards,thoughtheseregulations needapprovalfromtheCARBandtheUSEPA.APCDsandAQMDshavejurisdictionoverbusinessesand stationary sources of emissions and can offer varying levels of outreach, grants, CEQA reviews, and technical assistance to interested public and private parties. The APCDs and AQMDs do not have the authority to regulate mobile air pollution sources, which is the responsibility of the CARB, and must defer to state or federal regulations provided by the California Air Resources Board and the U.S. Environmental Protection Agency. The following highlights the South Coast Air Quality Management District. 3.3.1 SOUTH COAST AIR QUALITY MANAGEMENT DISTRICT (SCAQMD) TheSouthCoastAirQualityManagementDistrict(SCAQMD)encompassesoneofthesmoggiestregions in the United States, serving all of Orange County, western portions of Riverside and San Bernardino counties,andallofLosAngelesCountywiththeexceptionofAntelopeValley.CitrusCommunityCollege DistrictfallsunderthejurisdictionoftheSCAQMD.Withaprimaryresponsibilitytocontrolemissions from stationary sources of air pollution, including power plants, gas stations, industrial processes and consumer products, the SCAQMD issues permits to businesses and industries that operate under its regulations.Stationarysourcesprovide25%oftheSCAQMDareasozoneformingairpollution,withthe remaining75%ofpollutionderivingfrommobilesourcessuchastransportationservices,whichinclude vehicles,planes,trains,andships.Permitsissuedtobusinessesandongoinginspectionsservetoensure compliancewithSCAQMDairqualityrequirements. Despite the increase in population and car ownershipinpastdecades,airqualitycontrol efforts have reduced the maximum levels of ozone to less than one quarter of what they wereinthe1950s,whentherewerefarfewer cars on the road and residents in the area. However,theSouthCoastAirBasinexceeded the federal 8hour standard for ozone in 2009, with 113 days reported beyond the maximum standard levels. The SCAQMD anticipatesmeetingthe8houraverageozone standard by 2023, though recent federal air quality standards for ozone and particulates haveincreasedtheamountofreductionsthatwillneedtobemadebeyondcurrentemissionreduction plans. The cleanup effort will take time, and the SCAQMD estimates it will reach the new 24hour averageparticulatestandardby2020andnewozonestandardby2030.Overall,theregionhasboththe worstsmogandthestrictestpollutioncontrolrequirementsinthecountry. AcompletelistofCaliforniaRegionalAirQualityManagementDistrictsisincludedinAppendixD.
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SECTION4.ESTABLISHACAMPUSSUSTAINABILITYCOMMITTEE
SECTION4.
ESTABLISHACAMPUSSUSTAINABILITYCOMMITTEE
After gaining the necessary commitment CampusSustainabilityCommittee from the college administration, the next step in developing a Sustainability Plan is to ManagethePlanningandImplementation EstablishaCampusSustainabilityCommittee Process to manage the planning and implementation InclusiveandCollaborative process. Above all, this should be an IncludeStudents,Faculty,andStaff inclusive,collaborativeprocesswhichshould CampusLeadersandthosewithTechnical include college staff, faculty, and students in Expertise its makeup. This collaborative model was Representtheinterestsofthelargercampus successfullyusedtodevelopthisdocumentat community Citrus College. A Campus Committee was Willdotheheavyliftingofcreatingand established with broad representation from implementingtheplan the campus community, as well as an Advisory Council made up from members of theCCCChancellorsOffice,othercommunitycollegecampuses,theInvestorOwnedUtilities,andother industryexperts,whoallcontributedtothedevelopmentoftheTemplate. Membersofthecommitteeshouldbecampusleaderswhohaveaninterestinsustainability.However, it is also important that the proper expertise be included from campus facilities, operations, and administration staff. The Campus Committee should be a standing committee with regular members thatmeetonaregularschedule,andmeetingminutesandactionitemsshouldberecordedandtracked. Roles and responsibilities should be defined for committee members, and a governance structure shouldbeestablishedforrunningmeetings,decisionmaking,andreportingouttothecampus.This committee should have some level of authority and will be responsible for the development and implementation of the campus sustainability plan within the overall college shared governance and administrativestructure.TheCommitteeshouldalsoberesponsibleforestablishingascheduleforthe sustainabilityplanningprocessandberesponsibleforitsimplementationwithinthetimeframeandany established budget. The Campus Committee will do the heavy lifting of creating the plan and its membersshouldhavetherequiredamountofavailabletime,thecommitmenttoattendmeetings,and the ability to perform other tasks as necessary. Due to anticipated time commitments required by committeemembers,thecollegemaywishtoofferastipendtocommitteememberstocompensatefor the additional responsibilities. This allows for inclusion of highly sought after personnel who may otherwisebetoobusytoparticipate. The Campus Committee must represent the interests of the larger campus community in the sustainability planning process. Outreach efforts to communicate the planning activities and solicit feedback from the campus population should be made at regular intervals. Periodic workshops and presentations should be conducted in venues that are convenient for participation by a wide campus audience, and a process should be employed to encourage meaningful participation by all interested students, faculty, and staff. To build support for the Sustainability Planning efforts both on and off campus,outreachactivitiesshouldgobeyondthecampusandextendtothelocalcommunity.
SECTION4.ESTABLISHACAMPUSSUSTAINABILITYCOMMITTEE
11
The graphic below illustrates the relationship between the Campus Committee and the larger community. Community Members
DistrictPersonnel
Chancellor's Office
Sustainability Committee
IndustryExperts
RECOMMENDATIONS
Receiveinputfromall interested stakeholders Synthesize informationfor internalandexternal teams Developconcise statementsofpolicy
COMMUNICATIONS
Initiateandmaintain communicationwith internalandexternal groupsofkey stakeholders Maintainand distributeissuelog Conductperiodic meetingsand workshops
IMPLEMENTATION
Oncethebestideas havebeen communicated, proceedwiththe deploymentofplans insupportof establishedgoals Manageprocessto maintainscheduleand vision
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SECTION5.GOALS,OBJECTIVES,ANDDESIREDOUTCOMES
SECTION5.
GOALS,OBJECTIVES,ANDDESIREDOUTCOMES
Setting the goals, objectives, and priorities for the Goals,Objectives,andDesired campus sustainability plan is one of the most Outcomes importantstepsoftheprocess.Thisshouldreflectthe values of the college and go to the heart of why the WhatisthecampusVisionfor campus community believes sustainability is Sustainability? important. Since true sustainability addresses WhataretheGoalsandObjectives environmentalprotection,economicandfiscalissues, forthePlan? as well as social equity sometimes referred to as Whatarethecampusprioritiesand The Three Es the Campus Committee should limitations? develop a vision statement that captures, in one Whatarethecriteriaforsuccess? sentence,whatthecollegewouldliketoachievewith WhatisthetimelineforPlan the sustainability plan. An example of a Vision implementation? Statementis: ByadoptingthisSustainabilityPlan,theCommunityCollegeDistrictcommitstoEnvironmental andFiscalSustainability,reducingitsGreenhouseGasEmissions,anddevelopingGreenCurriculum toeducatestudentsforthechallengesofthe21stCentury. AfterestablishingtheVisionfortheplan,itwillbeimportanttodefinespecificgoalsandprioritiesand to quantify what success means to the campus. Since sustainability planning can be a daunting task, definingfocusedgoalsandobjectiveswillhelpthecampusprioritizethemostimportantactionslaterin the process. This is especially important for campuses with limited resources and for team members withbusyschedules.Thecommitteeshouldrefrainfromattemptingtotackleallissuesatonce;rather, themoreprudentapproachistofocustheteamseffortsonwhatismostimportanttothecollege.The developmentofspecificgoals,criteria,andprioritiesshouldbecreatedthroughabrainstormingprocess of the Campus Committee. Ideas can come from Committee members or can be gleaned from the ImplementationProgramsandProjectslistedinSection7oftheGuidebookorthePlanningChecklist foundinAppendixE. The process of prioritization should also consider the areas where there is the most potential for improvement.Forexample,thefollowingchartshowsabreakdownofthemajoremissionsourcesfora typical community college. Many Districts will likely find that transportation and commuting is a large sourceoftheirGHGemissionsandmaywanttoprioritizeprojectsinthiscategoryoversmallerpiecesof thepie.
SECTION5.GOALS,OBJECTIVES,ANDDESIREDOUTCOMES
13
Scope1 22%
Scope2 24%
Scope3 54%
Source:USEPA http://www.presidentsclimatecommitment.org/files/documents/best_practices_cap.pdf
Thechartabovedescribesthegreenhousegasemissionsbreakdownforatypicalcommunitycollege: Scope1includesalldirectemissionsfromsourcesownedandcontrolledbythecollege,suchas carbondioxidereleasedbyburningnaturalgasonsite. Scope 2 includes indirect emissions from consumption of purchased energy utilities, such as electricity,heat,orsteam. Scope 3 includes all indirect emissions not covered by Scopes 1 and 2 and includes emissions fromstudentandstaffcommuting. Settingspecificcriteriaforsuccessisimportantbecausewithouttargetsorbenchmarksitwillbedifficult to assess whether the results achieved from executing the plan were the results that program stakeholderswantedorexpected.Forcampusesundertakingthisforthefirsttime,itmaybedifficultto knowwhatreasonabletargetsorcriteriaare.Sometimessettingthebartoohigh can havethesame effect as setting it too low either can lead to an ineffective plan. Fortunately, there are many examples of what has been successfully implemented at other colleges that can be reviewed for best practices and lessons learned. Setting appropriate goals also depends on the resources, funding, and student,staff,andfacultytimeavailabletoimplementprojects. Criteriaassignedtoagoalshouldcontainbothatargetthatcanbemeasuredandatimeframebywhich to achieve the target. These are sometimes called SMART Goals (Specific, Measurable, Achievable, Relevant,Timebound).Afewexamplesoftargetssetbyothercollegesorasdelineatedbypublicpolicy include: EnergyUse(orcost)Reduction:Reduceenergyconsumptionfroma20012002baselineby15% bytheendof20112012(Source:CCCBoardofGovernorsEnergyandSustainabilityPolicy) GreenBuildingStandards:AllmajorcapitalprojectsneedtooutperformTitle24Standardsbyat least15%andmajorrenovationprojectsneedtooutperformTitle24Standardsbyatleast10% (Source:CCCBoardofGovernorsEnergyandSustainabilityPolicy) Renewable Energy: Procure 20% of electricity from renewable sources by 2010 and 40% by 2014(Source:CCCBoardofGovernorsEnergyandSustainabilityPolicy) WaterUseReduction:Reducewateruseintensity16%by2015(Source:FederalExecutiveOrder 13423forgovernmentagencies)
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SECTION5.GOALS,OBJECTIVES,ANDDESIREDOUTCOMES
WasteDiversionandManagement:Divert75%ofsolidwastefromlandfillsby2012andzero wasteby2020(Source:UCSustainabilityPracticesPolicy) Greenhouse Gas Reductions: Reduce annual GHG emissions to 1990 levels by 2020 (Source: AB32) and achieve climate neutrality as soon as possible (Source: American College and UniversityPresidentsClimateCommitment)
Intheprocessofcreatinggoals,criteria,andatimeline,theDistrictshouldalsoperformanassessment ofexistingorcurrentsustainabilityeffortstoacknowledgepastworkandtobuilduponsuccesses.Take credit for what the District has already accomplished, and if current efforts can be improved, identify thoseimprovementsandmakethemapartoftheplan.Animportantfeatureofthebroadbased,multi disciplinedCampusCommitteeisthattheremaybemanysustainabilityeffortsgoingonatthecampus that not everyone is aware of, and these isolated efforts can be brought together from a variety of sourcesthatnormallywouldnotbecommunicatingwitheachother. It is important that both the Vision Statement and the Sustainability Goals receive support from the administration. Campuses should approach their Board of Trustees and their College President for approvaloftheVisionStatementandSustainabilityGoalsearlyonintheplanningprocess.
SECTION6.ECONOMICSOFSUSTAINABILITY
15
SECTION6.
ECONOMICSOFSUSTAINABILITY
In an environment of budget cuts and limited funding,Districtswillneedtocarefullyevaluatethe economics of sustainability in the decision making process.Thiswillmeanbalancingthedifferentcosts and benefits of each project, including those that are difficult to quantify. Often, sustainability projectsthathaveaninitialcapitalcostwillresultin annual operating cost savings that translate to reducedGeneralFundexpenditures. This section will describe approaches for analyzing theeconomicbenefitsofsustainabilityprojectsand to help identify funding sources. Other helpful resourcesfortheexecutionoftheprojects,suchas technical and program assistance, are addressed in Section11oftheTemplate.
EconomicsofSustainability
WhataretheCostsandBenefitsof Sustainability? WhataretheCampusInvestment Criteriaforprogramsandprojects? Howtoestimatethecostsof sustainabilityprojects Considerthecostofdoingof nothing Resourcesforfundingprojects Effectsdifficulttoquantify Riskmanagementandmitigation
6.1
PROJECT ECONOMICS
Thereareseveraleconomicfactorstoconsiderwhenevaluatingwhichprogramsorprojectstopursue. Severalofthesefactorsarelistedbelow. ConsiderthecoststodevelopandimplementtheSustainabilityPlan.Thecampuswillincurcoststo both initially develop the Sustainability Plan and to implement its programs and projects. If the planningprocessisundertakenbymeansofaCampusCommitteeconsistingofinternalresourcesand studentparticipation,thedevelopmentcostscouldbeminimaloralreadyaccountedfor.Ifaconsultant is used for plan development these costs would need to be budgeted. However, the expertise and efficiencies provided by a consultant could result in a more effective plan and additional cost savings thatmayoffsetconsultantcharges. What is the District or campus investment criterion for sustainability projects? Investment criteria should be developed to help evaluate proposed projects. This could be a simple payback criterion, ReturnonInvestment(ROI),oralifecycleanalysisutilizingaNetPresentValue(NPV)calculation.Most Districtsshouldhaveinvestmentcriteriaandpoliciesinplace,andthesemayneedtobereevaluatedto accountfortheuniquebenefitsofsustainabilitymeasures. Howmuchistheprojectcapitalorupfrontcost,howmuchtotalcapitalisavailable,andwhenisit available?ADistrictsabilitytoimplementsustainabilityprojectswillbefirstlimitedbytheamountof fundingavailableandwhenitbecomesavailable.Itmaybepossibletoenhancetheamountofcapital availablebyusingacombinationofinternalandexternalfundingresources(seeSection6.2).
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SECTION6.ECONOMICSOFSUSTAINABILITY
Howmuchsavingswilltheprojectgeneratecomparedtoitscost?Forexample,thiscouldbeannual energy or water cost savings, or could be revenue generated from an oncampus recycling program. This can be evaluated by performing a simple costbenefits analysis to compare first cost to annual savingsoveraprojectslifetime. Are there economies of scale with certain project types? Easily scalable projects, such as lighting upgrades, may be more costeffective than more complex or standalone projects that are difficult to scale.Districtsshouldalsoconsidertheabilitytoreplicateorspreadtheprojectstoothercampusesor tothelocalcommunity. Can sustainability project capital expenditures translate to campus General Fund and annual operating budget savings? Projects that result in annual cost savings (for example energy or water efficiency)canreduceoperatingbudgetexpendituresandaddtotheGeneralFundtofinanceongoing costsforteachers,supplies,orothereducationalneeds.ThiscouldbeespeciallyattractiveifaDistrict hasacapitalimprovementbudgetandistryingtoevaluatethebestbangforitsbuck. Whataretheprojectslifecyclecostsandbenefits?Inordertogetanaccuratepictureoftheimpactsof asustainabilityproject,theDistrictshouldquantify thelifecycle costsandbenefitsofaproject.While performing a lifecycle cost analysis of a project requires more time and effort than a simple payback calculation, calculating lifecycle costs can have the added benefit of capturing maintenance costs and savings, reductions in operational and resource costs, increases in staff and student productivity, and impactsonthesafety,health,andcomfortofthecampus.Itcanalsotakeintoaccountavoidedcostsof future capital improvements that may have been otherwise required and potential fluctuations in the price of energy, water, and other necessary resources. For example, establishing a network for carpoolingmaycarryaninitialcosttotheDistrict,butthereductioninvehiclesdriventothecampuscan helptheDistrictavoidthecostlyprocessofconstructingnewparkingspacesorreduceairdistrictfines. LifecycleanalysisshouldincludeanNPVanalysistoevaluatethe abilityoftheprojecttomeetDistrict financialcriteria. The adjacent graph illustrates the 10YearEffectsof3YearProgramImplementation StatewideCCCCampusEnergyCosts(IOUServedCampusesOnly) lifecycle benefits of energy $140 efficiencyprojectsforthe20092011 CCC/IOU Energy Efficiency $130 Partnership portfolio of projects. In $120 addition to achieving 10year cumulative savings of over 725 $110 million kWh and 23 million therms, the graph also illustrates how on $100 average $1 worth of investment in $90 sustainable facilities yields $2 in energy savings. The result is that $80 capital outlay investments now can 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018 provide continuing relief to District Year supportbudgets. BusinessasUsual TargetedPortfolioImplementation,20092011
AnnualEnergyCosts(Millions)
SECTION6.ECONOMICSOFSUSTAINABILITY
17
Consider the cost of doing RetailPriceofElectricityinCalifornia nothing.Thecostofenergy,water, $0.19 sewage, waste disposal, and other services will continue to increase $0.17 whilecollegebudgetsstagnateorare cut.Manysustainabilityprojectswill $0.15 savemoneyforthecampusoverthe $0.13 projectslifecycleandcanserveasa hedge against increasing utility or $0.11 other costs. The adjacent graphs $0.09 indicate the increases in electricity and natural gas prices since 1980, $0.07 and clearly illustrate the cost of 1980 1985 1990 1995 2000 2005 2010 doing nothing. Most importantly, Source:CaliforniaEnergyCommission they reinforce the fact that dollars spent on energy are dollars taken RetailPriceofNaturalGasinCalifornia outoftheclassroom. $12.00 When energy or resource efficiency $11.00 measures result in a reduction in $10.00 capital cost expenditures it is often $9.00 referredtoastunnelingthroughthe $8.00 cost barrier1. For example, $7.00 reductions in cooling loads through $6.00 energyefficiencyprojectscanreduce $5.00 costsifHVACequipmentisabletobe $4.00 1980 1985 1990 1995 2000 2005 downsized. Such avoided capital Source:U.S.EnergyInformationAdministration costs and opportunities to tunnel through the cost barrier should not be overlooked and should be considered in the decision making process. 6.1.1 ESTIMATING COSTS Allsustainabilityprojectswillincursomecost,eitherintime,money,orboth.Apartfromthecostofany equipment purchased, successful execution of sustainability projects will require a certain amount of staff time to oversee the implementation and the ongoing operation and maintenance (O&M) costs. Some projects will be more time intensive and require the attention of campus staff than others. Districtsshouldconsidertheircapacitytosuccessfullyundertakeandcontinuallymanagesustainability projectsbeforepursuingthem. Districts can begin their cost estimating process by using industry aggregate data, such as RSMeans. While final costs will depend on the specific needs of the project, industry averages can provide a reasonableballparkestimateforDistrictdecisionmaking.
1
NaturalCapitalism,byPaulHawken,AmoryB.Lovins,L.HunterLovins
Cost($/Thousand CF)
Cost($/kWh)
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SECTION6.ECONOMICSOFSUSTAINABILITY
In certain cases, it may be necessary to hire specialists or consultants to assist in parts of or all of a sustainabilityproject.Districtsarerecommendedtohirespecialistsforprojectsthatfalloutsideofthe existingexpertiseofthestaffinordertoensuresystemsaredesignedtofitDistrictneedsandareupto industry standards. In addition, the efficiencies and expertise provided by consultants could result in additionalsavingsthatmayoffsetconsultantcharges. Cost estimates should be confirmed by issuing Requests for Proposals (RFPs) and receiving vendor or contractorquotesforequipmentandservices. 6.1.2 THE COST OF GOING GREEN Thereisaperceptionthatgreenbuildingpracticesaretoocostprohibitivetopursue.Therehavebeen several studies and demonstration projects that have shown these concerns to be unfounded. The seminal work on this subject is The Costs and Financial Benefits of Green Buildings, written for the California Green Building Task Force in 2003, found that minimal upfront investments of about two percentofconstructioncoststypicallyyieldslifecyclesavingsofovertentimestheinitialinvestment. Sincethen,greentechnologycostshavesteadilydecreasedandgreenbuildingpracticeshavebecome morewidespread,makingthefinancialanalysesofgreenprojectsincreasinglyattractive. The Costs and Financial Benefits of Green Buildings report can be found on the US Green Building Councilwebsiteathttp://www.usgbc.org/Docs/News/News477.pdf 6.1.3 LIFE CYCLE COST ANALYSIS TOOLS A good resource for estimating and evaluating the costs and benefits of sustainability activities is the Accelerating Campus Climate Initiatives guide by the Rocky Mountain Institute. It also contains a DecisionMaking Matrix tooltoassistcampuseswiththeprocessofselectingandprioritizingprojects. Theguidecanbefoundat: http://www.aashe.org/files/documents/resources/RMI_AcceleratingCampusClimateInitiatives.pdf Below are three of the many different tools and resources that are available to assist Districts for conductingaLifeCycleCostAssessmentofprojects: CaliforniasGreenBuildingInitiativehascreatedaLifeCycleCostAssessmentspreadsheettool,available onlineathttp://www.green.ca.gov/LCCA/default.htm The Building LifeCycle Cost (BLCC) Program is an economic analysis tool developed by the National InstituteofStandardsandTechnologyfortheU.S.DepartmentofEnergyFederalEnergyManagement Program(FEMP).Theprogramcanbedownloadedforfreeat: http://www.eere.energy.gov/femp/information/download_blcc.html The U.S. Army Corps of Engineers has developed the ECONPACK for Windows program, which is an economic analysis tool that has been developed in support ofDOD funding requests. The ECONPACK programcanbedownloadedathttp://www.hnd.usace.army.mil/paxspt/econ/features.aspx
SECTION6.ECONOMICSOFSUSTAINABILITY
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6.2
Thefollowingisalistofexamplesandresourcesforprojectfunding.Thelistisbrokenintotwogeneral categories: funds that can be raised by the District and funds that come from external grants and incentives. Successful financing of a large sustainability project may require a combination of these differentfundingmechanisms. 6.2.1 FUNDING THROUGH DISTRICT ACTION There are several opportunities and approaches that Districts and campuses can use to fund projects frominternalsources.Someofthesearelistedbelow. 6.2.1.1 DistrictCapitalImprovementPrograms Some Districts and campuses may have an existing Capital Improvement Program with budgetsavailableforinfrastructureprojects.Manytimesthefundsareearmarkedforspecific projects such as building renovations or utility upgrades. Planned and budgeted projects should be evaluated to determine if efficiency upgrades can be incorporated in the design phase of the project. Funding that is discretionary should be considered for unfunded sustainabilityprojects. 6.2.1.2 DistrictBondElection DistrictscanraisefundsthroughissuingbondsbyholdingaDistrictBondElection.Theability to issue bonds and the availability of these funds will be contingent on voter approval. Projectsthatraisecapitalthroughthismethodneedtobeginplanningearlyon,possiblyyears before the bond election is held. Bond funding for infrastructure projects is a widespread practiceinthecommunitycollegesystem. 6.2.1.3 GreenRevolvingFund A Green Revolving Fund is a revolving loan program operated by the District which issues loans to individual campuses, departments, or groups. These loans help fund projects that reduce resource use or provide other green benefits. When combined with projects that havesignificantcostsavingsaGreenRevolvingFundcanhelpsupportinnovativeoroutreach projectsthathavelessattractiveornofinancialpayback. GreenRevolvingFundsaregainingfavoramongacademicinstitutions.Inasurveyconducted bytheSustainableEndowmentsInstitutein2011,fiftytwoinstitutionshaveacombined$66 million invested through Green Revolving Funds to support the development of sustainable practices on campuses. For more information on Green Revolving Funds, see Greening the BottomLinebytheSustainableEndowmentsInstituteat: http://www.greeningthebottomline.org/
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6.2.1.4
SECTION6.ECONOMICSOFSUSTAINABILITY
EnergyPerformanceContracts(EPCs) EnergyPerformanceContracts(EPCs)arestructuredsothatenergyefficiencyprojectscanbe installed with little or no upfront costs to the customer. A portion of the revenue from energysavingsgodirectlytoanEnergyServiceCompany(ESCO),whofinancesandconstructs theproject.ESCOscantakeonthedebtassociatedwiththeprojectsdonethroughtheEPC, allowingDistrictstokeepthedebtoffoftheirbooks.
The American College and Universitys Climate Commitment and the Clinton Foundations Climate Initiative have created a Best Practices Toolkit for energy performance contracting. Thetoolkitcanbefoundat: http://www.presidentsclimatecommitment.org/resources/eebrp/toolkit 6.2.1.5 PowerPurchaseAgreements(PPA) A Power Purchase Agreement (PPA) is a mechanism for an enduse customer to purchase clean energy from a power producer for onsite projects. In the case of solar photovoltaic electricity,Districtscanopttopurchasesolarenergyfromasysteminstalledonsitethrougha PPAatanegotiatedrateinsteadofpurchasing,installing,andmaintainingtheoperationsof solar photovoltaic panels themselves. In addition, while California Community Colleges are nonprofit entities, Districts can still take advantage of tax benefits by entering into a PPA. Thesebenefitscanbereflectedinthecontractpricingstructure.Whilethesolarpanelsmay be installed on the campus, a District will not own the system. However, ownership of any renewable energy certificates (RECs) and carbon offset credits generated will need to be negotiatedaspartofthePPA.AmajoradvantageofaPPAisthatnoupfrontinvestmentor ongoing maintenancecostsarerequiredfrom the collegewhilethesolarPVenergyisoften guaranteedbythePVprovider.However,theriskofthenegotiatedelectricityrateisusually placedonthebuyer. RecyclingRevenue Districts can take advantage of the value of recyclable items to create a revenue stream to support recycling operations, which could include the scrap value of the paper, cardboard, metal,plastic,glass,orotherrecyclables,ortheCaliforniaRedemptionValue(CRV)forbottles andcans. OrangeCoastCollegesrecyclingprogramisanexampleofhowthishassuccessfullyworked. SeeSection10:BestPracticeCaseStudiesforadescriptionofOrangeCoastCollegesrecycling program. Visithttp://recyclemania.comorhttp://stopwaste.orgforhelpfultipsonrecycling.
