Carnegie Mellon University (CMU)



Carnegie Mellon University (CMU)ISCN-GULF Sustainable Campus Charter Report 2011/12Carnegie Mellon University is a world leader in addressing environmental issues, including global warming, alternative and clean energy sources, sustainable building design, green chemistry and environmental education. Under the leadership of President Jared L. Cohon, Carnegie Mellon has made a commitment to supporting sustainability through education, research and practices, and has made transitioning to an environmentally sustainable society a strategic priority. Carnegie Mellon signed the ISCN-GULF Sustainable Campus Charter in August of 2010. Complete information about the environmental programs at Carnegie Mellon can be found at cmu.edu/environment.Carnegie Mellon integrates formal and informal education, research and practice to create an inherent learning environment for our students, staff, faculty and visitors. Across all 7 colleges and within 21 interdisciplinary centers, Carnegie Mellon conducts interdisciplinary environmental and energy research. The campus-wide Steinbrenner Institute facilitates growth in the other research centers, promotes interdisciplinary environmental education, and supports the implementation efforts of the Green Practices Committee with the goal to enhance the university’s global impact on environmental matters, and fundamentally changing the way people on the university’s campus and in the broader community think and act when it comes to the environment. The Green Practices Committee is unique to Carnegie Mellon and convenes faculty, staff, students and administrators from across campus to coordinate sustainability efforts and implement environmentally progressive practices that affect facilities, campus life and transportation. The committee evaluates innovative sustainable technologies and practices (seeking to implement the most promising and cost-effective), and provides environmental and sustainability education to the entire campus community. Carnegie Mellon has many notable accomplishments in environmental sustainability including: becoming home to the first LEED-certified university residence hall in the United States; launching the largest institutional purchase of wind energy; having 13 LEED-certified projects; presenting the first college course in green chemistry in the United States; and developing a series of four courses in sustainable engineering that has served as a model for engineering programs across the country. Most recently, Carnegie Mellon has committed to purchasing 100 percent of its electricity from green sources using renewable energy certificates. Members of the Carnegie Mellon faculty have played a key role in shaping national and international environmental policy, serving on a number of committees including the Nobel Peace Prize-winning U.N. Intergovernmental Panel on Climate Change, the U.N. Environment Programme Sustainable Building Construction Initiative, the U.S. Department of Homeland Security Advisory Council's Sustainability and Efficiency Task Force, and numerous National Academies of Science panels. In addition to the Nobel Peace Prize, faculty members have received awards for their environmental research contributions from the U.S. Environmental Protection Agency and the U.S. Green Building Council, among others. Furthermore, through their research, faculty members have developed revolutionary green technologies that stand to create a more sustainable future for the world, such as thin film photovoltaic material, nanoparticles for environmental remediation, and catalysts that enhance the performance of environmentally friendly oxidizing agents.About Carnegie Mellon University Founded in 1900, Carnegie Mellon University is a private, global research university with more than 12,000 students, 82,000 alumni, and 5,200 faculty and staff. Recognized for its world-class arts and technology programs, collaboration across disciplines and innovative leadership in education, Carnegie Mellon is consistently a top-ranked university. Carnegie Mellon’s main campus in the United States is in Pittsburgh, Pennsylvania with additional campuses in California’s Silicon Valley and Qatar, and programs in Asia, Australia, Europe and Mexico. Carnegie Mellon is home to seven colleges, with programs in areas ranging from science, technology and business, to public policy, the humanities and the arts. The university’s world-renowned faculty members are practicing professionals who bring extensive knowledge and experience into the classroom. With a student-faculty ratio of 10:1, faculty members are extremely accessible and take a genuine interest in their students' work. The university is governed by a Board of Trustees. The Board appoints the President of the University, who is the chief executive officer of the institution, overseeing all operations of the university, from academic affairs and international initiatives, to enrollment and student life, and is responsible for setting future goals and directions for the university. The President also serves as a national and international ambassador for the university community. The President acts on behalf of the Board of Trustees, which delegates its authority to him. The president consults regularly with all of the university's constituencies through committees including the Faculty Senate, the Student Advisory Councils, Staff Council, the Diversity Advisory Council and the Alumni Association's Executive Board. Financial Information (FY 2012) Operating Revenue and Support $1,007,374,000 Operating Expense $ $966,321,000 Endowment $987,054,000 Endowment per FTE Student $89,877 On this Report In this report, the data provided are for fiscal year 2012 (July 2011 – June 2012). Only information for the main campus in Pittsburgh, Pennsylvania (USA) is included.For questions on this report, please contact:Cheryl M. Hays or Michael MurphySecretary, Board of Trustees VP, Campus AffairsDirector, President's Office Carnegie Mellon UniversityCarnegie Mellon University 610 Warner Hall605 Warner Hall Pittsburgh, PA 15213Pittsburgh, PA? 15213 mm1v@andrew.cmu.educhays@andrew.cmu.edu phone: 412.268.2057 phone:?412.268.6382fax: 412.268.2330Principle 1 – Sustainability Performance of Buildings on Campus-17653029845Principle 1: To demonstrate respect for nature and society, sustainability considerations should be an integral part of planning, construction, renovation, and operation of buildings on campus. A