6.2.1.6
SECTION6.ECONOMICSOFSUSTAINABILITY
6.2.1.7 RenewableEnergyCertificates(RECs) RenewableEnergyCertificates(RECs),alsoknownasRenewable EnergyCredits,GreenTags, or Tradable Renewable Certificates (TRCs), represent the environmental benefits of one megawatthour electricity generated from renewable sources. The credits should not be confusedwithtaxcreditsforrenewableenergyprojects.ARECisatradablecommodityand canbesoldasasourceofrevenuetotheDistrict.RECscanalsoberetainedsothattheowner hasclaimtotherenewableattributesoftheelectricity. Californias Renewable Portfolio Standard (RPS) mandates that utilities provide 33% of their generation portfolio with renewable energy by 2020, and created a compliance market in CaliforniawhereutilitiescanpurchaseRECsinordertomeettheRPSgoal.Thereiscurrentlya pricecapof$50/megawatthourforRECs,andthemarketvaluecanfluctuatebelowthislevel. While the above describes the state of the REC market at the time of this Guidebooks publication, this is constantly evolving and Districts should perform their own duediligence beforemakingdecisionsonRECtransactions. FormoreinformationaboutRECsinCalifornia,seetheCaliforniaPublicUtilitiesCommission RECwebsiteat: http://www.cpuc.ca.gov/PUC/energy/Renewables/FAQs/05REcertificates.htm 6.2.1.8 CarbonOffsetCredits ProjectsthatoffsetorreducegreenhousegasemissionscanbecertifiedbytheClimateAction Reserve and traded as a Climate Reserve Tonne (CRT) credit, which is the equivalent of one metrictonofcarbondioxideequivalentemissionsreduced.Atthetimeofthepublicationof this Guidebook, the CARB has adopted the California Carbon CapandTrade program regulations.However,theCapandTradeprogramstillfaceslegalchallengesraisedbyparties whobelievethattheprogramwillnotresultinsufficientGHGreductions.Theregulationof emissions is expected to become enforceable in 2012. In addition to the capandtrade market,thereareothermarketplaceswhereCRTscanbepurchasedandsold,thoughsimilar to RECs, Districts that sell CRTs lose the GHG offset attributes and cannot count the reductionstowardstheirgoals. CRTs are not applicable for onsite energy efficiency projects as the benefits occur at the power generation facility where the environmental and carbon reductions are already accountedforinRenewableEnergyCredits. For more information about CRTs and the CRT marketplace, see the Climate Action Reserve websiteat:http://www.climateactionreserve.org/ For more information about the CapandTrade program, see the California Air Resource Boardwebsiteat:http://arb.ca.gov/cc/capandtrade/capandtrade.htm
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6.2.2 EXTERNAL GRANTS AND INCENTIVES 6.2.2.1 CCCBoardofGovernorsEnergyandSustainabilityPolicy The California Community Colleges Board of Governors has adopted an Energy and SustainabilityPolicywhichencourageslocalDistrictstobemoreenergyefficient.Thepolicy has set goals for campuses to reduce energy consumption from its 200102 baseline consumption by 15% by the end of fiscal year 201112. To assist Districts in achieving the goals, the Community College Chancellors Office will provide an incentive of 2% of constructioncostsfornewconstructionand3%formodernizationprojects. TolearnmoreabouttheCCCBoardofGovernorsEnergyandSustainabilityPolicy,visit http://extranet.cccco.edu/Portals/1/CFFP/Facilities/Cap_Outlay_Docs/3 1_energy_sustainability.pdf 6.2.2.2 ElectricandGasUtilityIncentives Districtscangivetheirenergyefficiencyprojecteconomicsaboostbyapplyingforincentives throughtheCaliforniaCommunityCollege/InvestorOwnedUtility(CCC/IOU)EnergyEfficiency Partnership.Forthe20102012programcycle,Districtsreceiveincentivesforreducingannual energyuseandarepaid$0.24perkWhand$1.00perthermsavedandcanrecoverupto80% oftheprojectcapitalcost.Qualifyingprojectsincludeenergyefficiencyretrofits,Monitoring Based Commissioning (MBCx), and energy efficient new construction (formerly known as Savings by Design). However, these incentive rates are only good for the current program cycle, which is scheduled to finish at the end of 2012 at the time of this Guidebooks publication.TheCPUCandtheutilitiesarecurrentlyevaluatingtherenewaloftheseincentive ratesinthenextprogramcycleplannedfor20132014. Outside of the CCCIOU Partnership the IOUs also offer incentives through their core programs,andcommercialandinstitutionalcustomerscanreceive$0.09/kWh,$1/therm,and $100/peakkWreducedforupto50%oftheprojectcostofenergyefficiencymeasures. Learn more about the CCC/IOU Partnership at: http://cccutilitypartnership.com/ or contact theDistrictsPG&E,SCE,SDG&E,orSCGAccountManagerformoreinformation. 6.2.2.3 OnBillFinancing(OBF) OnBill Financing is an IOU mechanism that enables colleges to finance energy efficiency projectswithloansthatarerepaidthroughtheirutilitybill.OnBillFinancingavailabilityand termsvarybetweenutilities,andcollegesinterestedinOnBillFinancingshouldcontacttheir IOUAccountManagertolearnmore.
SECTION6.ECONOMICSOFSUSTAINABILITY
6.2.2.4
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6.2.2.5
6.2.2.6
6.2.2.7
6.2.2.8
6.2.2.9
LocalGovernmentEnergyEfficiencyPartnership Ifanenergyefficiencyprojectreachesbeyondtheboundariesofthecampus,Districtsmaybe able to partner with local government to receive incentives through a Local Government EnergyEfficiencyPartnershipwiththeIOUs,whicharesimilartotheCCC/IOUPartnership. SustainableCommunitiesProgram TheIOUsalsoofferaSustainableCommunitiesprogramthatprovidestechnicalservicesand otherresourcestoassistlocalgovernmentswiththepreparationofClimateActionPlansand GHGreductionefforts.Inaddition,theStatewideEnergyEfficiencyCollaborative(SEEC)isa partnership between the IOUs, the Local Government Commission (LGC), the Institute for Local Government (ILG), and ICLEILocal Governments for Sustainability that also provides technical training and other resources for local governments to improve energy efficiency, reduce costs, and reduce GHG emissions. More information on the SEEC program can be foundhere:http://californiaseec.org/ WaterandWastewaterUtilityIncentives Districts may be able to receive monetary incentives or other assistance for reducing water use and waste water disposal through their local water utility and waste water district. Districts should contact the appropriate agencies to find more information about the incentivesandotherresourceslocallyavailabletothem. MunicipalSolidWasteAgencyandCalRecycle The local municipal solid waste agency or franchise waste hauler may be able to provide resourcestoassistinwastemanagement,suchasfreecomposting,recyclingcollectionbins, orotherfinancialsupport.CalRecycle,thestatewideDepartmentofResourcesRecyclingand Recovery, provides free recycling starter kits with recycling bins to collect CRV beverage containers.TolearnmoreaboutCalRecycle,seehttp://www.calrecycle.ca.gov/ MunicipalTransitAgency Whereavailable,thelocalMunicipalTransitAgency(MTA)maybeabletoprovidefinancialor implementation assistance for programs that reduce single passenger vehicle ridership and reduce Vehicle Miles Traveled (VMTs) through public transportation, alternative transportation, and carpooling. Districts should contact their local MTA to find more informationaboutresourceslocallyavailabletothem. GovernmentGrants The availability of government grants is constantly changing. Districts can find more about federal and state grants available through the following websites, which consolidate the availablegrantsfromallgovernmentdepartments:
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SECTION6.ECONOMICSOFSUSTAINABILITY
FederalGrants:http://grants.gov/ CaliforniaStateGrants:http://www.ca.gov/Grants.html Districtsmayfinditeasiertohandlegrantpaperworkwhenpartneringwithlocalgovernments ornearbycollegesanduniversities. 6.2.2.10 StateEnergyEfficiencyLoans Collegescanalsoapplyforotherstateandfederalloans,suchastheloansavailablethrough theCaliforniaEnergyCommission.AtthetimeofthisGuidebookspublication,theCalifornia EnergyCommissionwasacceptingapplicationsfortheir3%interestloanforenergyefficiency andrenewableenergyprojects.Therepaymentscheduleisupto15yearsandwillbebased on the annual projected energy cost savings from the aggregated projects. Colleges are eligibletoapplyforthisloan,andmoreinformationcanbefoundontheirwebsiteat: http://www.energy.ca.gov/efficiency/financing/index.html CollegescanalsoexploreoptionslikeEnergy$mart,whichisafinancialmarketplaceopened by the California Department of General Services designed to make financing energy transactionseasier.ThroughEnergy$mart,participatinglenderscanofferfinancingoptions that meets all the requirements of a competitively bid process. At the time of publication, however, no lenders are participating due to the state budgetary crisis, though this may changeinthefuture. To learn more about Energy $mart, visit the California Department of General Services websiteat:http://www.dgs.ca.gov/pd/Programs/StateFinancialMarketplace/Energy.aspx 6.2.2.11 CertificateofParticipation(COP) Instead of issuing a bond, colleges can fund projects via Certificates of Participation (COPs), which allow wouldbe bond buyers to instead purchase a share of the ownership in the constructionorcapitalimprovement.Thecollegewouldthenleasetheinvestorsownership and may installment payments to the lease. When construction is finished, the college assumesfullownershipofthecompletedproject.Thismechanismismostlyusedbymunicipal governments or other government entities when there is a debt ceiling, though community collegesarealsoabletouseCOPstofundlargeprojects. 6.2.2.12 StudentFeesorFinancing In some cases, the student body may wish to finance sustainability projects through fees imposed on students or through fundraising efforts. These would generally be smaller programsorprojectsbutmaybewellsuitedtorecyclingefforts,oncampusfoodgrowing,or carpoolingefforts,orotherprojectsthatdirectlybenefitthestudentbody.
SECTION6.ECONOMICSOFSUSTAINABILITY
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6.2.2.13 FoundationforCaliforniaCommunityColleges(FCCC) The Foundation for California Community Colleges (FCCC) supports the CCCs by developing programsandservicesavailabletoalloftheDistricts.Anexampleoftheservicesprovidedby the FCCC is the systemwide FUSION database, which tracks information gathered from facilitiesassessment,scheduledmaintenance,andnewconstructionprojectsandisusedfor planning, reporting, and tracking. Current efforts are underway to combine the FUSION database, sophisticated Building Integrated Management (BIM) tools, and energy efficiency evaluations in a way to help Districts better plan for sustainability. For more information abouttheFCCC,visithttp://www.foundationccc.org/
6.3
In addition to the financial costs and benefits, Districts should evaluate the effects of sustainability projects that are difficult to quantify but can have significant benefits and make a difference in the desirabilityofaproject. Sustainabilitymeasurescanimprovethelocal,regional,orglobalenvironment.Certainactions,suchas reducingvehicleidling,canhelpimprovetheairandwaterqualityclosetothecampus,whilecarpooling and energy efficiency can improve the air and water quality on a regional scale by reducing highway trafficandpowerplantemissions,respectively.ADistrictsactionscanhaveglobalimpactswhen,for example,thecampusreducesconsumptionfromunsustainablyharvestedandmanufacturedmaterials, or sources materials and supplies locally rather than internationally to reduce transportation greenhousegasemissions. Improving air quality has positive health effects on the larger population. Ozone in the local environment is detrimental to human health, has been tied to increased asthma rates, and is created from tailpipe pollutants and power plants. More information on the health impacts of ozone and asthmacanbefoundontheUSEPAwebsitehere:http://www.epa.gov/apti/ozonehealth/effects.html Sustainablepracticescancreategreenjobsbydirectlycreatinganeedforskilledlaborandspecialistsin the industry. As the green economy grows, costs for green technology will continue to decrease and further contribute to the growth of the industry and creation of additional green jobs. Community Collegesarenaturalincubatorsforskilledemployeesforthegreeneconomyandcancreatecurriculum tofillthisvitalneed. Sustainability projects can often bring good publicity to the campus and can increase a Districts attractiveness to potential students, new staff, and the surrounding community. Districts known for successinsustainabilitymayalsofinditeasiertosecureexternalfundingforfutureprojects. Finally, as an academic institution, Districts should consider the impacts on classroom and research activitieswhiletheprojectsarebeingimplementedandexploreanypossiblesynergieswithcurriculum development.Additionally,improvementsintheenergysystemsofabuilding,whichcanreducenoise andindoorairpollutantsandincreasethermalcomfort,andincreaseddaylightinabuildingcanimprove comfortandproductivityofstudentsandemployees.Moredetailsontheimpactsofgreenbuildingson
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SECTION6.ECONOMICSOFSUSTAINABILITY
productivity can be found in a report published by the National Academic Press and available at http://www.nap.edu/catalog.php?record_id=11756
6.4
Implementingsustainabilityprojectscanalsobeaneffectiveriskmanagementstrategy.Forexample,by taking early action on GHG reductions a District can reduce litigation risk associated with California EnvironmentalQualityAct(CEQA)challengestoMasterPlanningactivitiesandwillbebetterpoisedto meet any future AB32 regulatory requirements that arise. Several local governments have already experienced CEQA challenges from the State of California resulting from inadequate GHG reduction strategiesassociatedwithcityGeneralPlans. Reducing energy consumption reduces campus exposure to fluctuating electricity and natural gas prices,whichcanbeseenfromthehistoricalelectricityandnaturalgaspricesshownatthebeginningof thissection.Districtsinareasthatexperiencedroughtsandwatershortageswillbeabletomoreeasily adapt to mandated conservation requirements and reduce or avoid penalties imposed for excessive wateruse. Finally,improvedhealthandsafetyfromsustainabilityprojectsmayreducelitigationriskfromstudent andfacultyexposuretodangerousorunhealthyconditions.
SECTION7.IMPLEMENTATIONPROGRAMSANDPROJECTS
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SECTION7.
IMPLEMENTATIONPROGRAMSANDPROJECTS
ThissectionoftheSustainabilityPlanGuidebookoutlinesthedifferentprogramsandprojectsthatcan beimplementedtoachievetheDistrictssustainabilitygoals.Thislistisintendedtobeastartingpoint forplanning,andindividualDistrictsareencouragedtoselectthoseelementsthatmeetthegoalsand priorities established in Section 5. This list is not allinclusive, and Districts are encouraged to think innovatively to identify projects that may not have been addressed here but suit the Districts unique circumstancesandneeds.However,Districtsshouldfilter,prioritize,andselectprogramsandprojects for implementation that best meet their goals while taking into account the budget and resource constraints of the campus. The programs and projects listed in this section are grouped into the subsectionsindicatedbelow: 7.1 ManagementandOrganizationalStructure 7.2 EnergyEfficiency 7.3 FacilitiesOperation 7.4 SustainableBuildingPractices 7.5 OnSiteGenerationandRenewableEnergy 7.6 Transportation,Commuting,andCampusFleet&Travel 7.7 Water,Wastewater,andSustainableLandscaping 7.8 SolidWasteReductionandManagement 7.9 GreenPurchasing 7.10 StudentandCurriculumDevelopment 7.11 CampusandCommunityOutreach&Awareness 7.12 CreateaClimateActionPlan 7.13 OtherProgramsandProjects For each selected Program and Project, the District should prepare a Sustainability Action Plan that identifiesspecificsteps,timing,responsibilities,andoutcomesforimplementation.AnImplementation Programs and Plans Checklist and a Sustainability Plan Document Template that corresponds to the projects and programs in this section has been created to assist campuses with this effort and are describedinSection8.
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7.1
7.1.1 PROGRAM GOALS In order to implement an effective Sustainability Plan, it is important for a District to have a policy mandateforsustainability,theinstitutionalstructurerequiredtomanagetheprocess,andthefinancial andtechnicalresourcestoaccomplishtheplangoals. 7.1.2 IMPLEMENTATION PROGRAMS AND PROJECTS ThefollowingimplementationprogramsshouldbeconsideredbytheDistricttomeetthisgoal: 7.1.2.1 AdoptaDistrictSustainabilityPolicy The District should demonstrate its commitment to environmental, fiscal, and social sustainabilitybyadoptingaBoardofTrusteespolicythatprovidesamandatetodevelopand implementaSustainabilityPlan.Thispolicyshouldarticulatethemission,vision,andgoalsof theBoardofTrusteesandauthorizethecampuscommunitytodevelopthenecessaryplans, programs,andactionsnecessarytoachievethem. 7.1.2.2 AppointaSustainabilityCoordinatorandEstablishanOfficeofSustainability ImplementationofaSustainabilityPlanwillrequiretime,effort,continuity,andleadership.It is important to establish the management and support infrastructure to meet these needs. This can be fulfilled by appointing a Sustainability Coordinator to work with staff, faculty, students,andcommunityorganizationstoidentify,implement,andmonitorthesustainability effortsattheDistrict.Additionalsupportforsustainabilityeffortsoncampuscanbeenhanced byestablishinganOfficeofSustainability.ThedutiesoftheSustainabilityCoordinatorandthe OfficeofSustainabilityshouldincludethefollowing: 7.1.2.2.1 ManagetheProcess A comprehensive Sustainability Plan will require coordination of activities and action plans, meeting schedules and deliverables, delegating responsibility, and managinginternalandexternalresourcestoaccomplishthegoalsoftheprogram. Appointing an individual with the responsibility, authority, and accountability to managethisprocesswillbecriticalforitssuccess. 7.1.2.2.2 ChampionforSustainabilityProjects Large projects, particularly those that span a long period of time, require an enthusiastic individual to follow through with efforts. The Sustainability Coordinator should be passionate about sustainability and be excited about working towards District goals despite potential financial, political, and logistical difficulties.
SECTION7.IMPLEMENTATIONPROGRAMSANDPROJECTS
7.1.2.2.3 Sustainability often begins at the grassroots level, and sustainability efforts can often be sporadic and lack coordination without designated leadership. The Sustainability Coordinator can serve as a main point of contact for sustainability effortsatthecampusandhelpgrassrootsprojectsgainthecriticalmassrequired forlongtermsuccess. 7.1.2.2.4 WhenhiringaSustainabilityCoordinator,Districtsshouldlookforcandidatesthat have an environmental related undergraduate degree and relevant work experience.ItisrecommendedthataSustainabilityCoordinatorhave35yearsof relevant experience, while a more senior position, such as a Sustainability Director,have5ormoreyearsofexperience. TheSustainabilityCoordinatorshouldbefamiliarwithallaspectsofsustainability butshouldbespecializedinatleastoneaspect,suchasenergyefficiency.Project management skills are necessary since the District will be undertaking many projectstoreachtheirgoal.Itisevenbetterifthecandidatehashadexperience withundertakingsustainabilityorclimateactionplanninginthepast. Most importantly, the Sustainability Coordinator needs to be able to communicate effectively with different groups of people of different technical backgroundsandshouldhaveexperienceinmanagingstakeholderprocessesand expectations. TheCampusConsortiumforEnvironmentalExcellencepublishedAPracticalGuide toHiringaSustainabilityProfessionalforUniversitiesandColleges,whichincludes moreinformationaboutdesiredqualitiesandincludescasestudyjobdescriptions. Theguide,whichwascreatedin2006,canbefoundhere: http://www.c2e2.org/sustainability_guide.pdf Currentinformationoncredentials,experience,andsalariesofsustainabilitystaff atcollegesanduniversitiescanbefoundintheAssociationfortheAdvancement ofSustainabilityinHigherEducationsHigherEducationSustainabilityStaffSurvey, publishedin2010.Thissurveycanbefoundhere: http://www.aashe.org/files/2010_staffing_survey_final.pdf 7.1.2.3 AppointaCampusSustainabilityCommittee A Campus or District Sustainability Committee should consist of staff, students, faculty, and communitymembersandshouldbedesignedtoprovideabroadperspectiveonsustainability programsandactivitiesatthecampus.TheCommitteemayormaynothaveauthorityover planimplementation,butataminimumshouldprovideinputandrecommendationsregarding performanceofplanactivitiesandplayanadvisoryormanagementroleintheprocess.More QualitiesandCredentials PointofContact
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7.1.2.4
SECTION7.IMPLEMENTATIONPROGRAMSANDPROJECTS
information on the advantages of establishing a Sustainability Committee is provided in Section4. FundingandResourcestosupportSustainabilityActivities Develop a funding plan and budget for the implementation of sustainability plan activities. Sources of funding may be from internal District budgets or from grants, endowments, or othercampusfundraisingactivitiesorrevenuestreams. Additional funding and technical or programmatic resources may come from local or state agencies,thelocalgovernment,thelocalwaterandwastewateragencies,localtransportation planning agencies, and the IOUs. More information on project funding can be found in Section6. EmploySustainabilityProfessionalsasRequired Manyoftheprojectsidentifiedintheplanmayrequirealeveloftechnicalorprogrammatic expertise not available among District personnel. Where appropriate, specialists should be hiredtoassistinthedesignandimplementationofenergyprojectstoensureprojectsuccess. Ensurethattheindividualorcompanybeinghiredhaspastexperiencethatisrelevanttothe projectforwhichtheyarebeinghired.ExperienceworkingwithotherCCCsisalsoaplus.
7.1.2.5
7.1.2.6
ConsiderSustainabilityinEndowmentInvestments Districtswithendowmentsshouldtakeintoconsiderationthesustainabilityandsocialequity of campus investments. The District should also increase transparency in their endowments and make the list of investment holdings available and accessible to the school community. TheDistrictshouldprovidewaysfortheschooltoexerciseitsshareholderrightsandinvolve stakeholders in the investment advisory process. Proxy voting records should also be made availabletotheschoolcommunity. Formoreinformationonsustainabilityinendowments,seeIntegratingEnvironmental,Social, andGovernanceIssuesIntoInstitutionalInvestmentbytheResponsibleEndowmentsCoalition athttp://www.endowmentethics.org/component/jdownloads/finish/3/5/0 IntegrateSustainabilityPlanningintoCampusMasterPlan Campus master plans and sustainability planning should go hand in hand. All sustainability projectsidentifiedthroughthisprocessshouldbeincorporatedinnewfacilitymasterplans.
7.1.2.7
SECTION7.IMPLEMENTATIONPROGRAMSANDPROJECTS
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7.2
ENERGY EFFICIENCY
7.2.1 PROGRAM GOALS Energy efficiency is one of the most cost effective ways to reduce District energy use and its carbon footprint. When implemented properly, efficiency measures can decrease energy use without compromising comfort and can improve indoor air quality and enhance student, faculty, and staff performance. Energy efficiency should be a higher priority than renewable energy due to more favorableeconomicsandtoavoidoversizingrenewableenergysystems. The chart below illustrates a comparison of the cost effectiveness of energy efficiency to power generation.
Thesecostsdonotaccountforexternalities,suchashealthcosts,pollutioncosts,andcostsincurred fromenvironmentaldamageandcleanup.
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SECTION7.IMPLEMENTATIONPROGRAMSANDPROJECTS
7.2.2 IMPLEMENTATION PROGRAMS AND PROJECTS The following Energy Efficiency Implementation Programs and Projects should be considered by the District. 7.2.2.1 SetEnergyEfficiencyGoals Establish energy use reduction goals for the District or campus. These goals should be to reduceenergyuseaboveandbeyondwhatisrequiredbytheCaliforniaTitle24EnergyCode and can be set by each campus based on their desires and capabilities. For example, goals could be set to exceed Title 24 by at least 20% for new construction projects. All major renovation projects could strive to reduce existing energy use by at least 10% or to exceed Title24Standardsbyatleast10%.SeeSection5formoredetailsaboutsettingappropriate goals. 7.2.2.2 EvaluateMechanismsfortheImplementationofEnergyEfficiencyProjects Evaluate various mechanisms for the identification and implementation of energy efficiency projects and programs, including the use of inhouse staff, engineering consultants, contractors, and performance contracting vehicles through Energy Service Companies (ESCOs). 7.2.2.3 ConductaFacilityPrioritizationSurvey Conduct a prioritization survey of all facilities managed by the District. The surveys can be used to establish priorities for conducting comprehensive facility energy audits. Buildings should be prioritized based on energy use intensity (EUI) (i.e. electricity and natural gas use per gross square foot per year), with buildings with the highest energy use intensity given highestpriority.Wheremetereddatadoesnotexist,thosebuildingsthatarebelievedtobe highenergyusersbyDistrictstaffshouldbetargetedfirst.Complexbuildingssuchasthose withlaboratoryfumehoodsareoftengoodcandidatesforenergysavings.Thesurveysshould includeleasedfacilitiestotheextentpracticableandtotheextentthattherecommendations ofsuchsurveysandauditscanbeimplementedunderthetermsofthelease. 7.2.2.4 ConductComprehensiveFacilityEnergyAudits AnEnergyEfficiencyauditingplanshouldconsistofthefollowingelements: 1. TheDistrictshoulddevelopandbeginimplementingalongtermplantoconductorobtain comprehensivefacilityenergyaudits,whichcanbebasedonprioritizationsurveys. 2. The District should conduct energy audits for approximately 20% of their facilities each year,beginningwithin6monthsoftheestablishmentoftheDistrictsSustainabilityPlan. This can be carried out either independently using public agency resources, through Energy Savings Performance Contracts, state programs such as the California Energy CommissionTechnicalAssistanceprogram,orutilityenergyefficiencyservicecontracts.
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3. Comprehensive audits of facilities performed within the last 3 years may be considered currentforthepurposesofimplementation. 4. Nocostauditsshouldbeutilizedtotheextentpracticable. 5. ThelevelofdetailsandenergysavingscalculationsshouldbethatofanASHRAELevelII audit. An ASHRAE Level II audit includes an analysis of energy use at a facility and identifies nocost, lowcost and capital improvement energy efficiency measures with detailedenergyandfinancialcalculations. 7.2.2.5 ImplementNewandExistingAuditRecommendations Within 90 days of the completion of the comprehensive facility audit of each facility, the Districtshouldbeginimplementingcosteffectiverecommendationsforinstallationofenergy efficiencyandrenewableenergytechnologies.TheDistrictshouldalsodothesameforenergy auditsoffacilitiesperformedwithinthepast3years.Inmakingdecisionsaboutinvestments in energy efficiency and renewable energy projects, the District should use lifecycle cost analyses,targetingprojectswithlowandnoadditionallifecyclecostsfirst.Savingsfromlow and nocost measures can be used to support projects requiring more capital investment. Where appropriate, the District should consider the lifecycle costs of combinations of projects,particularlytoencouragethebundlingofenergyefficiencyprojectswithrenewable energyprojects. 7.2.2.6 ImplementOngoingEnergyMonitoring For campus facilities believed to be major energy users, which are likely to be the larger buildings on campus or those with technical areas like laboratories and shops, the District should install permanent meters on all energy inputs (e.g. electricity, natural gas, chilled water,hotwater)toallowforcontinuousenergymonitoringandevaluationoftheimpactof efficiency projects. If a central plant system is installed at the campus, the District should include metering and monitoring of hot and chilled water circulation from the plant as appropriate.Meteringshouldbeconnectedtoenergymanagementsystems(EMS)toaidin themonitoringandanalysisofenergyuse. ParticipateinDemandResponse(DR)Programs Participate in all utility offered Demand Response (DR) programs and pursue incentives offered by these programs, where appropriate. For more information on utility demand response programs go to: http://www.cpuc.ca.gov/PUC/energy/Demand+Response/ or contactyourutilityAccountManager. 7.2.2.8 IdentifyandTakeAdvantageofGrantandIncentivePrograms Identifyandtakeadvantageofallgrantandincentiveprogramsavailableforenergyefficiency and conservation projects, including the Community College Energy and Sustainability Policy incentiveof2%fornewconstructionand3%formodernizationprojects.TheDistrictshould strivetobeanactiveparticipantintheCCC/IOUEnergyEfficiencyPartnershipprogram,which
7.2.2.7
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SECTION7.IMPLEMENTATIONPROGRAMSANDPROJECTS
offers monetary incentives for energy savings. See Section 6 for more details on funding opportunities.
7.2.2.9 EnergyEfficientEquipment Purchaseandutilizeenergyefficientequipmentwheneverpossible.Employthefollowingstrategiesto accomplishthisgoal. 7.2.2.9.1 EstablishanEnergyEfficiencyPurchasingPolicy Establish a Districtwide policy for all purchases of energyusing equipment, stipulating where lifecycle costeffective, energy efficient products will be selected. Products with an ENERGY STAR label are certified to not only be energyefficientbuttoalsohaveareasonablepaybackperiod,andENERGYSTAR labeledequipmentshouldbepurchasedwheneveravailable.Forproductgroups where ENERGY STAR labels are not yet available, the District should select products that are in the upper 25% of energy efficiency for their respective product categories. The District should incorporate energy efficient criteria consistentwithENERGYSTARandotherdesignatedenergyefficiencylevelsinto allguidespecificationsandprojectspecificationsdevelopedfornewconstruction andrenovation,aswellasintoproductspecificationlanguagedevelopedforBasic Ordering Agreements, Blanket Purchasing Agreements, and all other purchasing procedures. 7.2.2.9.2 EfficientLightingandLightingControls Install current generation of energy efficient lighting and lighting controls for interior and exterior applications. Energy efficient lighting technologies include lowwattage linear fluorescent lights, compact fluorescent lights, LEDs, and induction lighting. Examples of lighting controls include occupancy sensors, photocell installations for turning off lights when there is enough daylight, and timeclocksforschedulinglightsonandoffautomatically. 7.2.2.9.3 InstallEnergyEfficientHVACSystems In addition to buying energy efficient air conditioners, chillers, and boilers, the District should further increase the energy efficiency of their HVAC systems by pursuingthefollowingmeasures. InstallEconomizers Airsideeconomizerscanbeaddedtoallowtheuseoffreecooling,whichisto use outside air to ventilate the building when outside air temperatures are favorable. Airside economizers can be installed on both package units and buildings with central plants. While most Districts do not have central plants, thosethatdocaninstallwatersideeconomizerstofurtherreducechilleruse.
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EnhanceControlofEquipment Installing variable frequency drives (VFDs), also known as variable speed drives (VSDs),onHVACfansandpumpscansaveasignificantamountofenergy,asfans and pumps use more energy at higher speeds. VFDs are most effective when incorporated into an EMS for better control but can also be locally controlled if needed. ManagingPlugLoads PlugLoadsareenergyconsumingequipmentthatdrawselectricityfromawall socket. Examples of plug loads include computers, printers, refrigerators, and space heaters. Manage plug loads by activating any energy saving features on your plug load equipment and by using occupancy sensor plug load shutoff devices,suchasoccupancysensedpowerstrips. AppropriatelySizeEquipment Oversized equipment can waste energy by using more power than needed to meettheneed.Ensurethatallequipmentissizedappropriatelyforitsloadorhas theabilitytorampdownthroughcontrolsinsteadofcyclingonandoffrepeatedly whenloadsarelow. ReduceUnnecessaryHeatGainandLoss Avoid unnecessary cooling and heating by reducing unwanted heat gain or loss. Examplesofunwantedheatgainsinbuildingscanbepreventedbyshadingsouth andwestfacingwindowsorbycoolroofingstrategiesandpaintingroofswhite. Preventunwantedheatlossinpoolsbyusingpoolcoverstoreduceheatlossfrom pools,therebyreducingboilerusage. PerformRegularMaintenanceonEquipment Effective preventive and regular maintenance programs keep equipment and systems operating optimally and reduce excess energy use. Set up a routine maintenancescheduletoensurepropermaintenanceisperformed. Replaceequipmentwithenergyefficientmodels As old equipment is taken offline, replace it with energy efficient models. See Program7.2.2.9.1:EstablishaPurchasingPolicy,above,formoreguidelines.
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7.3
7.3.1 PROGRAM GOALS In addition to installing energy efficient equipment, Districts should strive to operate highperforming facilities, buildings, and energy infrastructure systems that are optimized for inhabitant comfort, productivity,andenergyandresourceefficiency. 7.3.2 IMPLEMENTATION PROGRAMS AND PROJECTS ThefollowingimplementationprogramsshouldbeconsideredbytheDistricttomeetthisgoal: 7.3.2.1 EncourageandSupportEnergyEfficiencyTrainingofStaff Districts should encourage campus staff to become trained in energy efficiency and offer support by paying for certification and class fees. Staff can take classes at the IOU energy centers or go through Building Operator certification, a nationally recognized program. For moreinformation,visit:http://www.theboc.info 7.3.2.2 InstallEnergyManagementSystems Maximize use of computerized EMS to provide centralized reporting and control of campus energyrelatedactivities.Thecampusstaffshouldstrivetoachieveoptimumefficiencyinthe use of natural gas, electricity, or other energy resources to meet the heating, cooling, and lighting needs of the buildings and/or facilities. Except for areas requiring special operating conditions, such as electronic data processing facilities, or other scientifically critical areas, where rigid temperature controls are required, building and/or facility temperatures should becontrolledtofluctuatebetweenthelimitsstatedbelow. 7.3.2.3 AdjustTemperatureSetPointsandScheduleOperatingTimes Avoid overcooling and overheating by raising cooling temperature set points and lowering heatingtemperaturesetpoints.Ifthereisacentralplantoncampustomeettheheatingand cooling needs, implementing supply air temperature resets, chilled water and hot water resets, and chilled water and hot water set point changes can help avoid wasting energy duringmilderweather. Districtsshouldheatbuildingsatorbelow68Fandcoolfacilitiesatorabove78Finorderto avoidexcessheatingandcooling.Inordertoavoidunnecessaryheatloss,domestichotwater temperaturesshouldnotbesetabove120F.Theselimitswillnotapplyinareaswhereother temperature settings are required by law or by specialized needs of equipment or scientific experimentation.
SECTION7.IMPLEMENTATIONPROGRAMSANDPROJECTS
7.3.2.4 OptimizeBuildingOccupancyScheduling Schedulingofbuildingand/orfacilityusageshouldbeoptimizedconsistentwiththeapproved academicandnonacademicprogramstoreducethenumberofbuildingsoperatingatpartial or low occupancy. To the extent possible, academic and nonacademic programs should be consolidated in a manner to achieve the highest building utilization. Furthermore, the schedulingofbuildingsshouldbeimplementedinamannertopromoteindividualbuildingair conditioningsystemshutdowntothegreatestextentpossibleduringtheweekendandother holiday periods. If possible, four day workweeks and class schedules can also be utilized to reduceenergyuseinbuildings.Campusstaffshouldmakeallattemptstochangeorupdate buildingoperatingschedulestomatchthechangesintheacademicprogramsonacontinuing basis. 7.3.2.5 OptimizeHVACEquipmentScheduling All air conditioning equipment, including supply and return air fans, should be shut off on weekends, holidays, and for varying periods each night, except where it would adversely affect instruction, electronic data processing installations, or other scientificallycritical or 24houroperations. Avoid cooling and heating spaces when unnecessary. This can be done by scheduling HVAC systems off during unoccupied times while implementing a precooling strategy to cool the buildingintheearlyhoursofthemorningbeforeoutsidetemperaturesheatup.Ifthereisa central plant on campus, scheduling lockouts for chillers and boilers can be used to avoid runningthisequipmentwhenunneeded. 7.3.2.6 ActivateEnergysavingFeaturesforAppliancesandComputers Activate energysaving features on all appliances and computer equipment, for example, powersavingmodesonPCs,copiers,printers,andotherofficeequipment.Installserverand desktopvirtualizationandPCpowermanagementsystemstoreducecomputerenergyuse. 7.3.2.7 PursueMonitoringBasedCommissioning(MBCx)/Retrocommissioning(RCx) Forbuildingsorcentralplantsystemsthataredeterminedtobehighenergyusers,theDistrict shouldinstallwholebuildingenergymeteringandaMonitoringbasedCommissioning(MBCx) processshouldbeimplemented.MonitoringbasedCommissioningisaprocessthatoptimizes buildingperformanceforcomfortandenergyuse.Retrocommissioning(RCx)isaprocessthat identifiesindividualenergyefficiencyprojectstoimprovethecontrolofthesystemtoreduce energyuse.FormoreinformationaboutMBCxandRCxgoto: http://www.cccutilitypartnership.com
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7.4
7.4.1 PROGRAM GOALS Constructionandrenovationofnewandexistingfacilitiesprovidesasignificantopportunitytoreduce theenvironmentalimpactsofthebuiltenvironmentthroughsustainablebuildingpractices.TheDistrict should incorporate energy and resource efficient Green Building practices in the design and constructionofallnewandrenovatedfacilities. 7.4.2 IMPLEMENTATION PROGRAMS AND PROJECTS ThefollowingimplementationprogramsshouldbeconsideredbytheDistricttomeetthisgoal: 7.4.2.1 EstablishaGreenBuildingStandard Green Building Standards for new construction and renovation projects should be adopted basedonBestPractices,industrystandards,professionalorganizations,orotherinstitutionsof higherlearning(UC,CSU,orCCC).Allnewconstructionandmajorremodelingprojectsshould be designed to achieve at least a U.S. Green Building Council Leadership in Energy and EnvironmentalDesign(LEED)Silverratingorequivalentperformance.Formoreinformation aboutLEEDratings,visithttp://www.usgbc.org/DisplayPage.aspx?CMSPageID=222 7.4.2.2 ImplementSustainableDesignPractices AllDistrictnewconstruction,renovation,maintenance,andrepairprojectsshouldbedesigned with consideration of optimum energy utilization, low life cycle operating costs, and compliancewiththeDistrictsgoalsandallapplicableenergycodesandregulations.Energy efficientandsustainabledesignshouldbeaddressedearlyintheprojectplanninganddesign phasestomaximizecosteffectivenessandshouldbeconsideredinbalancewiththeacademic programneedsoftheproject.Thefollowingelementsshouldbeconsideredinthedesignof allbuildingsfortheDistrict: Siting and design considerations that optimize local geographic features to improve sustainabilityoftheproject,suchasproximitytopublictransportation,considerationof microclimates,andpassiveoractivesolarenergyopportunities Durable systems and finishes with long life cycles that minimize maintenance and replacement Optimizationoflayoutanddesignofspacestoaccommodatereconfiguration,withthe expectationthatthefacilityshouldberenovatedandreused(versusdemolished) Systemsdesignedforoptimizationofenergy,water,andothernaturalresources Designedtomaximizenaturaldaylightingandventilation Optimizationofindoorenvironmentalqualityforoccupants Utilization of environmentally preferable products and processes, such as recycled contentmaterialsandrecyclablematerials Proceduresthatmonitor,trend,andreportoperationalperformance
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Space should be provided in each building to support an active program for recycling andreuseofmaterials Design outdoor spaces to minimize parking lots, use permeable pavement, and avoid blacktoppingpavementandplanttreestoshadeparkinglotstopreventtheheatisland effect.Utilizesustainablelandscapingpractices Anyenergyusingequipmentacquiredforthefurnishingofnewandrenovatedbuildings shouldbeENERGYSTARratedorequivalentinaccordancewiththepurchasingpolicy adoptedbytheDistrict
7.4.2.3
Formoregreenbuildingresources,visithttp://campusgreenbuilder.org UseanIntegratedSystemsApproachinBuildingDesign Sustainable building goals should be evaluated in a cost effective manner by identifying economicandenvironmentalperformancecriteria,evaluatinglifecyclesavings,andadopting an integrated systems approach. Such an approach treats the entire building as one system and recognizes that individual building features, such as lighting, windows, heating and coolingsystems,shouldbeevaluatedanddesignedasinteractivesystems.
7.4.2.4
HireSustainableBuildingDesignProfessionals The District should consider utilizing architectural firms, consultants, and energy engineers experienced in all phases of the sustainable building design process to assist in constructing energy and resource efficient buildings. The District should take advantage of the IOUprovidedenergyefficiencynewconstructiondesignprograms,suchasSavingsbyDesign.
7.4.2.5
CommissionNewBuildings All new buildings should be commissioned after construction to ensure that systems were installed and operating as designed. Individual systems should also be commissioned to ensurethattheyrunasefficientlyaspossible.
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7.5
7.5.1 PROGRAM GOALS TheDistrictshoulddevelopastrategicplanfor thereductionofdemandontheelectricitygrid via the installation of economically feasible renewable and onsite power generation, as well as the procurement of electricity from renewable sources. Renewable generation implementation should occur only after significant efficiency and conservation plans have been implemented to ensure that any selfgeneration or demand response programs orprojectsaresizedappropriately. 7.5.2 IMPLEMENTATION PROGRAMS AND PROJECTS ThefollowingimplementationprogramsshouldbeconsideredbytheDistricttomeetthisgoal: 7.5.2.1 EvaluateCleanCogenerationandRenewableEnergyGeneration Evaluateandimplementcogenerationprojects,suchascogenerationpoweredbyrenewable resources like biomass and landfill gas, and renewable energy generation technologies in order to reduce greenhouse gas emissions and to improve campus energy efficiency, utility reliability, and service diversity. Evaluate the feasibility of solar photovoltaic (PV) systems, wind power, solar thermal water heating for pools and domestic use, biomass and biogas generation,fuelcells,windenergy,andgeothermalheatpumpingapplications. 7.5.2.2 EvaluateLoadShiftingTechnologies Evaluate load shifting technologies, such as Thermal Energy Storage (TES), to reduce HVAC energy and power consumption during peak hours. Participate in IOUprovided Demand Response(DR)programs.FormoreinformationaboutDRprograms,seesection7.2.2.7. 7.5.2.3 MinimizeGreenhouseGasIntensityofPurchasedElectricity Wheredirectaccesstoenergyprovidersispermittedbylaw,theDistrictshouldconsiderthe source of the electricity and strive to minimize the greenhouse gas intensity of purchased electricity. The District should include provisions for the purchase of electricity from renewable energy sources as a component of their requests for bids whenever procuring electricity and evaluate any climate change mitigation programs offered by providers. The District should strive to exceed the State of California RPS in procuring energy. The District shouldsetmoreaggressiverenewableenergypurchasinggoalsthanthestatewideRPSandset alongtermgoaltoonlyuseandpurchaserenewableenergy.
SECTION7.IMPLEMENTATIONPROGRAMSANDPROJECTS
7.5.2.4 EvaluateParticipationinCommunityChoiceAggregation Evaluate participation in Community Choice Aggregation (CCA) efforts if available with the Districtslocalcityand/orcounty.CCApermitspublicagenciestoaggregatetheelectricloads ofresidents,businesses,andfacilitiestofacilitatethepurchaseandsaleofelectricalenergy. CCA Programs usually have higher RPS than the investor owned utilities. For example, CleanPowerSF, the San Francisco CCA Program, aims to be 51% renewable energy by 2017, whichisalmostdoublethestatewideRPSof33%renewableenergygeneration. FortheCCAProgramscurrentlyavailable,visit: http://www.cpuc.ca.gov/PUC/energy/Retail+Electric+Markets+and+Finance/070430_ccaggreg ation.htm ManyothercitiesandcountiesarecurrentlyevaluatingthefeasibilityofaCCAprogram. 7.5.2.5 IdentifyandTakeAdvantageofGrantandIncentivePrograms Identifyandtakeadvantageofallgrantandincentiveprogramsavailableforselfgenerationor renewable energy through the local utilities. See Section 6: Economics of Sustainability for moredetails.
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7.6
7.6.1 PROGRAM GOALS The District should strive to reduce Vehicle Miles Traveled (VMT) for both students and employees commuting to the campus in an effort to reduce greenhouse gas emissions and minimize the infrastructure costs related to parking. The District should also work to improve the efficiency of its vehiclefleetbothinareasoftechnologyandfuels. 7.6.2 IMPLEMENTATION PROGRAMS AND PROJECTS ThefollowingimplementationprogramsshouldbeconsideredbytheDistricttomeetthisgoal: 7.6.2.1 UnderstandCommuteandTravelPatterns Afirststepforimprovingcommuteandtravelpatternsistogetabetterunderstandingofhow students,faculty,andstaffgettothecampus.Thiscanbedonethroughcommutersurveys, whichshouldbemadetobequickandeasytofilloutonlineinordertomaximizethenumber of responses received. Small prizes can also help incentivize filling out commuter surveys. Datacanalsobecollectedfromexistingdatabasesofaddressesofthosewhohavepurchased parking passes, though certain assumptions will need to be made about how often people carpoolortakealternativetransportation,whichcanbeapproximatedwithfeedbackfromthe commutersurvey. Formoreinformationoncommuterandtraveldatacollectionandsomeexamplecommuter surveys,visithttp://www.aashe.org/blog/guidancescope3emissionspt1commuting 7.6.2.2 EncourageandEnhancePublicTransportationandRidesharingOptions Public transportation and ridesharing are two options to reduce VMTs and resulting greenhousegases.TheDistrictshouldemploythefollowingstrategiestoaccomplishthisgoal. Reducing single occupancy vehicles also offsets the need to build new parking, which is expensive. 7.6.2.2.1 UtilizethelocalMTAPrograms The local Metropolitan Transportation Authority (MTA) may offer programs and bestpracticestohelpencourageandenhancepublictransportationridershipand tofacilitatecarpoolingandridesharingwiththepublic.ContactthelocalMTAto exploretheprogramsavailabletotheDistrict.
SECTION7.IMPLEMENTATIONPROGRAMSANDPROJECTS
7.6.2.2.2 The District should work to increase awareness of public transportation and ridesharingoptionswithfaculty,staff,andstudents.Aprimetimeforintroducing alternativecommutingoptionsisatthebeginningoftheyear,whenstudentride habitshavenotyetbeenestablished. 7.6.2.2.3 The District should provide links between transit hubs and campus. This can be done by setting up a shuttle system or workingwiththelocalbusservice provider to create effective routestoencouragepublictransit use. The routes should be based on campus input on where links are most needed and an analysis of where commuters can make the most out of public transportation,whichcanbedonethroughcommutersurveysorbyusingexisting data,suchashomeaddresszipcodes. FacilitatePublicTransitUse IncreaseAwareness
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7.6.2.2.4 The District should incentivize public transportation and carpooling through financial and other incentives. This can be done through subsidizing public transportationbypayingforriderpassesandprovidingfreeorpremiumparking spaces for carpools. In addition, Districts can discourage single vehicle ridership by charging more for single occupancy vehicle parking. Districts should also providemethodsforemployeestosaveontheircommutingbyofferingprograms like commuter checks, which allows commuters to use pretax salary dollars to purchasepublictransportationpasses. 7.6.2.2.5 Provide a networking resource to assist in finding compatible carpoolers and vanpoolers. The District can also facilitate ridesharing by offering programs such asfreeemergencyridestoassistcarpoolerswhenpersonalemergenciesarisefor themselvesortheirride.Districtscan considerthirdpartyridesharingprograms such as ZimRide to facilitate ridesharing options, which can increase safety and reliabilitybylimitingthenetworktoonlystudents,faculty,andstaffoftheDistrict and partner Districts. Parking pricing policies could also be considered, for example,providingfreeordiscountedparkingchargestocarpools. FacilitateRidesharing IncentivizePublicTransportationandCarpooling
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7.6.2.2.6
SECTION7.IMPLEMENTATIONPROGRAMSANDPROJECTS
FacilitateCarSharing Workwithcarshareproviders,suchasZipcar,toexplorepotentialdemandforcar sharingprograms,whichcanreducenewvehiclespurchasedandencourageusers toconsiderpublictransportationoptions.
7.6.2.2.7 TheDistrictshouldencouragefuelefficiencyforvehiclesusedforcommutingby students,faculty,andstaffbyemployingthefollowingmeans. ProvidePriorityorDiscountParkingforFuelEfficientVehicles The district should provide priority or discount parking to vehicles that meet a minimumfuelefficiencystandard. ProvideElectricVehicleChargingStations Electricvehiclechargingstationsshouldbeinstalledinpremiumparkinglocations at the campus. Modern charging station systems can also become a revenue sourceforcampusbychargingfeesforusers. 7.6.2.3 EncourageandEnhanceBicyclingOptions The District should work to improve bicycle commuting options at the campus as well as bicyclecirculationthroughoutcampusbyemployingthefollowingstrategies. 7.6.2.3.1 Encourage bicycling by providing secure storage for bikes. Help bike commuters overcomeobstaclesrelatedtobicycling.Forexample,providebathroomfacilities withshowersandchangingroomsforthosewhobiketocampus. 7.6.2.3.2 Create a safe environment for bicyclers and pedestrians by adding bike lanes, employingtrafficcalmingtechniquestoslowdowntrafficandincreasebikeand pedestrian safety, and working with the local municipality on strategies outside thecampus. 7.6.2.3.3 Districtsshouldconsiderstartingabikesharingprogramsoindividualscaneasily bike around campus without having to buy their own bike. Districts can partner withthelocalcommunityorotherDistrictstoincreasethesuccessofbikesharing programs. FacilitateBikeSharing IncreaseCampusBikeFriendliness InstallBikeRacksandBathroomFacilitieswithShowers EncourageFuelEfficientVehiclesforCommuters
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7.6.2.4 ImproveCampusFleet&Travel The District should adopt programs to reduce emissions from the campus vehicle fleet and fromcampusbusinessandeducationtravelbyimplementingthefollowingprograms. 7.6.2.4.1 Districts should adopt minimum fuel efficiency standards for new vehicles and retire the most inefficient vehicles first. Replace older fuel inefficient campus equipment, such as lawnmowers and leaf blowers, with more efficient models. Old and inefficient equipment should be retired permanently and recycled, not resold. 7.6.2.4.2 Whenaddingorreplacingvehiclesinthecampusfleet,purchasealternativefuel vehicles such as hybrid vehicles, electric vehicles, compressed natural gas, biodiesel,orpurchasepropanefueledequipment. 7.6.2.4.3 Telecommutingcancutdowncarbonemissionsbyreducingtheamountoftravel to and from campus. Encourage employees to telecommute when appropriate. Additionally, the use of conference calls or video conferences avoids driving or flying to meetings. To make this successful, the District will need to provide the technologyandtechnicalsupporttoassistadoptionofthisproventechnologyon campus. 7.6.2.5 EnhanceStudentDistanceLearning Districtsshouldoffermoredistancelearningclassesviatheinternet,whichcutsdowntravel toandfromcampus.Italsoincreasesaccessibilityofcoursestomorestudentdemographics. FacilitateTelecommuting&VirtualMeetings PurchaseorLeaseAlternativeFuelVehicles ReduceorImprovePetroleumPoweredVehiclesandEquipment
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7.7.1 PROGRAM GOALS Waterconservationisanimportantcomponentofsustainabilityandshouldbeaggressivelypursuedby theDistrict.TheDistrictshouldreducewateruseaswellaswastewaterdischargestoboththesewer andstormwatersystems.Inaddition,theDistrictshouldreducewastewaterpollutionbyminimizing chemicalfertilizersandpesticideuseinassociationwithlandscapingpractices. 7.7.2 IMPLEMENTATION PROGRAMS AND PROJECTS ThefollowingimplementationprogramsshouldbeconsideredbytheDistricttomeetthisgoal: 7.7.2.1 EstablishWaterConservationGoals Muchlikeenergyefficiencygoals,establishgoalsforthereductionofwaterconsumptionon campus. 7.7.2.2 ImplementWaterConservationStrategies TheDistrictshouldmakewaterconservationapriorityforenvironmentalpurposesaswellas to avoid penalties for excessive water use from the local water and wastewater utilities by employingthefollowingstrategies. 7.7.2.2.1 UtilizeWaterConservationProgramsfromthelocalWaterUtility The District should fully explore and implement appropriate conservation programs offered. Financial or technical assistance may be offered by the local waterutility,especiallyinareasthatsufferfromregularwatershortages. 7.7.2.2.2 RainwaterCapture Rainwater capture and storage for nonpotable use can be a viable water conservation strategy depending on local climate. There have been successful rainwaterstorageprojectsinaridzonessuchassouthernCaliforniaevidencedby theLosAngelesTreePeopleIntegratedUrbanWatershedManagementprogram. For more information on this program, see http://www.treepeople.org/how capturerainwater 7.7.2.2.3 ConnecttoReclaimedWaterifAvailable Manysanitationandwastewateragenciesofferreclaimedorrecycledwaterfor nonpotable uses. A major barrier to implementing this strategy is the lack of piping infrastructure to deliver reclaimed water to users. Districts should work withtheirlocalwastewateragenciesandlocalgovernmentstoimplementwater reuseprogramsandinfrastructure.
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7.7.2.2.4 Installlowflowwaterequipmentsuchastoilets,sinks,showers,waterlessurinals, or other low flow equipment to conserve water. Many local water agencies providethesedevicesforfreetocustomers. 7.7.2.2.5 In dry areas where the reduction of water use is critical, install artificial turf on sports fields and other appropriate locations where water is used intensely to reducewateruseandtoeliminatetheuseofpesticidesandchemicalfertilizers. 7.7.2.3 ReduceStormWater,SewerDischarges,andWaterPollution Stormwaterandsewerdischargesareaprimesourceofpollutantsenteringtheenvironment and place the campus at risk for fines or other regulatory penalties. The District should employthefollowingstrategiestoreducethesedischarges. 7.7.2.3.1 Ensure that staff, faculty, and students are aware of the detrimental effects of pollutants in storm water and sewer discharges. Reduce the level of chemicals, pharmaceuticals, and other hazardous substances that should not enter the sewage system. Use signage and work to educate the campus community that onlyrainwatershouldenterstormdrains.Followallregulationsregardingsewer andstormdraindischarges. 7.7.2.3.2 Utilizepermeablepaving,drainageswales,detainmentponds,andothermethods asappropriatetominimizestormwaterdischargesandsoilerosion.Ifthesoilis porous enough, the increased rainwater percolation can help recharge the local aquifer. 7.7.2.3.3 Avoid using chemical pesticides and fertilizers and adopt Integrated Pest Management practices (more information is provided under Sustainable LandscapingPractices). ReduceChemicalUsage ReduceStormWaterRunoff RaiseAwarenesstoReduceDischargesandPollutants InstallArtificialTurf InstallLowFlowWaterEquipment
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AdoptSustainableLandscapingPractices Sustainable landscaping practices not only conserve water, but can contribute to achieving many other goals for sustainability. The District should employ the following sustainable landscapingstrategies.
7.7.2.4.1 The BayFriendly Landscape Guidelines were developed by the Alameda County Waste Management Authority (www.stopwaste.org) for the professional landscape industry to offer an integrated approach to environmentally friendly landscapemanagement.Theguidelinesareorganizedaroundsevenprinciplesfor protectionoftheenvironmentandareapplicablestatewide: Landscapelocally Landscapeforlesstothelandfill Nurturethesoil Conservewater Conserveenergy Protectwaterandairquality Createandprotectwildlifehabitat The guidelines consist of 55 practices to fulfill these principles, which are applicable throughout the state. The program is comprehensive and may be usedintotalorselectivelybytheDistricttomeetspecificgoals.TheBayFriendly Guidelines have been adopted by many of the jurisdictions in the San Francisco BayAreaandhaveproventobeeffectiveandsuccessfulandcanbefoundhere: http://www.stopwaste.org/docs/bayfriendly_landscape_guidelines_ _all_chapters.pdf AdopttheBayFriendlyLandscapeGuidelinesorothersustainablelandscaping guidelines
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7.8.1 PROGRAM GOALS The District should strive to minimize solid waste to reduce greenhouse gas emissions and landfill deposits.Ifdesignedeffectively,minimizingsolidwastecansavetheDistrictmoneyandcreaterevenue streams that can be reinvested in the campus. The District should employ the principles of Reduce, Reuse,andRecycleinitssolidwastereductionprogram. 7.8.2 IMPLEMENTATION PROGRAMS AND PROJECTS ThefollowingimplementationprogramsshouldbeconsideredbytheDistricttomeetthisgoal: 7.8.2.1 CreateWasteReductionGoals Develop a goal to reduce the waste stream and/or increase the waste diversion of readily recyclableandcompostablematerials.BothwillrequiretheDistricttoregularlymeasurethe amountandtypeofwastebeinglandfilled,recycledandcomposted.Asanexample,AB341 establishesastatewidegoalof75%diversionofsolidwastetolandfills. 7.8.2.2 MaximizeProgramsOfferedbyContractedWasteHauler The District should maximize programs offered by its contracted waste hauler. These may includerecyclingprograms,greenwaste(suchasyardtrimmings)orfoodwastecomposting, andconstructionanddemolition(C&D)recycling.Sincetheremaybevariationsinprograms offeredbydifferenthaulers,theDistrictmaywishtoissueanRFPthatmeetsthesustainability goalsofthecampusandcontractwithahaulerthatprovidesthedesiredservices.Itmaybe necessary for the District to employ multiple waste haulers in order to receive all of the differentdesiredservices. 7.8.2.3 ReducetheWasteStreamtotheLandfill TheDistrictcanimplementthefollowingstrategiestoreducethewastestreamatthecampus: 7.8.2.3.1 RaiseAwarenessofWasteReduction Educatethecampusandlocalcommunityaboutthebenefitsofwastereduction and proper disposal of materials, such as hazardous waste, including chemical wastesandelectronicwaste.Encouragerecyclingofallrecyclablematerialsand promotecompostingofgreenwasteandfoodwaste. 7.8.2.3.2 MinimizeUnnecessaryWaste Employ strategies to reduce unnecessary waste such as reducing junk mail and faxes, avoiding purchasing products with unnecessary packaging, avoiding immediatelyusingneweditiontextbooksincourseswherethetextbookcontent
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has changed very little, and utilizing air hand dryers rather than paper towels in restrooms.Encouragetheuseofelectronictextbooks,andclassroommaterialto reducepaperuse. Fortipsonhowtoreducewaste,includingjunkmail,visit: http://stopwaste.org/home/index.asp?page=1188 ReducePaperUse Amajorsourceofwasteoncampusescomesfrompaperusage.Reducepaperuse by taking steps such as setting printers on double sided printing as a default, charging more for single sided printing than double sided printing, sending electronic publications and announcements rather than printing paper copies, limiting class handouts by distributing handouts online and allowing the student toprintthehandoutsifdesired,andencouragingtheuseofelectronicandused textbooksaswellasonlinehomeworkandelectronictesting.
7.8.2.3.3
StopWaste.org has developed a guide to reducing paper use in the office, titled PaperlessExpress,andcanbelocatedontheirwebsitehere: http://www.stopwaste.org/docs/paperlessguide.pdf 7.8.2.3.4 Encouragetheuseofreusableitemsusingincentivessuchasdiscountsforthose who use reusable bags and coffee mugs and by discouraging the use of bottled waterbyprovidingadequatepublicdrinkingfountains. 7.8.2.3.5 Setupswapshopsandfleamarketstofacilitatereuseandimplementpoliciesfor thedonationofusableitems,especiallyreusableclassroommaterials. 7.8.2.3.6 Avoidsendingfunctionalitemstothelandfillbydonatingelectronics,clothes,and other equipment to those in need. Establish a policy to ensure the donation of usableitems. 7.8.2.3.7 Provide legislative and political support for producer responsibility programs as appropriateanddesiredbytheDistrict.Districtsshouldconsiderpurchasingfrom responsibleprovidersbybuyingproductsfromproviderswhoareenvironmentally andsociallyresponsible. SupportProducerResponsibilityPrograms DonateReusableGoods FacilitateSwapShopsandFleaMarkets MinimizeUseofDisposableItems
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Formoreinformation,visittheCaliforniaProductStewardshipCouncilwebsiteat: http://calpsc.org 7.8.2.4 Increase the quality of recyclables by providing separate bins around campus to facilitate source separation of paper, plastic, bottles, cans, and hazardous waste likebatteriestoimprovediversionratesandproperdisposal. 7.8.2.5 CollectandSellAllRecyclableMaterial Recyclable material can be a source of revenue for Districts. The sale of recyclable material can be used tofundothersustainabilityprogramsoncampus.See Section10:BestPracticeCaseStudiesforanexample of how Orange Coast College successfully manages theirrecyclingplant. Visithttp://recyclemania.comorhttp://stopwaste.org for more information about successful recycling programs. GreenWasteandFoodWasteComposting Districts should further reduce their waste stream by participating in green waste and food wastecomposting.Thiscanbedonethroughonsitecompostingorbyusingservicesprovided byalocalwastehauler. 7.8.2.6.1 Divertgreenwaste,oryardclippings,andfoodwasteandestablishanoncampus composting program. If composting is done on site, the compost can be sold to locallandscapingcenterscreatingarevenuestream.However,campusesshould be aware that onsite composting requires dedicated and trained personnel to manage the compost to avoid unwanted side effects, such as odors and mosquitoes,whichcanoccurifthecompostisnothandledproperly.TheDistrict shouldalsoensurethattheyhaveadequatespaceforonsitecompostingbefore proceeding. 7.8.2.6.2 Insomeareas,awastedisposalcompanymayoffergreenwasteandfoodwaste collection services for the purpose of composting. Districts should explore the ThirdPartyGreenWasteandFoodWasteComposting OnsiteComposting ImproveExistingRecyclingPrograms 7.8.2.4.1 ImproveSourceSeparationofRecyclables
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services available to them, as the current waste management service provider maynotprovideallthedesiredservices. ProvideBiodegradableSilverwareandDishware When disposable silverware and dishware are needed, provide utensils and dishware made of compostable materials rather than plastic or Styrofoam. However, the ability of composting service providers to accept biodegradable plastics depends on the individual service provider, and it is strongly recommended that Districts contact their local composting service provider to ensure that the biodegradable silverware purchased can be composted locally. Biodegradableplasticsthatcannotbecompostedbythelocalserviceproviderwill beremovedandthrownawayatthecompostingsite. For example, the Cedar Grove composting facility near Seattle specifies which compostable plastics can be accepted by their facility and has created a line of compostable products for easy recognition. For more information, visit: http://cedargrovepackaging.com/index.php?/products
7.8.2.7
AdoptConstructionandDemolition(C&D)Recycling For building renovations or demolishing old buildings, require construction and demolition recyclinginbuildingconstructioncontractstoensuretherecyclingofmaterials.Diversionof construction and demolition waste at a 50% rate contributes to the LEED performance of a building.
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7.9
GREEN PURCHASING
7.9.1 PROGRAM GOALS The District should establish purchasing policies to meet the goals of environmental, economic, and socialequitysustainabilityanduseitsmarketpowertoinfluencesupplierstobemoresustainable. 7.9.2 IMPLEMENTATION PROGRAMS AND PROJECTS The following implementation programs should be considered by the District to meet this goal. See Section 7.2.2.9.1 for energyrelated purchasing. Stopwaste.org has compiled extensive resources on greenpurchasing.Visitstopwaste.org/home/index.asp?page=372formoreinformation. 7.9.2.1 SustainableFoodPurchasing The impacts of food sustainability are far reaching and complex. Districts should take into account the sustainability of food served on campus when making decisions regarding food purchasingandconsiderthefollowingprograms. 7.9.2.1.1 BuyLocallyGrownandOrganicFood Reduceemissionsandenergyusefromtransportingfoodlongdistancesbybuying locallygrownfood.Districtscanalsoconsiderpurchasingorganicallygrownfood, which limits the amount of chemical pesticides, fertilizers, and antibiotics in the foodserved. 7.9.2.1.2 TrackandReduceFoodWaste Toreducefoodwasteandavoidunnecessarycosts,Districtsshouldtrackthefood thrown away and adjust serving sizes and offerings appropriately in order to minimizefoodwaste.ToolssuchastheLeanPathsoftwarecanenableDistrictsto bettertrackandminimizefoodwasteoncampus. 7.9.2.1.3 OfferTraysinDiningFacilitiesonaRequestOnlyBasis Cleaning trays are water intensive and Districts can conserve water by offering trays only to those who request them. In buffet style dining, removing trays discourages individuals from taking more food than can be eaten and reduces foodwaste. 7.9.2.2 GreenPurchasingPractices 7.9.2.2.1 EstablishRequirementsforMinimumRecycledContent When purchasing paper, aluminum foil, and other materials, Districts should establishaminimumpercentageofrecycledcontentinthematerial.Thisreduces
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theamountofrawmaterialsinproducts,whichinturnreducestheimpactonthe environmentfromharvestingtherawmaterials. EstablishStandardsforGreenPurchasing Establishstandardsforthepurchasingofcleaning materialsandotherchemicals oncampus.Considerpurchasingbiodegradablecleaningmaterialsandreducethe useofchemicalsthatmaybeharmfultotheenvironmentandthehealthofthose whoareexposedtothosechemicals.
7.9.2.2.3 Requestthatroutinedeliveriesbemadelessfrequentlyandinlargerquantitiesin ordertoreducevehiclemilestraveledandpackagingmaterialused. 7.9.2.2.4 Where possible, Districts can reduce costs and reduce vehicle miles traveled by participatinginbulkpurchasing.Storageanddistributioncostsmaybehigh,soit may be advantageous for multiple Districts to partner together. Bulk purchasing can also possibly be done through the Foundation for California Community Colleges. 7.9.2.3 SociallyResponsiblePurchasing Establish a purchasing policy with provisions to ensure that products purchased are from producersthatarefairtrade,practicefairlabor,paylivingwages,andareotherwisesocially responsible. BulkPurchasing RequireDeliveriestobeMadeLessFrequentlyandinLargerQuantities
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7.10.2.3 UtilizeDifferentPathwaystoIntegrateSustainabilityintheCurriculum The Community College Academic Senate Curriculum Committee indicates that faculty membersatCCCsarecurrentlyintegratingsustainabilityinthecurriculuminthreemainways: by adding a component to an existing course outline of record, creating a new course, or creating a new certificate or degree program. These strategies are described more fully below,andallstrategieswillrequireleadershipfromfacultyforadoption. 7.10.2.3.1 AddingaComponenttoanExistingCourseOutlineofRecord One pathway is to add components of sustainability into an existing course, particularlyrequiredcoursesforassociatedegrees.Someareasofstudy,suchas economics,thesciences,andsociology,presentclearlinkstosustainability,while others may have less obvious connections but would still benefit from the inclusion of sustainability, such as ethics and political science. Examples of sustainability and ecology in literature and mathematics can be used to enrich their respective courses, and assignments or projects in a course can have a sustainabilitythemetoaddanotherdimensiontocoursework. 7.10.2.3.2 CreateaNewCourse Some Districts have taken the initiative to create new courses to meet learning needs in sustainability that are not adequately addressed by incorporating sustainability into existing courses. Creating a new course can also have the addedbenefitofinterdisciplinarystudytoenhancestudentlearning.Theseinitial standalone courses have the potential to lead to a full degree or certificate for studentsinthefuture.AccordingtotheStatewideCommunityCollegeAcademic Senate Curriculum Committee, several colleges currently offer sustainability courses, and some titles of these courses recently developed across the state include: PrinciplesofSustainableAgriculture PrinciplesofSustainableUrbanAgriculturalPractice IntroductiontoSustainableEnergyStudies OurSustainableFuture TappingintoRenewableEnergy:SustainableBuilding GreenandSustainableOrganizationalPractices SurvivingtheFuture:The(Re)EmergenceofSustainableCultures SustainableIntegratedPestManagement CareerOpportunitiesintheEmergingSustainableSociety While budget reductions and an increased emphasis on scheduling basic college skillscourseshaveslowedthedevelopmentofnewcourseofferings,Districtsare finding that interest in these new sustainability courses is high and may be a sourceofDistrictgrowth.
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7.10.2.3.3 CreateaNewCertificateorDegreeProgram Districts can enhance their career technical education programs by creating certificateanddegreeprogramstoincorporatesustainability. According to the Community College Academic Senate Curriculum Committee, careertechnicaleducationprogramshavealreadyaddedcoursesinareassuchas construction or auto technology that teach students to apply sustainability practices.Forexample,studentscanbetrainedtoinstallsolarpanelsorcompare syntheticmotoroiltopetroleumproducts. In addition to new courses, new programs representing at least eight colleges fromallgeographicareashavealreadybeensubmittedtotheChancellorsOffice forapproval.Someofthenewprogramtitlessubmittedforapprovalinclude: SustainableUrbanLandscapes SustainableAgriculture SustainableUrbanAgriculture EnvironmentalResources:SustainableCommunities SustainableConstructionManagement When developing new Certificates of Achievement, Districts will need to work with their regional consortium of colleges to ensure that the new certificate design does not compete with existing certificates being offered by other local Districts. As a result, Districts that are proactive and are first to create a CertificateofAchievementofitskindaremorelikelytoreceiveapprovalthanlate adopters.Creatinganewdegreedoesnotrequirethesameregionalcooperation, thoughallcertificates,degrees,andcareertechnicaleducationprogramsmustbe approvedbytheChancellorsOffice. SomeDistrictsalreadycurrentlyoffercertificates,degrees,andprogramsinareas related to sustainability, such as HVAC, Energy Systems, and Environmental Technology. A list of the schools that offered such programs at the time of this TemplatesPublicationcanbefoundinAppendixC. 7.10.2.4 AdvocateforChangeattheStatewideLevel MotivatedfacultycanalsoworkwithcolleaguesatotherDistrictsandtheCommunityCollege Academic Senate to propose a resolution requiring the integration of sustainability in curriculum.Ifpassed,sucharesolutionwouldgivedirectiontoDistrictsandallowindividual Districtstodeterminehowtosatisfytheresolution. Additionally, faculty should be encouraged to contact the Community College Academic Senatetosharetheirworkinintegratingsustainabilityinthecurriculummorebroadly.
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ThestatewideAcademicSenatewebsiteislocatedathttp://asccc.org
7.10.2.5 TrainingOpportunitiesforStudents Students can enhance the learning done in the classroom environment with hands on experiencebyapplyingwhattheyhavelearnedtotherealworld.Districtsshouldemploythe followingstrategiestoenhancestudentlearningoutsideoftheclassroom. 7.10.2.5.1 AssistinGreenInternshipandJobPlacements Havingcareercounselorsprovideinformationaboutgreenjobstostudentsopens upopportunitiesforstudentsthatmayhavetraditionallybeenoverlooked.There are green jobs in a broad range of industries that CCCs can help their students identify and counselors can point students to green job boards like http://www.greenjobs.com/ The following figure below shows green job growth in California despite the nationalandglobaleconomicrecessionandunemploymentrates:
Source:NEXT10ManyShadesofGreen http://next10.org/2012manyshadesgreencalifornia%E2%80%99sshiftcleanermoreproductiveeconomy
Through the many certification and degree programs at the CCCs and with the help of District career and transfer centers, students can be prepared to take advantageofthegreenjobgrowthinthestate.
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7.10.2.5.2 FacilitateHandsOnCampusProjects With the guidance of a faculty or staff mentor, students can increase campus sustainability while gaining handson experience through campus projects. Motivatedstudentscanparticipateinmanyprojectssuchasenhancingrecycling, spreading awareness of sustainability in food through organic gardening, conductingalightingaudit,performingthecampusGHGInventory,reducingplug loads on campus, or even assisting in Sustainability Tracking, Assessment, and Rating System (STARS) reporting. Districts should compensate students with a stipendorcoursecredit. 7.10.2.5.3 EncourageSocialService Student growth and learning should not be limited to the classroom and workplace. Encouraging students to participate in social service through honors programs and other avenues can further enrich student learning. Federal programssuchastheScience,Technology,EngineeringandMathematics(STEM) Program can also provide an opportunity for outreach, and student should look for local community and government opportunities to give back to their community. 7.10.2.5.4 InviteNotableSpeakers Bring the real world to campus by inviting notable speakers who have experienceintherealmofsustainabilitytoaddressthestudentsandthecampus at large. Districts located closely together can partner to increase student exposureandshareanymajorcostsassociated. 7.10.2.5.5 SupportStudentCommittees&Clubs High student turnover means institutional knowledge is easily lost. Standing student sustainability committees or clubs with a permanent faculty advisor can help the success of a student organization and ensure that progress is not lost fromtermtotermasstudentsgraduateandtransfer. Encourage students to take leadership roles in organizations and to actively contributetocampussustainabilitythroughtheseclubsandcommittees.
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Learn more and find resources for publicizing the events at the following websites: EarthDay:http://www.earthday.org/ 350:http://www.350.org/ EarthHour:http://www.earthhour.org/ 7.11.2.3.2 HoldSustainabilityChallengesandCompetitions Challenge students, faculty, and staff to think actively and creatively about solutionsformakingthecampusmoresustainable.Useconstructivecompetition to encourage water conservation, energy conservation, reduction in single passenger vehicles driven, or any other sustainability goal. Offering small cash prizestoassistinimplementingsmallsustainabilitychangescanspreadawareness andgetpeoplethinkingaboutpossiblechanges.Ifappropriate,thechallengeor competition can be extended to the local community to encourage sustainable habitsbeyondthecampus. 7.11.2.4 CampusSpecificOutreachandAwareness 7.11.2.4.1 PostBehavioralReminders Remindindividualstoconserveenergy,water,reduceandsortwaste,turnoffcar engines to prevent idling, and encourage other sustainable habits by posting reminderswhereappropriate.Postingreminderswithstatisticsofwastedenergy, water, and gasoline and their associated costs can help encourage behavioral changes. 7.11.2.4.2 NewStudentOrientation UseNewStudentOrientationtointroducestudentstotheDistrictssustainability plans,goals,andcommitments.Encouragestudentstobecomeactivemembersof thecollegeandcommunityduringtheirtimeasastudentandbeyond. 7.11.2.4.3 CampusNewspaperorNewsletter Encourage the campus newspaper or newsletter to include articles about local andcampussustainabilityeventsandefforts.TheSustainabilityCoordinatorora member of the Sustainability Committee should coordinate with the campus newspaper or newsletter to submit regular editorials or articles to keep the campusinformedaboutongoingefforts. 7.11.2.5 CommunitySpecificOutreachandAwareness Districtsshouldreachouttotheirlocalgovernmentandneighborhoodstoencouragecooperationand spreadawarenessaboutsustainabilityinthelocalcommunitybyemployingthefollowingstrategies.
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7.11.2.5.1 CooperatewithLocalGovernments Cities may be creating their own sustainability or climate action plan, which will likely have similar goals to the Districts and may even count the Districts emissions as part of their greenhouse gas inventory. Contact the local government to find out if there is any sustainability or climate action planning beingdoneandseeiftheDistrictcanpartnerwiththelocalgovernmenttocreate synergies.
7.11.2.5.2 PartnerwithLocalK12Schools Through government programs like the Science, Technology, Engineering, and Mathematics (STEM) education coalition, or independently, work with local schools to increase sustainability on campus or in the curriculum. Help students solidifytheirunderstandingofbasicprinciplesbyintroducingrealworldexamples orprojectsrelatedtolocalorglobalecologicalissuesandencourageawarenessof sustainability in spaces outside classrooms, such as the cafeteria and outdoor recessareas. 7.11.2.5.3 EncourageVolunteerWorkandCommunityService Encourage students, faculty, and staff to become active members of the communitybyregularlyvolunteeringforcommunityservice.Apartfromspreading awarenessofcommunityserviceopportunities,Districtscanrequirethatstudents whowishtograduatewithhonorsorreceivespecialdistinctionmustcompletea certainnumberofhoursincommunityservice.Someformsofcommunityservice, likecleanupeffortsatlocalbeaches,rivers,andparksarerelatedtosustainability andcanhaveadirectimpactonthelocalenvironment. Formoreresources,seeCampusCompactathttp://www.compact.org
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ThebasicstepsofcreatingandimplementingasuccessfulClimateActionPlanareillustratedbelowand describedmorefullyinthissection.IfthecampusdecidestoundertakethedevelopmentofaClimate ActionPlan,thecampuswillneedtoperformallofthestepsrelatedtoClimateActionPlanning,which include performing a greenhouse gas inventory, setting greenhouse gas reduction goals, creating an actionplanwithgreenhousegasreductionmeasures,andregularmonitoringandreportingofprogress tothecampus.EachofthesestepsinClimateActionPlanningarealldependentontheothersandit does not make sense to perform only one or a selection of these steps. However, making a public commitment to reducing greenhouse gas emissions, for example by signing the American College and Presidents Climate Commitment, is highly recommended but not critical to the creation of a Climate Action Plan as long as the administration has made its own commitment to the reduction of GHG emissions.
Makea Commitment toReduce GHG Emissions Performa GHG Inventory SetGHG Reduction Goals Createa Climate ActionPlan withGHG Reduction Measures Executethe Climate ActionPlan Regularly Monitorand Report Progressto Campus
WhilethepreparationofaCAPandconductingaGHGemissionsinventorycanbedoneinhouse,itisa complextechnicaleffortthatcouldtakeseveralyearstocomplete,andthereforeitmaybebeneficialto utilizespecialistsorconsultantsiftheknowledgeorresourcesdonotexistwithintheinstitution.There are many Best Practice examples of higher education Climate Action Planning efforts and several proventechniquesandtoolsavailabletoassistcampusesthataredescribedinmoredetailbelow. 7.12.3 GREENHOUSE GAS PROTOCOLS There have been several GHG measurement and reporting standards or protocols developed over recentyears.Itwillbeofutmostimportanceforcampusestouseacceptedprotocolsinthepreparation andimplementationofClimateActionPlanningtoensureaccuracy,transparency,andintegrityofGHG reductionefforts. The Greenhouse Gas Protocol developed by the World Resources Institute (WRI) is the most widely accepted GHG standard and serves as the foundation for nearly every GHG program in the world, including the International Standards Organization, the Climate Registry, Californias AB32, as well as hundreds of GHG inventories prepared by individual companies. All of the tools, processes, and guidelinesrecommendedinthistemplatecomplywiththeWRIGHGProtocol.Moreinformationabout theWRIprotocolscanbefoundhere:http://www.ghgprotocol.org/aboutghgp ThecalculatedvalueofacampussannualGHGemissionscanvarywidelydependingonthetypesand sourcesofGHGemissionsthatareincludedintheinventory.Thesixprimarygreenhousegasescovered by The Greenhouse Gas Protocol Corporate Standard, developed by the World Resources Institute
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includes carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons(PFCs),andsulfurhexafluoride(SF6).Therearemultiplecalculationtoolsthatexistto helpestimatetheannualemissionsofthesegases,whicharediscussedbelowandinSection7.12.6. GHGemissionssourcesarebrokenintothreemajorscopeareas: Scope1:Alldirectemissionsfromsourcesownedandcontrolledbytheemitter. Scope2:Indirectemissionsfromconsumptionofpurchasedelectricity,heat,orsteam. Scope 3: Other indirect emissions, such as the extraction and production of purchased materials and fuels,transportrelatedactivitiesinvehiclesnotownedorcontrolledbythereportingentity,electricity relatedactivities(e.g.transmissionanddistributionlosses)notcoveredinScope2,outsourcedactivities, wastedisposal,etc. ItisrecommendedthatcampusesconsiderusingtheCleanAirCoolPlanet:CampusCarbonCalculatorto developtheirgreenhousegasinventory.Thetoolistailoredforhighereducationinstitutionsandcovers thescopeofgreenhousegasesrequiredforreportingtotheACUPCC. 7.12.4 SUGGESTED FRAMEWORK Due to the specific protocols for measuring and reporting GHG reductions, creating a Climate Action Plan is in many ways more complicated and rigorous than many of the other sustainability measures describedinthistemplate.Additionally,measuringthecampussgreenhousegasemissionswillrequire thatlargeamountsofdatathatmaynotbereadilyoreasilymadeavailablebeobtainedfromavariety of sources. Quantifying and tracking GHG emissions can be a time consuming and labor intensive exercise. For these reasons, it is recommended that campuses employ proven tools and processes for Climate Action Planning instead of reinventing the wheel. Fortunately, there are several resources to assist campuseswiththeseeffortsasdescribedbelow. 7.12.4.1 CoolCampus!CollegeClimateActionPlanningGuide The Cool Campus! College Climate Action Planning Guide is tailored to higher education institutions and was developed by the Association for the Advancement of Sustainability in Higher Education (AASHE). This document is a comprehensive guide to creating a Climate Action Plan. It is available both in a Wiki website form and a printer friendly PDF. It complieswithallacceptedGHGreductionprotocolsandhasbeensuccessfullyusedbydozens ofcampuses. Website:http://www.aashe.org/wiki/climateplanningguide PDF:http://www.aashe.org/files/resources/coolcampusclimateplanningguide.pdf It is recommended that Districts and campuses carefully consider using this guide to help themintheGHGreductionprograms.
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7.12.4.2 OtherPlanningGuides ICLEIhasalsoputtogetheraClimateAdaptationToolkitforlocalgovernmentuse.Thetoolkit isavailabletoICLEImembersandisdesignedforlocalgovernmentuse.Formoreinformation aboutICLEI,visittheirwebsiteathttp://www.iclei.org/ The CEC also created the Energy Aware Planning Guide to help local governments reduce energyuseandincreaserenewableenergy,includingstrategiesforareasliketransportation, water,andthebuiltenvironment. ToaccesstheEnergyAwarePlanningGuide,visit: http://www.energy.ca.gov/energy_aware_guide/ 7.12.5 MAKE A COMMITMENT TO REDUCE GREENHOUSE GAS EMISSIONS Similar to the other sustainability goals, the campus will need to make an internal commitment to reducinggreenhousegasemissions.Supportfromtheadministrativelevelisimportanttothesuccessof the Climate Action Plan. If possible, greenhouse gas reduction goals should be incorporated into the VisionStatementwrittenbytheCampusCommitteeandadoptedbythecampus. In addition, the Board of Trustees, college President or Chancellor can make an external or larger public commitment to reducing greenhouse gas emissions by signing the ACUPCC, which is discussed below. 7.12.5.1 AmericanCollege&UniversityPresidentsClimateCommitment(ACUPCC) TheACUPCCwasestablishedin2006,andasofNovember2011hadover670signatories.The ACUPCC provides a framework for GHG inventory and CAP reporting, and signatories of the ACUPCC commit to biannual GHG inventory reporting and the development of a Climate ActionPlan.Signatoriesalsoagreetoimplementtwoofsevenshorttermactionitemslisted bytheACPUCC. This commitment must be signed by the campuss President or Chancellor and provides the college with the support and resources needed to move forward with the first steps to creating a Climate Action Plan, which is to conduct a greenhouse gas inventory. For more informationonACUPCC,seesection7.12.8onClimateActionReportingorvisittheACUPCC websiteat:http://www.presidentsclimatecommitment.org/ 7.12.6 PERFORM A CAMPUS GREENHOUSE GAS INVENTORY After making a commitment to reduce greenhouse gas emissions, the next step is to conduct a greenhouse gas inventory, which is a measurement of the annual greenhouse gas emissions from the campus,alsoknownasaCarbonFootprint.Thiswillhelpillustratepastandpresentgreenhousegas emissions,therateofgreenhousegasemissionsgrowth,andbegintheprocessofdefiningthecampuss goalsforGHGreductions.TheGHGinventoryistiedtoabaselineyearfromwhichtomeasurefuture GHGreductionsfrom.
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The GHG inventory should be spearheaded by the Sustainability Coordinator from the Campus Sustainability Committee. Students are also a good resource for data collection, though the process shouldbemanagedbyafacultyorstaffmemberwhowillbeavailabletoconducttheinventoryagainin onetotwoyearstomeasureprogress. 7.12.6.1 CleanAirCoolPlanet:CampusCarbonCalculator Clean AirCool Planet (CACP) is a nonpartisan, nonprofit organization that developed the CampusCarbonCalculatortool,whichhasbeendesignedwithhighereducationinstitutionsin mind.ThetoolisspreadsheetbasedandisrecommendedbytheACUPCCaswellasAASHEs CoolCampus!Guide.Usershavegenerallygivenitapositivereview,andthosesurveyedfor thistemplatehaveagreedthatitisauserfriendlytoolthatisdesignedspecificallyforcollege campuses.TheCACPtoolnotonlymeetstherequirementsforACUPCCreportingbutisalso consistent with the Greenhouse Gas Protocol of the World Business Council for Sustainable DevelopmentandWorldResourcesInstitute. AsitisthemostcommontoolusedbysignatoriesoftheACUPCC,usingtheCACPcalculator tool allows for easier benchmarking among Districts and campuses and interfaces well with theACUPCCreportingsystem. Download the Clean AirCool Planet Campus Carbon Calculator tool for free here: http://www.cleanaircoolplanet.org/toolkit/invcalculator.php 7.12.6.2 OtherCalculatorTools IfthecampushasasignificantsourceofemissionsnotcoveredbytheCACPtool,customGHG calculatorscanbefoundforlesscommonemissionsources.Campusescanalsodeveloptheir owntoolstosupplementtheCACPtooltoworkbestforthecampus.Oneofthecasestudies inSection10:BestPracticesdescribeshowtheCSUChicogreenhousegasinventorywasdone using the CACP tool in conjunction with a custom built spreadsheet tool for campus sponsoredtravel. The Greenhouse Gas Protocol Initiative has also developed a set of tools for GHG emissions inventory,thoughthetoolsarebrokendownbyemissionssourcesandwasnotdevelopedfor highereducationinstitutions.FortheGHGProtocolInitiativetools,visit: http://www.ghgprotocol.org/calculationtools/alltools 7.12.7 CREATE AND EXECUTE A CLIMATE ACTION PLAN WITH PRIORITIZED GREENHOUSE GAS REDUCTION MEASURES Greenhousegasreductiongoalsarenormallysetasatargetpercentagereductioninemissionsfroma baseline year to a target year. Both the baseline year and target reductions are determined by the campus.
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7.12.7.1 SettingaGoal Goals for GHG reduction should be ambitious but achievable and should be designed in the context of past GHG emissions and growth. In order to be successful, these goals should be developed by the Campus Committee with input from representative stakeholders and will needtohavethesupportofthecampussadministration. Thefollowingareafewestablishedgoalsthatcanserveasastartingpointforcampuses. LegislativeDocument GHGReductionsTarget CaliforniaAB32 1990levelsby2020 GovernorofCalifornia 2000levelsby2010 ExecutiveOrderS305 1990levelsby2020 80%below1990levelsby2050 CARBRecommendations2 15%below2005 KyotoProtocol 5%below1990levelsby2008to2012 Another long term goal Districts may strive for is eventual climate neutrality, which means thatthecampuswillhavezeronetGHGemissionsachievedthroughemissionsreductionsand offsets.AnexcellentexampleofthisachievementisdetailedinSection10:BestPracticeCase StudiesfeaturingButteCollege. 7.12.7.2 CreateanActionPlantoReduceEmissions AnActionPlantoreduceGHGemissionsshouldbeverysimilartothebroaderSustainability Plan actions. Many of the sustainability projects and programs described in Section 7 will reduceGHGemissionsandshouldbepartofanyGHGreductionplan.Districtsshouldusethe informationcollectedfromtheinventorytoprioritizeGHGreductionprojects.Asaresultof their GHG inventory, campuses will be able to target the largest GHG emitters and help prioritizetheirefforts. The Climate Action Plan should describe the campuss GHG inventory, goals for emissions reductions,pastachievements,thegeneralstrategyforGHGreductions,aswellasthespecific projectsandprogramsthatwillbeimplementedtoreduceGHGemissions. Theprocessofprioritizationshouldalsoconsidertheareaswherethereisthemostpotential forimprovement.Thefollowingchartshowsabreakdownofthemajoremissionsourcesfora typicalcommunitycollege.ManyDistrictswilllikelyfindthattransportationandcommutingis a large source of their emissions and may want to prioritize projects in this category over smallerpiecesofthepie.
CARBrecommendationstoLocalGovernmentsin2008AB32ScopingPlan
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Scope1 22%
Scope2 24%
Scope3 54%
Source:USEPA http://www.presidentsclimatecommitment.org/files/documents/best_practices_cap.pdf
Thechartabovedescribesthegreenhousegasemissionsbreakdownforatypicalcommunity college: Scope 1 includes all direct emissions from sources owned and controlled by the college,suchascarbondioxidereleasedbyburningnaturalgasonsite. Scope 2 includes indirect emissions from consumption of purchased energy utilities, suchaselectricity,heat,orsteam. Scope 3 includes all indirect emissions not covered by Scopes 1 and 2 and includes emissionsfromstudentandstaffcommuting. In addition to the sustainability projects addressed earlier, Districts can elect to purchase carboncreditssuchasCRTstooffsetsomeoftheemissionstoreachthegoal.TheCACPtool usedtocreatetheGHGinventoryalsohasaspreadsheetforpotentialGHGreductionprojects andcanbeusedtoestimatetheGHGreductionsfromthecampussprojects.TheCAPshould containalistingofallmeasurestobetakenwithestimatedGHGreductionsquantifiedbythe CACPCarbonCalculator. ForexamplesofClimateActionPlansdevelopedbyothercolleges,visittheACUPCCReporting Systemathttp://rs.acupcc.org/ Section10,BestPracticeCaseStudies,discussesUCBerkeleysClimateActionPlanningefforts andsomeoftheirinnovativestrategiestoreduceGHGemissions.TheirClimateActionPlan, created in 2009, can be accessed through the ACUPCC Reporting System at http://rs.acupcc.org/cap/65/ Section10,BestPracticeCaseStudies,alsodiscussesCabrilloCollegesClimateActionPlanning effortstodate.TheirClimateActionPlancanbefoundontheACUPCCReportingSystemat http://rs.acupcc.org/cap/552
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7.12.8 REGULARLY MONITOR AND REPORT PROGRESS TO CAMPUS While reducing GHG emissions is the primary goal, it is important to be transparent about how the campusisperforming.Stakeholders,campus,andcommunitymembersshouldbeabletoeasilylocate andaccessthecampussGHGinventories,reports,andClimate ActionPlans,anddeterminehowwell theDistrictorcampusisdoingonmeetingsitsgoals. Section9:MeasureandReportPerformancedescribesindetailhowtomeasureandreportprogressof theSustainabilityPlantointerestedparties.ThissectionalsoappliestoCAPreporting. Inadditiontoreportingprogresstothecampuscommunity,therearealsonationalreportingsystems whereDistrictscanincreasetheirnotorietybyreportingtoamuchlargeraudience.Theseincludethe ACUPCCreportingsystem,TheClimateRegistry,theCARB,andtheUSEPA.Allofthedatareportedto thesesystemsarepublicinformationwithawideaudienceandaredescribedinmoredetailbelow. 7.12.8.1 AmericanCollegeUniversityPresidentsClimateCommitment(ACUPCC)Reporting TheACUPCCisavoluntary,nonbindingcommitmenttodevelopaCAPwithagoalofeventual climate neutrality at the campus. Signatories commit to conducting biannual GHG inventories and the creation of a Climate Action Plan and make these available through the ACUPCCreportingsystem.Signatoriesalsocommittoimplementingtwoofsevenidentified shorttermmeasurestoreducegreenhousegasemissionswhilethelongtermClimateAction Planisunderdevelopment. The commitment must be signed by the colleges President or Chancellor and offers transparency and visibility for participants. Signatories have access to a network and resourcestoassistinclimateactionplanning,andpossiblesourcesoffunding.Collegesmay choosetopayvoluntaryannualduesof$1000$3000toparticipate,basedonthesizeofthe college. TolearnmoreabouttheACUPCC,visittheirwebsiteat: http://www.presidentsclimatecommitment.org/ 7.12.8.2 TheClimateRegistryReporting The Climate Registry is a nationwide greenhouse gas reporting system. Its precursor, the California Climate Action Registry, is no longer accepting new members and has directed all interestedentitiestoTheClimateRegistry. The Climate Registry provides a webbased inventory tool, which is only available to its members. Compared to the ACUPCCs biannual GHG inventory reporting requirements, members of The Climate Registry are required to report their inventory annually. The reporting protocol required by The Climate Registry differs slightly from the reporting requirementsoftheACUPCCinscope,detail,andboundaries.
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Memberspayanannualfeerangingfrom$750to$5,500toregister.Theexactmembership fee depends on the schools budget. Members gain access to The Climate Registrys resources for training and technical support. Members can also apply fora Silver, Gold, or Platinum ranking based on their reduction plan and/or their achieved reductions from their baselinemeasurement. TolearnmoreaboutTheClimateRegistry,visithttp://www.theclimateregistry.org/ 7.12.8.3 CARBandUSEPAReporting Both the CARB and the US EPA require large emitters to annually report greenhouse gas emissions. Unlike the ACUPCC and The Climate Registry, these two reporting systems only trackcarbondioxide,methane,andnitrousoxideemissions. BasedontherequirementsofAB32,theCARBrequiresemissionsreportingforentitiesthat emit over 25,000 MT CO2e annually and/or those with electricity generating facilities and cogeneration facilities greater than 1 MW in nameplate capacity and emit more than 2,500 MTCO2eannually.TheUSEPArequiresemissionsreportingforentitiesthatemitover25,000 MTCO2eannually. The table on the following page provides a quick comparison of the four reporting systems describedabove.
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Table7.1:ReportingSystemComparison
ACUPCC No HigherEducation Institutions No All TheClimate Registry CARB Yes,ifapplicable Largeemitters(>25,000 metrictonsCO2e/yr)or powergeneration/cogen facilities(>1MW nameplate,>2,500/metric tonsCO2e/yr) Directstationaryfuel combustionsourcesfrom lumpsumelectricity(kWh purchased) USEPA Yes,ifapplicable LargeGHG Emitters(>25,000 metrictonsof CO2e/year)
Alldirect(scope1), indirect(scope2),and commutingandair travel(scope3),& biogenic CO2,CH4,N2O,SF6, HFCs,PFCs GHGinventorybi annually,onetime CAPreporting Onlinereport submission
GHGs Reported Reporting Frequency Reporting System 3rdParty Verification Required? Cost
Alldirectstationary, mobile,andfugitive (scope1),indirect purchasedutilities (scope2),& biogenic CO2,CH4,N2O,SF6, HFCs,PFCs GHGinventory annually Onlinesubmission throughCRIStool
CO2,CH4,N2O GHGinventoryannually
Onlinereportingtool
No,butrecommended
Yes
Yes
Benefits
Free
Free
Fulfillsregulatory requirements
Fulfillsregularly requirements
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SECTION8.CREATEANACTIONPLAN
SECTION8.
CREATEANACTIONPLAN
The next step in the sustainability plan implementation CreateanActionPlan will be to Create and Execute Action Plans. This step willbetheheavyliftingbytheCampusCommitteeto TransformtheVisionandGoals, transform the Vision, Goals and Objectives defined earlier into specific action plans, projects, and forSustainabilityintospecific deliverables that are customized to meet the needs of actionitems,projectsand thecollege.Thisisaccomplishedbyreviewingtheentire deliverables menu of possibilities contained in Section 7, Prioritizingandfilteringthose ImplementationProgramsandProjects,andprioritizing programsandprojectsthatbest and filtering those programs and projects that best meetcampusgoals meetthegoalsandobjectivesestablishedfortheplan, UtilizetheImplementation and are realistic given the time, resources, and funding ProgramsandPlansChecklistto available. facilitateActionPlanprocess Districtsmayelecttohiresustainabilityprofessionalsto UtilizetheSustainabilityPlan assistinthedevelopmentoftheirActionPlan.Ifthisis DocumentTemplatetoassist the case, the college still needs to take an active role. campusarticulationofplan Districtsshouldensurethatthehiredprofessionalshave elements had past experience in sustainability planning and are familiarworkingwithcommunitycollegesinCalifornia. TheSustainabilityTemplatecontainstwotoolstoassistcampuseswiththedevelopmentoftheirAction Plans:anImplementationProgramsandPlansChecklistandaSustainability PlanDocumentTemplate. Thesetoolsaredescribedonthefollowingpages.
8.1
AnImplementationProgramsandPlansChecklistisincludedintheAppendicesthatwillfacilitatethe creation of the campusspecific Action Plans, and should include specific tasks, task responsibilities, timelines, criteria for success, and estimated costs. The Planning Checklist is an MS Excel macro enabledspreadsheetformattedtoproduceaplanningandtrackingdocumentthatwillbetheheartof theActionPlanandhelpmanageimplementation. Upon opening the live spreadsheet and enabling the Macros option, builtin features allow users to navigate from a Summary Tab to the detailed Planning Checklist sheets that correspond to the ImplementationProgramsandProjectsinSection7oftheSustainabilityPlanGuidebook.Forexample, under Section 7.1, Management and Organizational Structure, specific tasks listed on the detail sheet include:AdoptingaDistrictSustainabilityPolicy,AppointingaSustainabilityCoordinator,andAppointing aCampusSustainabilityCommittee.Theuserselectsalistedprogramorprojectbycheckingthebox adjacent to the section number, and the selected elements are then listed in the Output tab. In addition,additionalspaceisprovidedforcustomprogramsnotcontainedinthechecklist.Inthetabfor Section 7.13, campuses can add individual programs or projects not covered in the other twelve
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sections.Theusersimplyneedstotypeintheprojectnameinoneoftheblanklinesandcheckthebox, andthenewprojectwillbeincludedinboththeSummaryandOutputtabs. A navigation arrow below the tasks allows users to easily return to the Summary tab. Once a user repeats the process of selecting tasks to implement, the user navigates to the Output tab, and with macrosenabled,runstheSummaryReportbyselectingthebuttonattopright.Eachofthetasksthe collegehasselectedtoimplementwillappearontheOutputtab,alongwithadditionalactionplanning fieldsfortheusertoinputtaskdetailsasfollows: Field ActionRequired ActionItems/Notes Enter a brief description of the task(s) to be performed to implementtheselectedpolicyorotherclarifyingnotes Priority SelectHigh,Medium,orLowpriorityfromthedropdownlist Status SelectPlanned,InProcess,orCompletefromthedropdown list Linkedto IdentifylinkedordependentprojectsintheActionPlan Cost($) Enteranestimateoftheinhouseorcontractedcostsinlabor andmaterials AssociatedGOAL(s) ListtheassociatedGoalnumberthattheprojectisintended tosatisfyasdefinedinSection5. TargetCompletionDate Enter the date that the policys implementation is expected tobecomplete AssignedTo Enterthenameoftheindividual(orposition)responsiblefor implementing the selected policy. This person may assign others to the role. However, the primary responsibility for thepolicyrestswiththisperson Emailaddress Enter the email address for the person referenced above in theAssignedTofield Usersmayalsochoosetoselectprogramsorprojectsthathavealreadybeenaccomplishedoncampus to show past achievements. This Checklist should be used to manage the Sustainability Plan Implementation,andshouldbeupdatedregularlytotrackprogress. The Implementation Programs and Plans Checklist will help quantify how robust the campus SustainabilityPlanis.TheToolwilltrackprogramsandprojectsselected,aswellasthosecompleted, andcomparethemagainstallavailableprojects.Thiswillalsoassistintheevaluationofprojectprogress forreportingpurposes. Districtsareencouragedtothinkoutsidetheboxforinnovativewaystoimprovetheirsustainability andavoidbeingconstrainedtoonlytheprojectsmentionedinthistemplate. TheImplementationProgramsandPlansChecklistcanbefoundinAppendixE.
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8.2
The Sustainability Plan Document Template is a Microsoft Word file that can be used to produce a customized Sustainability Plan Document for the campus. It is organized and formatted with the recommended content and description of deliverables that should be included in the final campus Action Plan. It follows the process outlined in this Sustainability Plan Guidebook and walks the user through a decisionmaking process to identify the elements of sustainability that will ultimately be includedinthecampusspecificplantoachievetheprogramgoals. TheSustainabilityPlanDocumentTemplatecanbefoundinAppendixF.
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SECTION9.
MEASUREANDREPORTPERFORMANCE
Aswithanysuccessfulprogram,theongoingprogressandperformanceofsustainabilityplanactivities shouldbemonitoredandcomparedtogoalsandcriteria.Thiswillrequirecontinuousparticipationof the Campus Committee, college staff, and other participants in the process. To communicate results andensuretransparencyandaccountability,theresultsoftheSustainabilityPlanactivitiesshouldbe communicatedtothelargercampuscommunityonaregularbasis. Thefollowingdescribestheprocessformeasuringandreportingprogressofplanactivities.Whilethere are more specific measurement and reporting requirements associated with Climate Action Plans (describedinSection7.12)thegeneralconceptsinthissectionalsoapplytoCAPactivities.
9.1
MEASURING PERFORMANCE
In order to measure District progress toward its sustainability goals, it is important to regularly collectinformationonkeymetrics.Thiscanbedone annually for information that is easily collected, Sustainabilityprogramprogress suchaselectricityusage,orbiannuallyorlessoften measuredagainstbaselinesand for information that is more time consuming to comparedtogoalsandcriteria collect,suchasagreenhousegasinventory. Establishandtrackappropriate performancemetrics Similar to tracking greenhouse gas reductions ConsiderSustainabilityRanking through a regular inventory, progress can only be measuredifthereisabaselineforcomparison.An Systems evaluation of the Districts current operations in Communicateresultstocampus areas addressed by the sustainability plan, such as communitytoensuretransparency energy and water consumption, solid waste andaccountability diversion, and commute Vehicle Miles Traveled (VMTs) should be made before implementing sustainabilityprojectsinordertocreateabaselineforcomparison. 9.1.1 PERFORMANCE METRICS The data collected and performance metrics calculated should reflect the goals and priorities of the Districtandshowprogresstowardsthegoalinameaningfulway.Metricsshouldbeperformancebased and reflect the outcomes of sustainability projects, such as greenhouse gas emissions reductions or VMTsreduced,ratherthanprojectsimplemented,suchasthenumberofbikelanesaddedoncampus. However,projectslikeaddedbikelanesshouldbeincludedasapartoftheannualorbiannualreportto showwhatactionstheDistricthastakentomeetthegoals.
MeasureandReportPerformance
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Thefollowingareexamplesofperformancemetricsthatcanbeevaluatedtomeasurecampusprogress: Energyreduction:Monthlyelectricityandgasusagefortheentirecampusandindividually meteredbuildings,ifinstalled. Water reduction: Monthly water use for the entire campus and individually metered buildings,ifinstalled. Waste diversion and reduction: Weight or container counts of waste hauled, recyclables processed,foodwastereduced,andboxesofpaperdelivered. Transportation: VMTs for faculty and student commutes, number of faculty or students ridingpublictransit,numberoffacultyorstudentscarpoolingorridesharing. Greenhouse gas emissions reduction: Metric tons (tonnes) of carbon dioxide equivalent (CO2e)reduced. Curriculum and Student Development: Number of sustainability focused courses offered, sustainability certification programs, number of students actively involved in sustainability activitiesoncampus,ornumberofstudentsenrolledinsustainabilitycurricula. PerformancemetricsshouldbetiedtothegoalsandcriteriaestablishedinSection5oftheplan.Since activityoncampuscanchangefromyeartoyear,Districtsmayfinditusefultonormalizemetricstogive a more accurate picture on campus. Those collecting the information and analyzing the Districts progress may choose to normalize their measurements by considering the following factors that may affectperformance: Buildinggrosssquarefootage Numberofstudents Numberofstudentsandemployees Numberofschooldaysorworkdays Annualcoolingdegreedaysorheatingdegreedays It is also beneficial to measure any direct cost savings experienced by the District as a result of sustainability projects. For example, in addition to operational and maintenance cost savings from reducingenergyandwateruse,theDistrictshouldcapturesavingsfromAirDistrictfinesorwastehauler coststhatarereduced,oriftheDistrictwasabletoavoidbuildinganewparkingstructure. Ultimately,thepurposeofmeasuringprogressistocomparetheDistrictsprogresstotheinterimand longtermgoalsestablished.Districtsshouldanalyzehowtheyaredoingontheirpathtosustainability and evaluate their performance against their goals, use this to plan for the following years activities, andmakeadjustmentsasneeded. 9.1.2 SUSTAINABILITY RATING AND RANKING SYSTEMS In addition to comparing the Districts progress with its own goals and expectations, there are also nationally recognized rating and ranking systems that can help higher education institutions compare howtheyareperformingwithothercollegesanduniversities.
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9.1.2.1 SustainabilityTrackingAssessmentandRatingSystem(STARS) STARS isavoluntaryselfreportingsystemthatcollegesanduniversitiescanusetomeasure and rank their overall sustainability. STARS was developed by the AASHE. Participants are given a score based on points accumulated in a wide range of areas pertaining to sustainability,includingeducationandresearch;operations;andplanning,administration,and engagement. Districts can also gain points for innovation in sustainability projects not coveredbythescoringsystem. DistrictsentertheinformationthroughtheonlineSTARSreportingtool.IftheDistrictchooses to make their score public, they are awarded a Bronze, Silver, Gold, or Platinum status dependingontheirSTARSscore.Campusescankeeptheirscoresconfidentialifdesired. WhileSTARSscoresarevalidforthreeyears,STARSparticipantscansubmitforanewSTARS ratingasoftenasonceperyear.Districtscanusethisscoreasabenchmarktomeasuretheir ownprogressandasacomparisontoothercollegesanduniversities. The cost of registering for STARS is $900 for AASHE members and $1400 for nonmembers. The cost of renewing a STARS registration is $450 for AASHE members and $700 for non members. STARSreportingcanbetimeconsumingandgatheringthedataneededfromawidevarietyof sources can be difficult. However, STARS offers a standardized rating system tailored to highereducationinstitutionsandcanbeusefulformeasuringaDistrictsoverallsustainability andimprovement. FormoreinformationaboutSTARS,visithttps://stars.aashe.org/ TheCollegeSustainabilityReportCard The College Sustainability Report Card is a rating system developed by the Sustainable EndowmentsInstitutetogradehighereducationinstitutionsontheirsustainabilityinmultiple areas,includingadministration,climatechangeandenergy,foodandrecycling,greenbuilding, student involvement, transportation, endowment transparency, investment priorities, and shareholderengagement. UnlikeSTARS,whereusersentertheinformationdirectlyintothereportingtool,information is collected through surveys with questions about the campus. The information is then processedintoagradeforeachofthecategories,whichareinturnaggregatedintoanoverall gradeforthecampus. Districtsthatparticipateareaskedtomakea$700donationtotheSustainableEndowments Institute, though grant assistance is available. Districts can learn more about The College SustainabilityReportCardandapplyforinclusionathttp://www.greenreportcard.org/
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9.1.2.2
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9.1.2.3
SECTION9.MEASUREANDREPORTPERFORMANCE
SierraClubCoolSchools The Sierra Club ranks higher education institutions in their sustainability performance and publicizesresultsthroughtheSierramagazine.Therankingsaredeterminedbyascore,which is developed by the Sierra Club through information collected through a survey. The survey includes sustainability in ten categories: energy supply, energy efficiency, food, academics, purchasing, transportation, waste management, administration, financial investments, and otherinitiatives. Districtsthatwouldliketotakepartintherankingcanemailcool.schools@sierraclub.orgwith contactinformationforthepersonwhoshouldreceivethesurvey.Toseethepreviousyears CoolSchoolsresultsandlearnabouttherankingsystem,visit: http://www.sierraclub.org/sierra/201009/coolschools/default.aspx PrincetonReviewGreenRating The Princeton Review has created a Green Rating system to rate schools on their sustainability. Information is collected through a survey sent to school administrators and staff,andthosethatreceivethehighestGreenRatingpossible,ascoreof99,areincludedin theirGreenCollegeHonorRolllist. The survey includes questions about whether students have a campus quality of life that is bothhealthyandsustainable,howwellaschoolispreparingstudentsforemploymentinthe cleanenergyeconomyandforcitizenshipinaworldnowdefinedbyenvironmentalconcerns andopportunities,andhowenvironmentallyresponsibleaschool'spoliciesare. TheGreenRatingsystemisfocusedonfouryearcollegesanduniversitiesanddoesnotapply toCaliforniaCommunityCollegesatthistime. Formoreinformation,visithttp://www.princetonreview.com/greenhonorroll.aspx
9.1.2.4
9.2
REPORTING
The purpose of measuring and reporting performance and progress is to maintain transparency in sustainabilityactivitiesandtoassessprogresstowardsgoals.Thetargetaudienceofthereportsshould bethecampuscommunityatlarge.Progressreportingshouldbeprovidedinwrittenreportformat,as wellasinworkshopsandpresentationstothecampus.ItisrecommendedthatanannualSustainability Reportbepreparedwiththefollowinginformation. 9.2.1 RECAP OF THE SUSTAINABILITY GOALS Include a brief summary of the goals and objectives of the plan and why the District is pursuing sustainability.ReferencetheoriginalSustainabilityPlanorClimateActionPlanformoreinformationon whytheDistrictispursuingsustainabilityandmoredetailsaboutlongtermplans.
SECTION9.MEASUREANDREPORTPERFORMANCE
HOW IS THE DISTRICT PERFORMING COMPARED TO THEIR GOALS?
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9.2.2 It is important to show the campuss actual progress compared to planned progress in a clear and transparentmanner.Graphsareagoodvisualtoolforshowingthecurrentandpastenergyuse,water use,GHGemissions,andothermetricstocomparecurrentprogresstowardscampusgoals. If there are anomalies in the results or the results are different from what was expected, such as an increaseinGHGemissionsdespiteasignificantdecreaseinsingleoccupancyvehiclemilestraveled,itis worthwhiletotakesometimetoinvestigateandexplainthereasonbehindtheanomaly.Didemissions fromanothersourceincrease,suchascampusfundedtravel?Weretherefactorsthatmayhaveledto thisincreaseinemissions,suchasaninjectionofresearchfundingthatrequiredadditionaltravel? 9.2.3 WHAT WAS ACCOMPLISHED? This should include information about the sustainability projects that were started, in progress,orcompletedsincethelastreporting period. This should also include organizational changes, such as the hiring of a Sustainability Coordinator or the development of a Campus Committee to spearhead sustainability planningandimplementation. This section should also include details of funding allotted to these projects and the resultingcostsavingsexperiencedfrombothoperationalandmaintenancesourcesandanylargecapital projectsthatwereavoidedasaresultofsustainabilityprojects. Thecampusshoulddescribesuccesses,failuresandlessonslearnedandshouldbeforthcomingwithany obstaclestosuccessanddescribehowtheCampusCommitteeplansonovercomingsimilarobstaclesin thefuture. The Implementation Programs and Plans Checklist included in Appendix E is a useful tool for this purpose. 9.2.4 NEXT STEPS AND PLANNED ACTIVITIES The report should include information on the campuss next steps and upcoming projects. If plans changed from the last report, campuses should note the change and describe why the change was made.Ifpossible,thenextstepsshouldalsodescribetheanticipatedimpactonprogressandwherethe campusanticipatesprogresstowardsgoalsafterthenextreportingperiod. 9.2.5 ACKNOWLEDGEMENTS AND KEY CONTACT INFORMATION Contributorstosustainabilityeffortsoncampusshouldbeacknowledgedfortheirworkandsuccesses. Thereportshouldalsoincludekeycontactinformationincasereadershavequestionsaboutthereport
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and sustainability plan and should include links to any online website or other media used for communicatingthesustainabilityplan. Section 10, Best Practice Case Studies, highlights the reporting methods of UC Berkeley and Cabrillo College, which successfully and effectively inform the university communities about progress and achievementstowardstheirsustainabilitygoals.
9.3
TheCampusCommitteeisencouragedtoactivelykeepthecampusandthelargercommunityengaged andinformedaboutprocessandactivities,andnotsimplyrelyonformalprogressreports. SeeSection 7.11forideasforoutreachcommunicationstrategies.Additionalmeasuresaredescribed below. 9.3.1 WEBSITE AND ONLINE MEDIA TheCampusCommitteeshouldcreateawebpageontheircollegesitedevotedtoinformingthecampus about the sustainability plan activities. Any published reports should also be made available through thiswebsite,aswellaslinkstoanyofthepublicreportingsystemsthatthecampusparticipatesin,such as STARS, the ACUPCC, or the Climate Registry. It can also act as an awareness tool to communicate sustainable behavior with the campus community and as a first stop for any student, faculty, or staff whomighthavequestionsaboutsustainability. Campuses can also create and maintain a blog to inform the campus community of sustainability activities with shorter and more frequent updates. The blog should have multiple contributors to maintain fresh and diverse updates, though it should be managed by someone from the Campus Committee. Inaddition,Districtscanelecttousesocialmedia,suchasFacebookorTwitter,tomakeannouncements aboutupcomingevents,studentcompetitions,orfactsofinterest. 9.3.2 CAMPUS AND LOCAL PUBLICATIONS Districts are encouraged to utilize campus newspapers or local community media to reach a wider audience when major milestones are reached or notable achievements are accomplished. Publishing informationinthecampusorlocalnewspaperornewsletterisaneffectivewaytoreachalargeportion ofthecommunity. Campus and local publications can also be used to publicize upcoming events, provide tips on sustainablehabits,andevenpublishopedcolumnswhenappropriate.
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9.3.3 CAMPUS WORKSHOPS The Campus Committee should periodically hold workshops open to all campus members throughout the planning and implementation phases of the project. This should be a twoway dialogue where informationisprovidedtothecampuscommunityandfeedbackissolicitedandincorporatedintothe activities. 9.3.4 ENLIST HELP FROM STUDENT GROUPS Many campuses have student sustainability or environmental clubs that should be engaged by the CampusCommitteetohelpspreadthewordaboutSustainabilityPlanactivities.Thesegroupscanbea source of active and enthusiastic people power and can often have an effective communication infrastructureinplace.
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SECTION10.
BESTPRACTICECASESTUDIES
Several California higher education institutions are leading the effort in creating and implementing innovative sustainable practices throughout their campus and communityonallfronts.Thefollowingsection features case studies of sample projects that serve as examples for other campuses to adopt for their own sustainability projects. The descriptions showcase how different levels of funding, from microgrants to larger investments, and various degrees of organization, from highprofile statewide efforts to grassroots movements among faculty, can have a significant level of impact towards greening a college campus while raising sustainability awareness among studentsandthegreatercommunity. The authors would like to thank the contributingindividualsateachofthecolleges included in the following Best Practice Case Studies for their time, effort, and invaluable insightsonimprovingcampussustainability.
BestPracticeCaseStudies
CabrilloCommunityCollege
ClimateActionPlanLeadershipand CurriculumDevelopmentPartnerships TravelDataCollectionforGHGInventories FirstGridPositiveCollegeandnew RideshareProgram RecyclingCenter EETechEmergingEnergyTechnology GreenCertification TalkingLouderaboutSustainability TravelFreeMeetings
CSUChico
ButteCollege OrangeCoastCollege
ShastaCollege UCBerkeley
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CABRILLOCOMMUNTIYCOLLEGE
CLIMATEACTIONPLANLEADERSHIPANDCURRICULUMDEVELOPMENTPARTNERSHIPS
CabrilloCollegeservesasaprimeexampleofhowcollegescan leverage internal resources and external grants to introduce and implement sustainability measures throughout a campus and within curriculum. In addition to making smart investments in a greener campus, the college benefits from the development of a formal Climate Action Plan as well as more grassroots efforts to develop sustainable elements withinexistingcurriculum. CONTACTS: Curriculum:SusanTappero,Ph.D. Mathematics,Engineering& ScienceAchievementDirector (831)4796503 ClimateActionPlan:JudyCassada InstitutionalResearchSpecialist (831)4795720
The facultylead Sustainability Curriculum Development initiative utilizesagrantfromtheNationalScience Foundation (NSF) to interest students in STEM majors through themes of renewableenergyandsustainability.The Science Technology & Engineering: ExpandingPotential(STEEP)programhas enhanced STEM education beyond teaching sustainability in classrooms by supporting studentled projects that otherwise would require additional resources from the schools general fund. OneexampleofstudentdrivenfieldworksupportedbythegrantfeaturesEnergyInternsworkingwith the campuss Maintenance and Operations Department. Student interns surveyed lighting and plug loads in classrooms over break periods, noting many areas that were over lit, including inaccessible areas.Recommendationsformoreenergyefficientlightingmeasuresweremadebasedon thesurvey findings,allowingstudentstoincorporatetheirfieldworkinto actionitems.Inaddition toperforming lightingaudits,otherstudentprojectsincludeenergyawarenessvideosandastudythatledtoamore efficientparkinglotilluminationdesign. CabrillohaspartneredwithnearbyUniversityofCalifornia,SantaCruz(UCSC),onanotherNSFgrantto establishacollaborativenetworktosharesustainabilitycurriculumideasforalldisciplines.Throughthe EngagedInterdisciplinaryLearninginSustainability(EILS)grant,CabrillocollaborateswithUCSCtoshare and develop sustainability curriculum. The UCSC Sustainability Engineering and Ecological Design website (https://seed.soe.ucsc.edu/) provides an online forum for collaboration, inviting faculty to uploadandsharerelatedsyllabiandlessonplansthathavebeeninfusedwithsustainableelements.By utilizing the resources of the nearby university, Cabrillo can strengthen its own internal efforts to
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encouragefacultytogreentheircurriculum.Notonlyarefacultyprovidedwithmoreinformationon how to incorporate sustainable efforts, but Cabrillo regularly uses the campus Flex Week to increase communication and raise additional awareness on the necessity to address environmental and sustainabilityissuesthatwilllikelyappearinfutureteachingmaterial. The combination of the NSF grant for sustainability in STEM programs and the grassroots communication campaign to raise awareness and encourage the infusion of sustainability in all disciplines marks just one aspect of Cabrillo Colleges quest to green their campus and curriculum. OthergrantfundinghassupportedthedevelopmentofanEnergyManagementASdegreeandrelated certificates as well as a LEED Platinumdesigned facility for this program. Cabrillos long term goals includethedevelopmentofcertificationprogramsandeventuallyanAssociatedegreeinsustainability, althoughthesewilltakeconsiderablymorefundingandrequireimmenseplanning.Untilthen,Cabrillo willcontinuetoutilizeitsexternalgrantsanditsownhumanresourceswithinvariousdepartmentsto improveexistingcurriculumbyaddingrelevantmoderndayissuesandchallengeswithsustainability.
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campuscommunity. Despite ongoing campus construction and recent state budgetcuts,theClimateActionPlancontinuestoprovide an aggressive and practical road map to reducing CabrillosGHGemissionstoits1990levelsandeventually achievingclimateneutrality. PROGRAM AT-A-GLANCE FlexWeekPresentationonBuilding ASustainableCultureatCabrillo http://cabrillogreensteps.org/pdfs/B uildingaSustainableCultureatCabrillo. pdf
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CALIFORNIASTATEUNIVERSITYCHICO TRAVELDATACOLLECTIONFORGREENHOUSEGASINVENTORIES
Districts that are dedicated to reducing their GHG emissions and CONTACTS: creating a Climate Action Plan will need to begin by conducting an inventory of baseline GHG emissions for a given year. Depending on FletcherAlexander theDistrictsgoals,thismayinvolvecalculatingtheGHGemissionsfor SustainabilityCoordinator multipleyears,includinginventoriesforyearspast. falexander@csuchico.edu TheCSUChicoGHGinventorieswereperformedbyHalliBovia,whowastheSustainabilityCoordinator atCSUChicoatthetimeandwhohadcreatedtheGHGinventoryforneighboringButteCollegeofthe ButteGlennCommunityCollegeDistrict.
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BUTTECOLLEGEINNORTHERNCALIFORNIA FIRSTGRIDPOSITIVECOLLEGEANDNEWRIDESHAREPROGRAM
In 2009 Butte College took first place in the Campus CONTACT: Sustainability Leadership Awards, selected by the AASHE. The onlycommunitycollegeamongthehonorees,ButteCollegeisa KimJones trailblazer when it comes to impressive and aggressive ButteCollege sustainable energy practices. A signatory to the Talloires AssistantDirectorofFacilities Declaration and the Presidents Climate Commitment, the 5308796144 college is dedicated to incorporating environmental sustainabilityintoitsacademicsaswellasconfrontingclimatechangewithstrategicaction. Buttesprimarygoalistobeclimateneutralby 2015.Althoughthecampusboastsanumberof ongoing sustainability projects, its energy effortsreceivethemostattentionandfunding. With approximately 25,000 solar panels at its main campus and Chico Center, Butte made history as one of the first colleges in the countrytobegridpositiveorgeneratemore solarenergythanituses. Butte has put its funding to good use by implementing a threephase solar panel project, with the first installation in 2005, a secondin2008,andthirdin2011.ThefollowinghighlightshowButtehasnotonlygeneratedagreen, gridpositivecampus,butalsohowitscollegecommunityhascontributedtomaintainingasustainable environment by reducing harmful transportation emissions and costs with a successful rideshare programadministeredbyZimride.
GRID-POSITIVE
InJuneof2011,ButteCollegewasthefirstU.S.institution to become grid positive, having the capability to generate more electricity than it consumes from its solar arrays. This achievement has been in progress since the first set of 5,700 solar panels were installed in 2005, followedbyanonsitegenerationinstallmentbringingthe panel count to 10,000 in 2009. At the time, these two installments alone reduced the colleges utility bills by a third. Since then the payoff has significantly improved, with over 25,000 solar panels generating more that 6.5 million kilowatt hours of electricity a year and potentially savingthecollege$50to$75millionover15years.Butte will reap huge benefits from going gridpositive, as it will
PROGRAM AT-A-GLANCE
Willsave$50millionto$75million over15years Operates25,000solarpanelsona 928acrewildliferefuge Generatesmorethan6.5million kilowatthoursofelectricityper yearenoughtopowerabout920 averagesizedhomes
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ORANGECOASTCOLLEGE
REDUCINGWASTEANDGENERATINGREVENUETHROUGHRECYCLING
Orange Coast Colleges Recycling Center has been in operation since 1970, generating revenue to support OCC. The Recycling Center serves CONTACT: astheprimaryfacilityinthesurroundingcommunity,processingnearly 3,000poundsofplasticand4tonsofpaperaday,inadditionto29,000 MikeCarey pounds of aluminum cans per week. In addition to processing basic SustainabilityCoordinator recyclables,thecenteracceptsewaste,scrapmetalandgreenwasteon (714)4325131 aweeklybasis.Revenuegeneratedfromthecentergoesdirectlytothe AssociatedStudentsofOrangeCoastCollegefund,withaprojectedtotalof$331,000forthe2011fiscal year. ThefollowinghighlightshowtheOCCRecyclingCenternotonlyprovidesagreenservice,butdoessoby utilizingsustainableoperationstoeffectivelymaximizeefficiencyandproductivity.
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The OCC Recycling Center encourages not only the campus community to utilize its services, but also reaches out to the surrounding area, offering a place for PROGRAM AT-A-GLANCE* households and offices to safely dispose of ewaste. A California State Certified Collector and partner with the SolarPVSize:8.4kWDC Costa Mesa Sanitary District, the center accepts daily donations of batteries, fluorescent light tubes, computers and monitors, televisions, printers, fax machines, 15,188.3lbsCO2avoided projectors,andmore. 1.4lbsNOxavoided In June of 2011 the center demonstrated yet another innovative approach to recycling by administering online Lifetimegeneration:12,192kWh (enoughenergytooperateaTVfor auctionsforsurplusequipment,furniture,andelectronics. 84,736hours) The OCC Recycling Center continues to raise the bar in sustainableoperationswhilemakingthegreenpracticeof *AsofSeptember2,2011 recyclingeasilyaccessibletothegreatercommunity.
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SHASTACOLLEGE
LOCALHIGHSCHOOLOUTREACHTHROUGHTHEEETECHPROGRAM
ShastaCollegehaspartneredwithlocalhighschool districtstodesign technicalcourseworkforstudentsinterestedintheenergytechnology field. The Emerging Energy Technology Pathways program (EETech), provides a great model that can be replicated in other communities, encouraging partnerships between secondary and higher education institutions.FirstofferedtostudentsinFall2009,theprogramprovides afocusedacademicandcareerpathwayforstudentsattractedtogreen technologies, equipping them with the skills necessary to excel at the collegiateandprofessionallevel. CONTACT: BradBanghard Dean,Economicand WorkforceDevelopment ShastaCollege (530)2427630
EE-TECH
Similar to other community colleges, Shasta College receives a good portion of its student from nearby schools.Partnering with Shasta Union and Anderton Union High Schools Districts as well as local charter schools was a clear tactic of the EETech program, providing for a natural transition of students from high schooltocollege. The initial program offering provides challenging curriculum focused on wind and photovoltaicenergysources.Futurecourseworkisbeingdesignedtofocusonotherrenewableenergy sources, such as biofuels and hybrid technology. Students are offered introductory courses with subsequent indepth collegelevel classes available to upperclassmen. Completion of EETech coursework offers academic credit at both the partnering high school and Shasta College, creating a clearpathwayforvariouscertificationsandAAdegreesortransfertoafouryearprogramelsewhere. Theprogramisgrantfunded,supportedbytheJamesIrvineFoundationandinpartnershipwithShasta UnionHighSchoolDistrict,AndersonUnionHighSchoolDistrict,ShastaCollege,ShastaTrinityRegional Occupation Program and Redding Electric Utility. Grant funds assist students enrolled in the EETech programwithtuition,books,fees,andtutoringneeds. In an effort to further enhance the EETech program, PROGRAM AT-A-GLANCE ShastaCollegehasbeenworkingtowardsestablishingfour core courses focusing on industrial technology programs. AcademicFocus:Solar,Wind, Called the Industrial Technology Core, these courses are BioFuels,andHybridTech intended to serve as a foundation for all industrial tech programs,includingtheEETechprogram,therebyoffering Credittowardshighschool dual enrollment for coursework at both the college and diplomaandShastaCollege high school while providing multiple academic pathways
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for students. High school students that complete the core courses receive a certificate and they can then migrate to any of the industrial tech programs offered at Shasta College. This provides a multi disciplinaryapproach,branchingbeyondthewindandsolaroptionsprovidedbythegrantthatisstrictly dedicatedfortheEETechProgram. The following diagram illustrates the pathway that students currently take through the Industrial TechnologyCoreprogram:
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UNIVERSITYOFCALIFORNIA,BERKELEY GREENCERTIFICATION,TALKINGLOUDER,ANDTRAVELFREEMEETINGGRANTS
UCBerkeleyhaslongbeenaleaderininnovativestrategiesthatsupport CONTACT: the campuss dedication to creating a sustainable environment while fulfillingitsresponsibilitiesasasignatoryoftheACUPresidentsClimate LisaMcNeilly Commitment. The campuss 2009 Sustainability Plan outlines various DirectorofSustainability goals that coincide with the UC Berkeley Climate Action Plan (CAP), (510)6435907 includingtheefforttoreducegreenhousegasemissionsto1990levelsby 2014. In 2011 the campus issued a Sustainability Report, noting a slight increase in GHG emissions by .8%in2010(equivalentto1,400metrictonsofCO2),howeveremissionsstillremain5%belowthe2008 levels. Thefollowinghighlightsavarietyofstaffandstudentdriveninitiativeswhichprovideacomprehensive andaggressivepackageofsustainableactivities,rangingfromhighlevelplanningandreportingtosmall incentivesandcommunicationcampaigns,allofwhichencourageagreenercampus.
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PROGRAM AT-A-GLANCE Goal:Thisprogramalongwith othercampuseffortsstrivesto reducebusinessairtravelbyupto 10%inthenexttwoyears*.Thiswill resultin2,900fewerbusinessair tripssaving: o 2,000metrictonsofGHG emissionsannually(0.7metric tonspertrip) o $1.4millionintravelexpenses savedannually(assumes$475 fortwodaydomestictripair travel,hotelandrentalcar)
*TheprogramrunsthroughDecember2011.
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videoconferenceorpurchasingacameraforacomputerwebconference. InanefforttofamiliarizetheUCBcommunitywithalternativewaystoattendmeetings,theOfficeworks with various campus partners to provide trainings on stationary meeting tools such as ReadyTalk and Skype.ByestablishingpartnershipswiththeBusinessProcessAnalysisWorkingGroup,CalPeopleand ComputerTraining,andEducationalTechnologyServices,theOfficehostedaseriesofinformationaland trainingeventsthatareeasilyaccessibletofacultyandstaff.TheTravelFreeMeetingProgramstrivesto reducetheharmfulandcostlyeffectsoftravel,whileencouragingtheimprovementoftechnologyskills amongtheUCBcommunitybycreatingagrantincentive.
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RESOURCESFORIMPLEMENTATION
Inthissection,Districtswillfindpotentialresourcesforimplementationassistance.Theresourceslisted inthissectionmayormaynotbeapplicabletoindividualDistrictsdependingontheavailabilityofthese agenciesorutilitiesintheirlocalarea. At the end of this section is an aggregated list of resources that have been identified throughout the Guidebookwithlinkstotheoriginalsource.
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OTHER COLLEGES AND UNIVERSITIES Districts can partner with nearby colleges and universities if applicable to enhance their sustainability efforts by sharing knowledge, best practices, and pooling resources to improve the effectiveness of sustainability projects. One example of such collaboration is between Butte College and CSU Chico, whereapartnershipbetweenthetwocampusesintheircarpoolingnetworkbroadenedtheavailability ofridesandridersforbothschools.OneofthecasestudiesinSection10,BestPracticeCaseStudies, illustratesButteCollegessuccesswiththeZimridecarpoolingservice. HIGHER EDUCATION ASSOCIATIONS Thereareseveralassociationsandcoalitionsthathaveformedtopoolresourcesandtoserveasaforum forcommunicationforhighereducationinstitutions. The Association for the Advancement of Sustainability in Higher Education (AASHE) is a nonprofit organization that hosts resources, conferences, awards, and the STARS rating system, and provides networkingforhighereducationinstitutions.Visithttp://www.aashe.org/formoreinformation. TheNationalWildlifeFederation(NWF)CampusEcologyprogramprovidesresourcesandwebinarsfor campuses to improve their sustainability. The Campus Ecology program also provides campus networkingandpublishesClimateEdu,anenewsletterthatcoverscampusprojectsinsustainability.For moreinformation,visithttp://www.nwf.org/GlobalWarming/CampusSolutions.aspx TheNationalAssociationofCollegeandUniversityBusinessOfficers(NACUBO)servesasaresourcefor higher education institutions and has information on a wide range of business and policy areas, including endowment management and facilities and environmental compliance. To learn more, visit theirwebsiteathttp://www.nacubo.org/ Second Nature supports senior college and university leaders, including presidents, chancellors, provosts, chief financial officers, and trustees, in creating a more sustainable campus. Second Nature also supports national initiatives that are focused on sustainability in higher education, such as the American College and University Presidents Climate Commitment. Visit the Second Nature website at http://secondnature.org/ CCC/IOU ENERGY EFFICIENCY PARTNERSHIP DistrictsthatparticipateintheCCC/IOUPartnershipProgramforimplementationassistancecanreceive incentivesfortheirenergyefficiencyprojectsaswellasimplementationsupport.Buildingsenrolledin the MBCx program will receive engineering assistance and training for facilities management staff. Projectsenrolledintheretrofitprogramswillhavetheirenergysavingsverifiedbyathirdpartysource. WATER AND WASTEWATER UTILITIES Thelocalwaterandwastewaterutilitiesmayhavesomesuggestedlocalbestpracticesandmarketing materialsforDistrictstousetospreadawarenessofwaterconservation.Somewaterdistrictsmayalso
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provideservicessuchasirrigationauditstohelpdeterminetheDistrictssoiltypeandbetteridentifythe soilsirrigationneeds. MUNICIPAL TRANSPORTATION AGENCY Ifthereisone,theMunicipalTransportationAgencymayhaveresourcestoassistDistrictsinimproving carpooling and public transit use, and may also have materials to increase awareness of alternative transportation methods. Assistance may be through a program, such as a vanpool network to assist individualsinsettingupanewvanpool,orthroughreducedpricetransitpasses. SOLID WASTE AGENCY Solid waste agencies may be able to provide some support in waste reduction and management by providingwastesortingbins,compostingbins,educationalmaterialstohelpindividualsbecomefamiliar withproperwastedisposal,andtoincreaseawarenessofwastereductionstrategies.
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CaliforniaCommunityColleges/InvestorOwnedUtilities(CCC/IOU)EnergyEfficiencyPartnership PG&E,SCG,SDG&E,andSCE http://cccutilitypartnership.com/ CaliforniaStateGrants AnOnlineDatabaseofCaliforniaStateGrantsAvailable http://www.ca.gov/Grants.html CalRecycle CaliforniaDepartmentofResourcesRecyclingandRecovery http://www.calrecycle.ca.gov/ ClimateReserveTonnes CertifiedCarbonReductionCredits ClimateActionReserve http://www.climateactionreserve.org/ ECONPACK EconomicAnalysisTool U.S.ArmyCorpsofEngineers http://www1.eere.energy.gov/femp/information/download_blcc.html FederalGrants AnOnlineDatabaseofFederalGrantsAvailable http://grants.gov/ EnergyEfficiencyFinancing CaliforniaStateLoansforEnergyEfficiencyandRenewableEnergyProjects CaliforniaEnergyCommission http://www.energy.ca.gov/efficiency/financing/index.html Energy$mart FinancingforEnergyEfficiencyandRenewableEnergyProjects CaliforniaDepartmentofGeneralServices http://www.dgs.ca.gov/pd/Programs/StateFinancialMarketplace/Energy.aspx FoundationfortheCaliforniaCommunityColleges http://www.foundationccc.org/ GreenSchools:AttributesforHealthandLearning AReviewoftheQualityofIndoorEnvironmentsandtheirImpactonProductivity Committee to Review and Assess the Health and Productivity Benefits of Green Schools, National ResearchCouncil http://www.nap.edu/catalog.php?record_id=11756
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GreeningtheBottomLine GreenRevolvingFunds SustainableEndowmentsInstitute http://www.greeningthebottomline.org/ HealthEffectsofOzoneinPatientswithAsthma USEPA http://www.epa.gov/apti/ozonehealth/effects.html LifeCycleCostAssessmentModel CaliforniaGreenBuildingInitiative http://www.green.ca.gov/LCCA/default.htm RecycleMania ResourcesforReducingWasteonCollegeCampuses http://recyclemania.com/ RenewableEnergyCertificates CaliforniaPublicUtilitiesCommission http://www.cpuc.ca.gov/PUC/energy/Renewables/FAQs/05REcertificates.htm StopWaste.Org ResourcesforWasteReduction AlamedaCountyWasteManagementAuthority http://stopwaste.org/ SustainableCommunitiesProgram StatewideEnergyEfficiencyCollaborative http://californiaseec.org/ TheCostsandFinancialBenefitsofGreenBuildings AReporttoCaliforniasSustainableBuildingTaskForce http://www.usgbc.org/Docs/News/News477.pdf SECTION 7.1 MANAGEMENT AND ORGANIZATIONAL STRUCTURE APracticalGuidetoHiringaSustainabilityProfessionalforUniversitiesandColleges AGuideforHiringSustainabilityProfessionals TheCampusConsortiumforEnvironmentalExcellence http://www.c2e2.org/sustainability_guide.pdf HigherEducationSustainabilityStaffSurvey AStudyonSustainabilityStaffCredentials,Experience,andSalaries AssociationfortheAdvancementofSustainabilityinHigherEducation http://www.aashe.org/files/2010_staffing_survey_final.pdf
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IntegratingEnvironmental,Social,andGovernanceIssuesIntoInstitutionalInvestment AGuideonResponsibleEndowmentInvestments ResponsibleEndowmentsCoalition http://www.endowmentethics.org/component/jdownloads/finish/3/5/0 SECTION 7.2 ENERGY EFFICIENCY CaliforniaCommunityColleges/InvestorOwnedUtilities(CCC/IOU)EnergyEfficiencyPartnership PG&E,SCG,SDG&E,andSCE http://cccutilitypartnership.com/ DemandResponse InformationonDemandResponseandLinkstoIOUDemandResponsePrograms CaliforniaPublicUtilitiesCommission http://www.cpuc.ca.gov/PUC/energy/Demand+Response/ SECTION 7.4 SUSTAINABLE BUILDING PRACTICES CampusGreenBuilder APortaltoGreenBuildingInformationforHigherEducationInstitutions http://www.campusgreenbuilder.org LEEDRatingSystems USGreenBuildingCouncil http://www.usgbc.org/DisplayPage.aspx?CMSPageID=222 SECTION 7.5 ON-SITE GENERATION AND RENEWABLE ENERGY CommunityChoiceAggregation ResourcesandInformationaboutCommunityChoiceAggregation CaliforniaPublicUtilitiesCommission http://www.cpuc.ca.gov/PUC/energy/Retail+Electric+Markets+and+Finance/070430_ccaggregation.htm SECTION 7.6 TRANSPORTATION, COMMUTING, AND CAMPUS TRAVEL & FLEET GuidanceonScope3Emissions,pt1:Commuting AGuidetoCollectingEmissionsDataforCommutingandTravel AssociationfortheAdvancementofSustainabilityinHigherEducation http://www.aashe.org/blog/guidancescope3emissionspt1commuting SECTION 7.7 WATER, WASTEWATER, AND SUSTAINABLE LANDSCAPING BayFriendlyLandscapeGuidelines SustainablePracticesfortheLandscapeProfessional StopWaste.org http://www.stopwaste.org/docs/bayfriendly_landscape_guidelines__all_chapters.pdf
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RainwaterasaResource AReportonThreeSitesDemonstratingSustainableStormwaterManagement TreePeople http://www.treepeople.org/sites/default/files/images/about/Rainwater_as_a_Resource.pdf SECTION 7.8 SOLID WASTE REDUCTION AND MANAGEMENT CaliforniaProductStewardshipCouncil ResponsiblePurchasing http://www.calpsc.org PaperlessExpress AGuidetoReducePaperUseinOffices StopWaste.org http://www.stopwaste.org/docs/paperlessguide.pdf ReduceandReuse AGuidetoSuccessfulWasteReduction Stopwaste.org http://stopwaste.org/home/index.asp?page=1188 StopWaste.Org ResourcesforWasteReduction AlamedaCountyWasteManagementAuthority http://stopwaste.org/ SECTION 7.9 GREEN PURCHASING GreenPurchasing ResourcesforGreenPurchasing AlamedaCountyWasteManagementAuthority http://stopwaste.org/home/index.asp?page=372 SECTION 7.10 STUDENT AND CURRICULUM DEVELOPMENT AcademicSenateforCaliforniaCommunityColleges http://asccc.org/ GreenJobs AJobBoardforCareersinSustainability http://www.greenjobs.com/
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ManyShadesofGreen RegionalDistributionandTrendsinCaliforniasGreenEconomy Next10 http://next10.org/manyshadesgreenregionaldistributionandtrendscalifornia%E2%80%99sgreen economy SECTION 7.11 CAMPUS AND COMMUNITY OUTREACH 350 Annualdayofclimatechangeawarenessinthefall http://www.350.org/ CampusCompact ResourcesforPromotingCommunityServiceinHigherEducation http://www.compact.org/ EarthHour Hourofenergyconservationawarenessinthespring http://www.earthhour.org/ EarthDay AnnualdayofenvironmentalawarenessonApril22 http://www.earthday.org/ GreenSteps CabrilloCollege http://www.cabrillo.edu/associations/climate/index.html SustainabilityatButteCollege ButteCollege http://www.butte.edu/sustainability/ SECTION 7.12 RECOMMENDED FRAMEWORK, TOOLS, AND APPROACH FOR CREATING A CLIMATE ACTION PLAN AmericanCollegeandUniversityPresidentsClimateCommitment(ACUPCC) http://www.presidentsclimatecommitment.org/ AmericanCollegeandUniversityPresidentsClimateCommitment(ACUPCC)ReportingSystem http://rs.acupcc.org/ AssociationfortheAdvancementofSustainabilityinHigherEducation(AASHE) http://www.aashe.org/ CabrilloCollegeClimateActionPlan http://rs.acupcc.org/cap/552/
SECTION11.RESOURCESFORIMPLEMENTATION
CampusClimateActionPlanning NationalWildlifeFederation http://www.nwf.org/campusecology/pdfs/climateactionplanning.pdf CleanAirCoolPlanetCampusCarbonCalculator AGreenhouseGasInventoryTool CleanAirCoolPlanet http://www.cleanaircoolplanet.org/toolkit/invcalculator.php ClimateChange InformationonClimateChangeScience USEPA http://epa.gov/climatechange/ CoolCampus!CollegeClimateActionPlanningGuide AssociationfortheAdvancementofSustainabilityinHigherEducation(AASHE) Website:http://www.aashe.org/wiki/climateplanningguide PDF:http://www.aashe.org/files/resources/coolcampusclimateplanningguide.pdf GreenhouseGasProtocol WorldResourcesInstitute http://www.ghgprotocol.org/aboutghgp GreenhouseGasProtocolCalculationTools WorldResourcesInstitute http://www.ghgprotocol.org/calculationtools/alltools GuidetoClimateActionPlanning PathwaystoaLowCarbonCampus NationalWildlifeFederation http://www.nwf.org/campusecology/pdfs/climateactionplanning.pdf InternationalCouncilforLocalEnvironmentalInitiatives(ICLEI) http://www.iclei.org/ InternationalStandardsOrganization http://www.iso.org/ IPCCFourthAssessmentReportofClimateChange IntergovernmentalPanelonClimateChange http://www.ipcc.ch/publications_and_data/publications_and_data_reports.shtml TheClimateRegistry http://www.theclimateregistry.org/ UCBerkeleyClimateActionPlan http://rs.acupcc.org/cap/65/
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SECTION 9. MEASURE AND REPORT PERFORMANCE SustainabilityTracking,Assessment,andRatingSystem(STARS) CampusSustainabilitySelfRatingSystem AssociationfortheAdvancementofSustainabilityinHigherEducation(AASHE) https://stars.aashe.org/ TheCollegeSustainabilityReportCard CampusSustainabilityRatingSystem SustainableEndowmentsInstitute http://www.greenreportcard.org/ SierraClubCoolSchools CampusSustainabilityRankingSystem SierraClub http://www.sierraclub.org/sierra/201009/coolschools/default.aspx PrincetonReviewGreenRating CampusSustainabilityRatingSystem http://www.princetonreview.com/greenhonorroll.aspx
APPENDICES SECTION12.
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APPENDICES
APPENDIXA: GLOSSARYOFTERMS APPENDIXB: EXTERNALRESOURCESFORCITRUSCCD APPENDIXC: CCCSUSTAINABILITYCOURSESANDPROGRAMS APPENDIXD: CALIFORNIAAIRQUALITYMANAGEMENTDISTRICTS APPENDIXE: IMPLEMENTATIONPROGRAMSANDPLANSCHECKLIST APPENDIXF: SUSTAINABILITYPLANDOCUMENTTEMPLATE APPENDIXG: LISTOFCONTACTS
APPENDIXA:GLOSSARYOFTERMS APPENDIXA:
A1
GLOSSARYOFTERMS
Acronyms
AASHE AB ACUPCC APCD AQMD BLCC BMS CACP CAP CARB CARROT CCA CCC CCD C&D CEC CEQA CH4 CO2 CO2e COP CRT CRV CSU EMS EPA EPC ESCO EUI EV DR FEMP FCCC GHG GRF HFCs ICLEI ILG IOU AssociationfortheAdvancementofSustainabilityinHigherEducation AssemblyBill AmericanCollegeandUniversityPresidentsClimateCommitment AirPollutionControlDistrict AirQualityManagementDistrict BuildingLifeCycleCost BuildingManagementSystem(alsoknownasEnergyManagementSystem) CleanAirCoolPlanet ClimateActionPlan CaliforniaAirResourcesBoard ClimateActionRegistryReportingOnlineTool CommunityChoiceAggregation CaliforniaCommunityCollege CommunityCollegeDistrict Construction&Demolition CaliforniaEnergyCommission CaliforniaEnvironmentalQualityAct Methane(agreenhousegas) CarbonDioxide(agreenhousegas) CarbonDioxideequivalent CertificateofParticipation ClimateReserveTonne CaliforniaRedemptionValue CaliforniaStateUniversity EnergyManagementSystem(alsoknownasBuildingManagementSystem) EnvironmentalProtectionAgency(Cal/EPAistheCaliforniastateEPA,whiletheUSEPA referstothenationalagency) EnergyPerformanceContract EnergyServiceCompany EnergyUseIntensity ElectricVehicle DemandResponse FederalEnergyManagementProgram FoundationforCaliforniaCommunityColleges GreenhouseGas GreenRevolvingFund Hydrofluorocarbons(agreenhousegas) InternationalCouncilforLocalEnvironmentalInitiatives InstituteforLocalGovernment InvestorOwnedUtility
A2
IPCC IRR kWh LCCA LCFS LEED LGC MBCx MPO MTA MWh N2O NPV O&M OBF OPR PFCs PG&E PPA PV RCx REC RFP ROI SB SBDP SCAQMD SCE SCG SCS SDG&E SEEC SF6 SPBorSPP STARS STEM T&D TES TRC UC VMT WRI
APPENDIXA:GLOSSARYOFTERMS
IntergovernmentalPanelonClimateChange InternalRateofReturn Kilowatthour LifeCycleCostAnalysis LowCarbonFuelStandard LeadershipinEnergyandEnvironmentalDesign LocalGovernmentCommission MonitoringBasedCommissioning MetropolitanPlanningOrganization MunicipalTransitAgency Megawatthour NitrousOxide(agreenhousegas) NetPresentValue OperationsandMaintenance OnBillFinancing OfficeofPlanningandResearch Perfluorocarbons(agreenhousegas) PacificGas&Electric PowerPurchaseAgreement Photovoltaic(SolarPanel) Retrocommissioning RenewableEnergyCreditorRenewableEnergyCertificate RequestforProposal ReturnonInvestment SenateBill SustainableBuildingDesignProcess SouthCoastAirQualityManagementDistrict SouthernCaliforniaEdison SouthernCaliforniaGas SustainableCommunityStrategy SanDiegoGas&Electric StatewideEnergyEfficiencyCollaborative SulfurHexafluoride(agreenhousegas) SimplePaybackPeriod SustainabilityTrackingAssessmentandReportingSystem Science,Technology,Engineering,andMathematics TransmissionandDistribution ThermalEnergyStorage TradableRenewableCertificate UniversityofCalifornia VehicleMilesTraveled WorldResourcesInstitute
APPENDIXB:EXTERNALRESOURCESFORCITRUSCCD
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APPENDIXB:
EXTERNALRESOURCESFORCITRUSCCD
SummaryofExternalResourcesandServicesAvailabletoCitrusCCD
1. GeneralSustainabilityPlanning CityofGlendora GlendoraiscurrentlyperformingGreenhouseGasInventoryandwillsharethereport whencomplete. AftercompletingtheGHGInventory,GlendorawillthendraftacitywideSustainableCity ActionPlan. OtherCommunityColleges Citruscanreachouttoothercommunitycollegesandstateuniversitiesintheareato enhancecurriculumandcarpoolofferings. 2. EnergyEfficiencyProjects InvestorOwnedUtilities(IOUs) CCC/IOUPartnershipoffersincentivesforenergyefficiencyprojects. LocalGovernmentEnergyPartnership o IfthereiscrossoverwiththeCityofGlendorasplans,fundingmaybeavailable throughtheSanGabrielValleyIOUpartnership. SCESustainableCommunitiesProgram o Pilotprogramtoencourageinclusionofsustainabilityandenergyefficiencyfeatures innewconstructionandmajorrenovationprojects 3. TransportationPlanning L.A.CountyMetropolitanTransportationAuthority ThefutureGoldLinemetroextensioncanbeleveragedtoincreasetransituse. Rideshare(alsoknownasEmployeeCommuteReductionProgramorECRP)development guides,products,andservices,including: o Flyers,brochures,forms,posters,howtoguidesandothermaterials o Comprehensivelistofstrategiesforasuccessfulrideshareprogramwith recommendedstrategieshighlighted o RideGuidecommutematchingforemployees o AVRsurveyprocessingandbooklet o Offersaguaranteedridehomeprogramforemergencies o FreeMetroweeklypassfornewhires o WorkshopsonMetromarketingandcommutertaxbenefits o RideshareeventmaterialsforpromotionduringRideshareWeek o Employeenewslettersandotherpublicitymaterial Vanpoolsetupresourcesareavailabletoindividualstofacilitatethejoiningandcreatingof newvanpools. WorkwiththeCityofGlendoratoapplyforfundingthroughtheLAMTAsannualCallfor Projectsforlocaltransitenhancements. OtherGovernmentAgenciesWithPossibleFundingforProjects o AQMDMobileSourceAirPollutionReductionReviewCommittee(MSRC)
B2
APPENDIXB:EXTERNALRESOURCESFORCITRUSCCD
4. SolidWasteManagement WAREDisposal RolloffservicesavailableforConstruction&Demolition. Collectsewasteforproperdisposal. AthensServices Providesbothfoodwastecompostingandgreenwastemulchingandcompostingforno additionalcost. AllanCompany CurrentlybuysrecyclablesfromCitrusCollege. CityofGlendora GlendoraoperatesaGREENWASTEprogramforyardwastemulching. Thecitysellssubsidizedcompostbins. ThecityalsohasmultipleCRVbuybackcenterstofacilitatetherecyclingofplastics. 5. WaterandWastewater AzusaLight&Water TheDRiPRebateprogramforupto50%ofthecostoflowwaterconsumingplants, artificialturf,andlowflowirrigationtechnologyupto$10,000permajorwateraccount. CitrusCollegehasthreemajorwateraccountsandiseligiblefor$30,000inrebateseach fiscalyear. Azusadoesnotprovidewastewaterorrecycledwaterservices. LACountySanitationDistrict DistancefromCitrusCollegetoclosestwaterreclamationplant,theSanJoseCreekWater ReclamationPlant,isabout11miles. CitrusCollegewouldneedtopartnerwiththeCityofGlendoratoparticipateinthe existingWaterReusePartnership. 6. CurriculumandStudentDevelopmentResources SouthernCaliforniaEdison DevelopingEnergyEfficiencyProfessionals(DEEP)internshipprogram.
APPENDIXC:CCCSUSTAINABILITYCOURSESANDPROGRAMS
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APPENDIXC:
CCCSUSTAINABILITYCOURSESANDPROGRAMS
BelowisalistofAssociatesDegreesandCertificatesofAchievementapprovedbytheCCCChancellors OfficeatthetimeofthisTemplatespublication: AllanHancockCollege EnvironmentalTechnology CitrusCollege EnergySystemsTechnology BuildingSystemsDesignTechnology GoldenWestCollege EnvironmentalStudies RecyclingandResourceManagement EnergyEfficiencyandRenewableEnergy EnergyAuditor SolarEnergy DiabloValleyCollege EnergySystems:Photovoltaics EnergySystems:SolarThermalSystems ElCaminoCollege EnvironmentalTechnology DeAnzaCollege EnvironmentalComplianceandPollutionPrevention EnergyManagementandClimatePolicy CuyamacaCollege EnvironmentalTechnician EnvironmentalManagement BakersfieldCollege EnvironmentalTechnology L.A.TradeTechCollege WeatherizationandEnergyEfficiency EnergySystemsFundamentals MendocinoCollege SSTResidentialPerformance&Efficiency SSTRenewableEnergy MercedCollege EnvironmentalTechnologies
A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement A.A.Degree&CertificateOfAchievement A.A.Degree&CertificateOfAchievement A.A.Degree CertificateOfAchievement CertificateOfAchievement A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement A.A.Degree&CertificateOfAchievement A.A.Degree&CertificateOfAchievement CertificateOfAchievement A.S.Degree A.S.Degree&CertificateofAchievement CertificateOfAchievement CertificateOfAchievement CertificateOfAchievement CertificateOfAchievement A.S.Degree&CertificateofAchievement
C2
APPENDIXC:CCCSUSTAINABILITYCOURSESANDPROGRAMS
MiraCostaCollege EnergyTechnology:RadiationProtection EnergyTechnology:Operations Mt.SanAntonioCollege BuildingAutomation CypressCollege RenewableEnergyWindTurbineTechnician PaloVerdeCollege HazardousMaterialsSpecialist MerrittCollege EnvironmentalHazardousMaterialsTechnology EnvironmentalManagementandRestoration Technology EnvironmentalDesignandEnergyTechnology RioHondoCollege EnvironmentalTechnology AlternativeEnergyTechnology SanDiegoAdultCollege WeatherizationProgram SantaMonicaCityCollege RecyclingandResourceManagement SolarPhotovoltaicInstallation SierraCollege WatershedEcology SiskiyousCollege EnvironmentalResources:PowerGeneration Technology EnvironmentalResources:SustainableCommunities SolanoCollege HazardousSubstance&WasteHandlingTechnician IrvineValleyCollege RecyclingandResourceManagement SouthwesternCollege EnvironmentalManagement SustainableEnergyStudies MoorparkCollege EnvironmentalTechnology OxnardCollege EnvironmentalTechnology MissionCollege EnvironmentalTechnology
A.S.Degree A.S.Degree A.S.Degree&CertificateofAchievement CertificateOfAchievement A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement CertificateOfAchievement A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement CertificateOfAchievement CertificateOfAchievement A.S.Degree&CertificateofAchievement CertificateOfAchievement A.S.Degree A.S.Degree&CertificateofAchievement A.S.Degree&CertificateofAchievement
APPENDIXD:CALIFORNIAAIRQUALITYMANAGEMENTDISTRICTS
D1
APPENDIXD:
CALIFORNIAAIRQUALITYMANAGEMENTDISTRICTS
BelowisacompletelistofCaliforniaslocalairdistricts: AmadorCountyAPCD AntelopeValleyAQMD(NortheastportionofLosAngelesCounty) BayAreaAQMD(Alameda,ContraCosta,Marin,Napa,SanFrancisco,SanMateo,SantaClara, westernportionofSolano,southernportionofSonomacounties) ButteCountyAQMD CalaverasCountyAPCD ColusaCountyAPCD EasternKernAPCD(EasternportionofKernCounty) ElDoradoCountyAQMD FeatherRiverAQMD(allofSutterandYubacounties) GreatBasinUnifiedAPCD(allofAlpine,Inyo,andMonocounties) ImperialCountyAPCD LakeCountyAQMD LassenCountyAPCD MariposaCountyAPCD MendocinoCountyAQMD ModocCountyAPCD MojaveDesertAQMD(NorthernportionofSanBernardinoCounty,easternportionofRiverside County) MontereyBayUnifiedAPCD(allofMonterey,SanBenito,SantaCruzcounties) NorthCoastUnifiedAQMD(allofDelNorte,Humboldt,Trinitycounties) NorthernSierraAQMD(allofNevada,Plumas,Sierracounties) NorthernSonomaCountyAPCD(NorthernportionofSonomaCounty) PlacerCountyAPCD SacramentoMetroAQMD SanDiegoCountyAPCD SanJoaquinValleyAPCD(allofFresno,Kings,Madera,Merced,SanJoaquin,Stanislaus,Tulare, andValleyairbasinportionsofKerncounties) SanLuisObispoCountyAPCD SantaBarbaraCountyAPCD ShastaCountyAQMD SiskiyouCountyAPCD SouthCoastAQMD TehamaCountyAPCD TuolumneCountyAPCD VenturaCountyAPCD YoloSolanoAQMD(AllofYoloandeasternportionofSolanocounties)
APPENDIXE:IMPLEMENTATIONPROGRAMSANDPLANSCHECKLIST
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APPENDIXE:
IMPLEMENTATIONPROGRAMSANDPLANSCHECKLIST
AhardcopyoftheImplementationProgramsandPlansChecklistisincludedonthefollowingpagesfor the users reference. However, users should employ the electronic version of this Implementation ProgramsandPlansChecklisttoaccessitsfullfunctionality. The Implementation Programs and Plans Checklist should be used in conjunction with Appendix F: SustainabilityPlanDocumentTemplate.
E-2
#ofPrograms Available
#ofPrograms Selected
7 11 7 5 5 5 4 7 3 5 5 4 0 68
0 0 0 0 0 0 0 0 0 0 0 0 0 0
0 0 0 0 0 0 0 0 0 0 0 0 0 0
Forquestions,comments,orfeedback,pleasecontactMattSullivan,Newcomb|Anderson|McCormick,4158960300,matt_sullivan@newcomb.cc
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ncy Energy Efficiency on Facilities Operation ces Sustainable Building Practices
# of Programs Selected
# of Programs Available
On-Site Generation and Renewable ble Energy Transportation, Commuting, And Campus Fleet & Travel ble Water, Wastewater, And Sustainable Landscaping Solid Waste Reduction And Management
SustainabilityTemplateProgramsChart
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ng Green Purchasing ent Student And Curriculum Development h Campus And Community Outreach & Awareness an Create a Climate Action Plan Other Programs and Projects for Implementation
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PriorityImplementationPlansIndicatedBelow SelectedProgramsandPlansforImplementationareSummarizedBelow Section7.1MANAGEMENTANDORGANIZATIONALSTRUCTURE 7.1.2.1 FALSE 7.1.2.2 FALSE 7.1.2.3 FALSE 7.1.2.4 FALSE 7.1.2.5 FALSE 7.1.2.6 FALSE 7.1.2.7 FALSE 7.1.3.1 FALSE 7.1.3.2 FALSE
SeeSustainabilityTemplatePlanSection7.1forDetailsofImplementationPlans.
Comments
AdoptaDistrictSustainabilityPolicy
Forquestions,comments,orfeedback,pleasecontactMattSullivan,Newcomb|Anderson|McCormick,4158960300,matt_sullivan@newcomb.cc
BacktoSummaryTab
ProgramsPlansChecklistFinal_v1.xlsm Section7.1
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E-5
FALSE
7.2.2.2
FALSE
7.2.2.3
FALSE
7.2.2.4
ConductComprehensiveFacilityEnergyAudits
FALSE
7.2.2.5
FALSE
7.2.2.6
FALSE
7.2.2.7
ParticipateinDemandResponsePrograms
FALSE
7.2.2.8
IdentifyandTakeAdvantageofGrantandIncentive Identify and Take Advantage of Grant and Incentive Programs EstablishanEnergyEfficiencyPurchasingPolicy
FALSE
7.2.2.9.1
FALSE
7.2.2.9.2
EfficientLightingandLightingControls
FALSE
7.2.2.9.3
InstallEnergyEfficientHVACSystems
FALSE
7.2.3.1
FALSE
7.2.3.2
SeeSustainabilityTemplatePlanSection7.2forDetailsofImplementationPlans.
Forquestions,comments,orfeedback,pleasecontactMattSullivan,Newcomb|Anderson|McCormick,4158960300,matt_sullivan@newcomb.cc
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ProgramsPlansChecklistFinal_v1.xlsm Section7.2
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E-6
FALSE
7.3.2.2
7.3.2.3 FALSE 7.3.2.4 FALSE 7.3.2.5 FALSE 7.3.2.6 FALSE 7.3.2.7 FALSE FALSE
OptimizeHVACEquipmentScheduling
7.3.3.1
FALSE
7.3.3.2
SeeSustainabilityTemplatePlanSection7.3forDetailsofImplementationPlans.
Forquestions,comments,orfeedback,pleasecontactMattSullivan,Newcomb|Anderson|McCormick,4158960300,matt_sullivan@newcomb.cc
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ProgramsPlansChecklistFinal_v1.xlsm Section7.3
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E-7
FALSE
7.4.2.2
ImplementSustainableDesignPractices
CommissionNewBuildings
7.4.3.1
FALSE
7.4.3.2
SeeSustainabilityTemplatePlanSection7.4forDetailsofImplementationPlans.
Forquestions,comments,orfeedback,pleasecontactMattSullivan,Newcomb|Anderson|McCormick,4158960300,matt_sullivan@newcomb.cc
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ProgramsPlansChecklistFinal_v1.xlsm Section7.4
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E-8
FALSE
7.5.2.2
MinimizeGreenhouseGasIntensityof PurchasedElectricity EvaluateParticipationinCommunityChoice Aggregation IdentifyandTakeAdvantageofGrantand IncentivePrograms EnterOtherProgramandProject1,textwill changecolor EnterOtherProgramandProject2,textwill changecolor
7.5.3.1
FALSE
7.5.3.2
SeeSustainabilityTemplatePlanSection7.5forDetailsofImplementationPlans.
Forquestions,comments,orfeedback,pleasecontactMattSullivan,Newcomb|Anderson|McCormick,4158960300,matt_sullivan@newcomb.cc
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ProgramsPlansChecklistFinal_v1.xlsm Section7.5
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E-9
FALSE
7.6.2.2
ImproveCampusFleet&Travel
EnhanceStudentDistanceLearning
7.6.3.1
FALSE
7.6.3.2
SeeSustainabilityTemplatePlanSection7.6forDetailsofImplementationPlans.
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ProgramsPlansChecklistFinal_v1.xlsm Section7.6
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E-10
FALSE
7.7.2.2
ImplementWaterConservationStrategies
7.7.3.1
FALSE
7.7.3.2
SeeSustainabilityTemplatePlanSection7.7forDetailsofImplementationPlans.
BacktoSummarytab
ProgramsPlansChecklistFinal_v1.xlsm Section7.7
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E-11
FALSE
7.8.2.2
7.8.2.3 FALSE 7.8.2.4 FALSE 7.8.2.5 FALSE 7.8.2.6 FALSE 7.8.2.7 FALSE FALSE
ImproveExistingRecyclingPrograms
CollectandSellAllRecyclableMaterial
GreenWasteandFoodWasteComposting
AdoptConstructionandDemolition(C&D)Recycling
7.8.3.1
FALSE
7.8.3.2
SeeSustainabilityTemplatePlanSection7.8forDetailsofImplementationPlans.
Forquestions,comments,orfeedback,pleasecontactMattSullivan,Newcomb|Anderson|McCormick,4158960300,matt_sullivan@newcomb.cc
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ProgramsPlansChecklistFinal_v1.xlsm Section7.8
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E-12
FALSE
7.9.2.2
GreenPurchasingPractices
SociallyResponsiblePurchasing
7.9.3.1
FALSE
7.9.3.2
SeeSustainabilityTemplatePlanSection7.9forDetailsofImplementationPlans.
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BacktoSummarytab
ProgramsPlansChecklistFinal_v1.xlsm Section7.9
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PriorityImplementationPlansIndicatedBelow SelectedProgramsandPlansforImplementationareSummarizedBelow Section7.10STUDENTANDCURRICULUMDEVELOPMENT FALSE 7.10.2.1 CreateaSubCommitteeintheAcademicSenate DevotedtoSustainability ProvideProfessionalDevelopmentandCreatea FacultyForum UtilizeDifferentPathwaystoIntegrateSustainability intheCurriculum AdvocateforChangeattheStatewideLevel Comments
FALSE
7.10.2.2
TrainingOpportunitiesforStudents
7.10.3.1
FALSE
7.10.3.2
SeeSustainabilityTemplatePlanSection7.10forDetailsofImplementationPlans.
Forquestions,comments,orfeedback,pleasecontactMattSullivan,Newcomb|Anderson|McCormick,4158960300,matt_sullivan@newcomb.cc
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ProgramsPlansChecklistFinal_v1.xlsm Section7.10
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E-14
FALSE
7.11.2.2
HoldWorkshopsandPresentations
SustainabilityEvents
CampusSpecificOutreach&Awareness
CommunitySpecificOutreach&Awareness
7.11.3.1
FALSE
7.11.3.2
SeeSustainabilityTemplatePlanSection7.11forDetailsofImplementationPlans.
Forquestions,comments,orfeedback,pleasecontactMattSullivan,Newcomb|Anderson|McCormick,4158960300,matt_sullivan@newcomb.cc
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ProgramsPlansChecklistFinal_v1.xlsm Section7.11
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E-15
FALSE
7.12.6
7.12.9.1
FALSE
7.12.9.2
SeeSustainabilityTemplatePlanSection7.12forDetailsofImplementationPlans.
Forquestions,comments,orfeedback,pleasecontactMattSullivan,Newcomb|Anderson|McCormick,4158960300,matt_sullivan@newcomb.cc
BacktoSummarytab
ProgramsPlansChecklistFinal_v1.xlsm Section7.12
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PriorityImplementationPlansIndicatedBelow SelectedProgramsandPlansforImplementationareSummarizedBelow Section7.13OTHERPROGRAMSANDPROJECTSFORIMPLEMENTATION 7.13.1 FALSE 7.13.2 FALSE 7.13.3 FALSE 7.13.4 FALSE
SeeSustainabilityTemplatePlanSection7.13forDetailsofImplementationPlans.
Comments
EnterOtherProgramandProject1,textwillchangecolor
EnterOtherProgramandProject2,textwillchangecolor
EnterOtherProgramandProject3,textwillchangecolor
EnterOtherProgramandProject4,textwillchangecolor
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ProgramsPlansChecklistFinal_v1.xlsm Section7.13
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AssignedTo
Emailaddress
Section7.2ENERGYEFFICIENCY Section SelectedProgramorProject ActionItems/Notes Priority (select) Status(select) Linkedto Cost($) Associated GOAL(s)
TargetCompletion Date
AssignedTo
Emailaddress
Section7.3FACILITIESOPERATION Section SelectedProgramorProject ActionItems/Notes Priority (select) Status(select) Linkedto Cost($) Associated GOAL(s)
TargetCompletion Date
AssignedTo
Emailaddress
Section7.4SUSTAINABLEBUILDINGPRACTICES Section SelectedProgramorProject ActionItems/Notes Priority Priority (select) Status(select) Linkedto $ Cost($) Associated GOAL(s)
TargetCompletion Target Completion Date
AssignedTo
Emailaddress
Section7.5ONSITEGENERATIONANDRENEWABLEENERGY Section SelectedProgramorProject ActionItems/Notes Priority (select) Status(select) Linkedto Cost($) Associated GOAL(s)
TargetCompletion Date
AssignedTo
Emailaddress
Section7.6TRANSPORTATION,COMMUTING,ANDCAMPUSFLEET&TRAVEL Section SelectedProgramorProject ActionItems/Notes Priority (select) Status(select) Linkedto Cost($) Associated GOAL(s)
TargetCompletion Date
AssignedTo
Emailaddress
Section7.7WATER,WASTEWATER,ANDSUSTAINABLELANDSCAPING Section 7 7 WATER WASTEWATER AND SUSTAINABLE LANDSCAPING Section SelectedProgramorProject ActionItems/Notes Priority (select) Status(select) Linkedto Cost($) Associated GOAL(s)
TargetCompletion Date
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Emailaddress
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AssignedTo
Emailaddress
Section7.9GREENPURCHASING Section SelectedProgramorProject ActionItems/Notes Priority (select) Status(select) Linkedto Cost($) Associated GOAL(s)
TargetCompletion Date
AssignedTo
Emailaddress
Section7.10STUDENTANDCURRICULUMDEVELOPMENT Section SelectedProgramorProject ActionItems/Notes Priority (select) Status(select) Linkedto Cost($) Associated GOAL(s)
TargetCompletion Date
AssignedTo
Emailaddress
Section7.11CAMPUSANDCOMMUNITYOUTREACH&AWARENESS Section SelectedProgramorProject ActionItems/Notes Priority Priority (select) Status(select) Linkedto Cost($) Associated GOAL(s)
TargetCompletion Target Completion Date
AssignedTo
Emailaddress
Section7.12CREATEACLIMATEACTIONPLAN Section SelectedProgramorProject ActionItems/Notes Priority (select) Status(select) Linkedto Cost($) Associated GOAL(s)
TargetCompletion Date
AssignedTo
Emailaddress
Section7.13OTHERPROGRAMSANDPROJECTSFORIMPLEMENTATION Section SelectedProgramorProject ActionItems/Notes Priority (select) Status(select) Linkedto Cost($) Associated GOAL(s)
TargetCompletion Date
AssignedTo
Emailaddress
Forquestions,comments,orfeedback,pleasecontactMattSullivan,Newcomb|Anderson|McCormick,4158960300,matt_sullivan@newcomb.cc For questions comments or feedback please contact Matt Sullivan Newcomb | Anderson | McCormick 415 896 0300 matt sullivan@newcomb cc
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APPENDIXF:SUSTAINABILITYPLANDOCUMENTTEMPLATE
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APPENDIXF:
SUSTAINABILITYPLANDOCUMENTTEMPLATE
AhardcopyoftheSustainabilityPlanDocumentTemplateisincludedonthefollowingpagesforcampus reference. However, users should employ the electronic version of this Sustainability Plan Document Templatetoaccessitsfullfunctionality. The Sustainability Plan Document Template should be used in conjunction with Appendix E: ImplementationProgramsandPlansChecklist.
F-2
[CollegeName]CommunityCollege SustainabilityPlan
[ReferencetoFurtherInformation] Producedby[NameofCampusSustainabilityCommittee]
[DATE]
F-3
F-4
ACKNOWLEDGMENTS
[CollegeName]CommunityCollege
[KeyAdministrationStaffNameandTitle] [CampusCommitteeMembersNameandTitle] [OtherAcknowledgementsNameandTitle]
[LocalCityorCounty]
[LocalGovernmentOfficialNameandTitle] [OtherAcknowledgementsNameandTitle]
[ExternalAgenciesandPartners]
[Electricand/orGasUtilityNameandTitle] [WaterDistrictNameandTitle] [WastewaterDistrictNameandTitle] [MunicipalWasteAgencyNameandTitle] [TransportationAgencyNameandTitle] [OtherAcknowledgementsNameandTitle]
LocalCommunityContributors
[OtherAcknowledgementsNameandTitle]
[OtherPlanContributors]
[OtherAcknowledgementsNameandTitle]
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TABLE OF CONTENTS
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SECTION5. MEASUREANDREPORTPERFORMANCE
5.1 5.2 MEASURINGPERFORMANCE REPORTINGPERFORMANCE
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EXECUTIVESUMMARY
SECTION1.
As with many public sector agencies, the [College Name] CommunityCollegerecognizestheenvironmental,economic,and social benefits of resource efficiency and sustainability. The passage of the California Global Warming Solutions Act (AB32) andtheestablishmentofaSustainabilityPolicybytheCCCBoard of Governors have made it imperative for California Community Colleges to develop an organized, comprehensive approach that incorporates the elements of sustainability, satisfies state regulations, takes advantage of available resources and complimentaryprograms,andadoptstheBestPracticesofothers whoarefurtheralongthispath. Sustainability is defined as meeting the needs of the present without compromising the ability of future generations to meet their own needs. The purpose of this Sustainability Plan is to prepare the [College Name] Community College for the anticipated environmental and regulatory challenges of the 21st century, to guide the campus towards becoming a more sustainable institution, and to prepare students for the green economy. ThefollowingSustainabilityPlanarticulatesthevision,goals,and objectivesestablishedbytheCampusforsustainability,aswellas thestrategiestomeetthesegoals.ThisPlanhasbeendeveloped bythe[CollegeName]CollegeCampusCommittee,whichincludes college students, faculty, and staff. The Campus Committee has developed this Sustainability Plan in coordination with the many different campusstakeholderstoensurethat the planmeetsthe differentneedsofthecampus.
SustainabilityPlan
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SustainabilityPlan
SECTION2.
BACKGROUND
EstablishaCampusSustainabilityCommittee
DefineGoals,Objectives,Criteria,andTimelines
SelectandPrioritizeImplementationPrograms
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2.4.2.2 GlobalWarmingSolutionsActof2006(AB32) The Global Warming Solutions Act, or Assembly Bill 32 (AB32), was adopted in 2006 by the California legislature,establishingtwokeyrequirementsinregardtoclimatechangereductionmeasures.Thefirstrequires that California GHG emissions be capped at 1990 levels by 2020, and the second establishes an enforcement mechanism for the GHG emissions reduction program with monitoring and reporting implemented by the CaliforniaAirResourcesBoard(CARB). In2008,theAssemblyBill32ScopingPlanwasreleasedbyCARBwhichdescribesmeasurestoimplementthe requirementssetbyAB32.Inadditiontopartneringwithlocalgovernmentstoencouragetheestablishmentof regional emission reduction goals and community regulations, the Scoping Plan uses various mechanisms to reduceemissionsstatewide,includingincentives,directregulation,andcompliancemechanisms. 2.4.2.3 AssemblyBill1493(ThePavleyBill) Assembly Bill 1493, widely known as The Pavley Bill, was passed in 2002 and authorizes CARB to establish regulations to reduce the GHG emissions from passenger cars and light trucks by 18 percent by 2020 and 27 percentby2030from2002levels.ThisaggressivebillwastemporarilyblockedbytheUSEPAinMarch2008and laterreceivedawaiverofapprovalforimplementationthroughoutCaliforniainJune2009. 2.4.2.4 LowCarbonFuelStandard(LCFS) TheLowCarbonFuelStandard(LCFS)wasestablishedinJanuary2007byExecutiveOrderS0107andrequires California fuel providers to decrease lifecycle fuel carbon intensity of transportation fuels by 10 percent from 2007levelsby2020. 2.4.2.5 CaliforniaRenewablesPortfolioStandard The California Renewables Portfolio Standard (RPS) was established in 2002 under Senate Bill 1078 and mandatedthatelectricalcorporationsincreaseitstotalprocurementofeligiblerenewableresourcesbyatleast 1 percent a year to reach a goal of 20 percent electricity generation from renewable resources. These goals wereacceleratedin2006underSenateBill107,whichmandatedthatatleast20percentofthetotalelectricity sold be generated from renewable resources by the end of 2010. The RPS was further extended in 2008 by ExecutiveOrderS1408,whichrequiredthat33percentoftotalelectricitysalesbegeneratedfromrenewable resourcesby2020.InAprilof2011,thisRPSstandardof33%renewableby2020wasenactedintolawthrough finalpassageofSenateBillX12(Simitian)andextendedtoapplytobothpublicandinvestorownedutilities. 2.4.2.6 SenateBill97 SenateBill97,passedin2007,requiredtheGovernorsOfficeofPlanningandResearch(OPR)todevelopand recommendamendmentstoCEQAGuidelinesforaddressingGHGemissionsrelatedtolanduseplanning.The amendments to CEQA were approved and became effective in March 2010, thereafter requiring all CEQA documentation to include and comply with the new amendments established for addressing greenhouse gas emissions.
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2.4.2.7 SenateBill375 Senate Bill 375 was passed in 2008 to reduce GHG emissions caused indirectly by urban sprawl throughout California.Thebilloffersincentivesforlocalgovernmentstoexecuteplannedgrowthanddevelopmentpatterns around public transportation in addition to revitalizing existing communities. Metropolitan Planning Organizations(MPOs)workwithCARBtoreducevehiclemilestraveledbycreatingsustainableurbanplanswith a comprehensive focus on housing, transportation, and land use. Urban projects consistent with the MPOs SustainableCommunityStrategy(SCS)canbypasstheCEQAsGHGemissionenvironmentalreview.Thisprovides developerswithanincentivetocomplywithlocalplanningstrategieswhichsupporttheStatesgreatereffortfor overallemissionreductioninthelanduseandtransportationsector. 2.4.2.8 AssemblyBill341 Starting July 1, 2012, businesses and public entities, including schools and school districts that generate four cubicyardsormoreofwasteperweekandmultifamilyunitsoffiveormorewillberequiredtorecycle,ifthey arenotalreadydoingso.AB341alsoestablishesastatewidegoalof75%diversionofsolidwastetolandfills. The purpose of this new law is to reduce greenhouse gas emissions by diverting commercial solid waste to recyclingeffortsandexpandopportunitiesforadditionalrecyclingservicesandrecyclingmanufacturingfacilities inCalifornia. 2.4.2.9 RegionalAirPollutionControlDistrics(APCD)andAirQualityManagementDistricts(AQMD) In1947,theCaliforniaAirPollutionControlActwaspassedandauthorizedthecreationofAirPollutionControl Districts(APCDs)andAirQualityManagementDistricts(AQMDs)ineverycounty.APCDsandAQMDsaretasked withmeetingfederalandstateairpollutionrequirementssetbytheCleanAirActandcandevelopregulations toachievethenecessarypublichealthstandards,thoughtheseregulationsneedapprovalfromCARBandtheUS EPA. APCDs and AQMDs have jurisdiction over businesses and stationary sources of emissions and can offer varying levels of outreach, grants, and CEQA review and technical assistance to interested public and private parties.TheAPCDsandAQMDsdonothavetheauthoritytoregulatemobileairpollutionsources,whichisthe responsibilityofCARB,andmustdefertostateorfederalregulationsprovidedbytheCaliforniaAirResources BoardandtheU.S.EnvironmentalProtectionAgency.
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VISIONSTATEMENT,GOALS,ANDPRIORITIES
SECTION3.
ThepurposeofthissectionistodescribethecampusVisionStatementforSustainabilityandtocommunicate thesustainabilitygoalsestablishedbythecampus. The Campus Sustainability Committee has developed the following Vision Statement to guide the [College Name]CommunityCollegeinitsSustainabilityPlanningefforts. [InsertVisionStatementhere.AnexampleVisionStatementis:ByadoptingthisSustainabilityPlan,the CommunityCollegeDistrictcommitstoenvironmentalandfiscalsustainability,reducingitsgreenhouse gasemissions,anddevelopinggreencurricul] TorealizethisVisionStatement,theCampusSustainabilityCommitteehasdefinedthefollowingsustainability goals and priorities. The goals and priorities for the Sustainability Plan reflect campus needs, interests, and availableresources. Fillinthefollowingtablewiththecampussgoalsandaddordeleterowsasnecessary.Inaddition,thecampus maywanttoincludegraphsofenergyuse,wateruse,orotherrelevantinformationtobetterillustratethegoals. It is recommended. Criteria assigned to a goal should contain both a target that can be measured and a timeframe by which to achieve the target. These are sometimes called SMART Goals (Specific, Measurable, Achievable,Relevant,Timebound). AreaofSustainability EstablishedGoal EnergyUseReduction Reduceenergyconsumptionfromthe20012002baselineby15%bytheendof 20112012 EnergyCostReduction Reduce the energy cost from the 20012002 baseline by 20% by the end of 20112012. GreenBuildingStandard AllmajorcapitalprojectsneedtooutperformTitle24Standardsbyatleast15% andallmajorrenovationprojectsneedtooutperformTitle24byatleast10%. RenewableEnergyUse Procure20%ofelectricityfromrenewablesourcesby2010and40%by2014. WaterUseReduction Reducewateruseperstudentby16%from2011levelsby2015. WasteDiversionand Divert75%ofsolidwastefromlandfillsby2012andaimforzerowasteby2020. Management TransportationEfficiency Reducetotalstaff,faculty,andstudentVMTby25%from2011levelsby2020. GreenhouseGasReduction Reduce annual GHG emissions to 1990 levels by 2020 and achieve climate neutralityby2050.
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SECTION4.
SustainabilityPlan
PROGRAMSANDPROJECTSFORIMPLEMENTATION
Thissectiondescribesthespecificprogramsandprojectsthathavebeenselectedforimplementationfromthe menuofchoicesinSection7oftheSustainabilityTemplate.IftheImplementationProgramsandPlansChecklist wasused,itshouldbeattachedtothisSustainabilityPlandocumentasanappendix.Campusesshouldnotfeel limitedtotheoptionshereandshouldincludeanyinnovativeprogramorprojectthatwasnotidentifiedinthe SustainabilityTemplatePlanunderSection7.13:Otherbelow. Based on the goals and priorities described above, the Campus Sustainability Committee has selected the followingprogramsandprojectstoactivelyimprovecampussustainability.Theseprogramsandprojectsarealso reflectedintheImplementationProgramsandPlansChecklist,locatedinAppendix[number],whichoutlinesthe details of each action item, its priorities, responsibility for implementation, schedules, and estimated cost of each program or project. The Checklist will be used by the Sustainability Committee to manage the implementationprocess. These key actions were selected from a menu of suggested programs and projects from Section 7 of the California Community College Sustainability Template. As a result, the following programs and projects are numberedtoreflectthenumberingsystemoutlinedintheTemplateandImplementationProgramsandPlans Checklist. These key actions were selected from a menu of suggested programs and projects from Section 7 of the CaliforniaCommunityCollegeSustainabilityTemplate.Asaresult,themajorheadingsandindividualprograms and projects are numbered to reflect the numbering system outlined in the Template and Implementation PlanningChecklist.Thiswasdonetoallowcrossreferencing,anditisnotrecommended that collegeschange the numbering as it will be time consuming to also update the Planning Checklist and will make future referencestotheSustainabilityTemplatePlanmoredifficult. Writeabriefdescriptionofthespecificactionsthatthecampusintendstotakeforeachprogramandproject thatthecampushasdecideditwillpursue.Removereferences tosubsectionsandprogramsthatthe campus willnotimplement.
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7.6.2.1 7.6.2.2 7.6.2.3 7.6.2.4 7.6.2.5 7.7.2.1 7.7.2.2 7.7.2.3 7.7.2.4 7.8.2.1 7.8.2.2 7.8.2.3 7.8.2.4 7.8.2.5 7.8.2.6 7.8.2.7 7.9.2.1 7.9.2.2 7.9.2.3 7.10.2.1 7.10.2.2 7.10.2.3 7.10.2.4 7.10.2.5 7.11.2.1 7.11.2.2 SustainableFoodPurhcasing GreenPurchasingPractices SociallyResponsiblePurchasing CreateWasteReductionGoals MaximizeProgramsOfferedbyContractedWasteHauler ReducetheWasteStreamtotheLandfill ImproveExistingRecyclingPrograms CollectandSellAllRecyclableMaterial GreenWasteandFoodWasteCompositing AdoptConstructionandDemolition(C&D)recycling EstablishWaterConservationGoals ImplementWaterConservationStrategies ReduceStormWater,SewerDischarges,andWaterPollution AdoptSustainableLandscapingPractices
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SustainabilityPlan 7.11.2.3 7.11.2.4 7.11.2.5 7.12.5 7.12.6 7.12.7 7.12.8 7.13.1 7.13.2 7.13.3 7.13.4 SustainabilityEvents CampusSpecificOutreach&Awareness CommunitySpecificOutreach&Awareness
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MEASUREANDREPORTPERFORMANCE
SECTION8.
SustainabilityPlan
The purpose of this section is to describe the campuss plan for regular measurement and reporting of its progresstowardsreachingtheSustainabilityPlangoals. Aswithanysuccessfulprogram,theongoingprogressandperformanceofsustainabilityplanactivitiesshouldbe monitored and compared to goals and criteria. This will require continuous participation of the Campus Committee, college staff, and other participants in the process. To communicate results and ensure transparencyandaccountability,theresultsoftheSustainabilityPlanactivitiesshouldbecommunicatedtothe largercampuscommunityonaregularbasis. The following section describes the planned process for measuring and reporting sustainability activities and achievements.
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SustainabilityPlan Areaof Sustainability GreenhouseGas EmissionIntensity GreenCurriculum AvoidedCosts PerformanceMetric Measurement Frequency Total and change in campus greenhouse gas emissions in BiAnnual tonnesCO2eperstudent. Numberofstudentsenrolledinsustainabilitycourses. Annual Totaldollarssavedasaresultofsustainabilityactions. Annual
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APPENDIXG:LISTOFCONTACTS APPENDIXG:
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LISTOFCONTACTS
For general questions about the Sustainability Template Plan project, the following individuals can be contacted: Mr.DanEstrada CCCChancellorsOffice 1102QStreet Sacramento,CA95184 (916)3248901 destrada@cccco.edu Mr.AmirEhyai CaliforniaEnergyCommission 1516NinthStreet,MS42 Sacramento,CA95814 (916)6544550 aehyai@energy.state.ca.us FordetailedquestionsaboutthecontentoftheSustainabilityPlanGuidebookorTemplate,please contact: MattSullivan,P.E.,LEEDAP Principal NewcombAndersonMcCormick 201MissionSt.,Suite2000 SanFrancisco,CA94105 (415)8960300 Matt_Sullivan@newcomb.cc