sustainable campus infrastructure is governed by respect for natural resources and social responsibility, and embraces the principle of a low carbon economy. Concrete goals embodied in individual buildings can include minimizing environmental impacts (such as energy and water consumption or waste), furthering equal access (such as nondiscrimination of the disabled), and optimizing the integration of the built and natural environments. To ensure buildings on campus can meet these goals in the long term, and in a flexible manner, useful processes include participatory planning (integrating end-users such as faculty, staff, and students) and life-cycle costing (taking into account future cost-savings from sustainable construction).00Principle 1: To demonstrate respect for nature and society, sustainability considerations should be an integral part of planning, construction, renovation, and operation of buildings on campus. A sustainable campus infrastructure is governed by respect for natural resources and social responsibility, and embraces the principle of a low carbon economy. Concrete goals embodied in individual buildings can include minimizing environmental impacts (such as energy and water consumption or waste), furthering equal access (such as nondiscrimination of the disabled), and optimizing the integration of the built and natural environments. To ensure buildings on campus can meet these goals in the long term, and in a flexible manner, useful processes include participatory planning (integrating end-users such as faculty, staff, and students) and life-cycle costing (taking into account future cost-savings from sustainable construction).Management Approach to Principle 1 Topics Since 1998, Carnegie Mellon has had a Green Practices Committee (GPC) comprised of faculty, staff and students that meet monthly to coordinate campus-wide sustainability efforts. The GPC has tackled various metrics of sustainability including solid waste management/recycling, food composting, green buildings, transportation, indoor and outdoor air quality, energy efficiency, water use, and greenhouse gas emissions. Implementation policies are directed by the GPC steering committee in consultation with upper level university managers. A comprehensive campus Environmental Assessment was completed in the spring of 2005. The assessment involved the development of quantitative measures of environmental performance. Since then, the university has prepared an annual greenhouse gas inventory.Main Initiatives and Results Green Buildings As the result of discussions in the Green Practices Committee to formally edit our Design Guidelines to promote green buildings, Carnegie Mellon built the first Silver LEED rated Residence Hall in the US in 2003 and, as of 2012, has over 700,000 square feet (sq ft) of LEED Certified building space. Green roofs and rainwater management systems are included in our LEED building systems. “The University has committed to adopting the Leadership in Energy and Environmental Design (LEED) green building rating system for all new construction and significant renovations. All such projects shall be designed and constructed so that they will meet the current version of the LEED for New Construction and Major Renovations (LEED-NC) standard. In addition the University has established the goal of achieving a minimum of a LEED “Silver” rating. Less extensive renovations shall utilize the LEED for Commercial Interiors (LEED-CI) rating system as applicable to their defined scope of work.” Purchases of Renewable Electricity (Renewable Energy Certificates)In 2001, Carnegie Mellon made a commitment to purchase 5 percent of campus electricity needs from wind power, which (surprisingly) at the time made us the largest retail purchaser of wind power in the United States. Since that time, the University has incrementally increased this purchase to the point where in FY 2011, 100% of electricity purchased is offset by Green-E certified wind renewable energy credits. We have committed to supplying all new buildings that are following the LEED guidelines to be served with 100% green power. We plan to maximize the purchase of up to 100% renewable electricity contingent on current market prices and university financial situation. We also hope to invest in significant energy efficiency technologies to reduce the overall load needed to be offset. Steam Plant Efficiency Our primary heating source, the Bellefield Boiler Steam Plant which supplies steam for heating a consortium of universities, hospitals and other non-profit institutions in the immediate vicinity of our campus used a fuel source that was a combination of coal and natural gas (with coal being the primary fuel for many of its 76 years of existence). Perennial local air quality problems, EPA Clean Air Act regulations and natural gas pricing promoted the consortium to make the decision to convert all boilers to use natural gas as a fuel. As of July 2009, the use of coal as a fuel source was discontinued and the amount of coal purchased went from 11,000 tons per year to zero. The greenhouse gas (GHG) emissions generated by the steam boiler plant have been greatly reduced by increasing efficiency and choosing a cleaner burning fuel.Recycling & Food Composting In 2008, food composting became commercially available in the Pittsburgh area and Carnegie Mellon was one of the initial organizations to start a program. Large near-zero waste events were motivated by three CMU graduate students after having attended the 2009 COP-15 and participating in The Global Climate Action Coalition (led by Yale University). Their resulting efforts focused on near-zero waste events with the primary goals to reduce total event waste and divert as much landfill waste as possible. A main rationale for their choice of waste reduction was to ensure that the energy-dominated causes of climate change do not lead us to ignore issues of waste management and overlook prime educational activities with our faculty, staff, and students. Our near-zero waste launch goal was to apply best practices to freshmen orientation events for the incoming class of 2014. This endeavor demonstrated to the public that flatware, cups, napkins, and food waste can be recycled or composted for an event serving several hundred people. The final orientation dinner was an inspiring success, by composting or recycling 100% of the waste for 1600 incoming freshmen, and an educational experience for all, as well as their favorite meal during Orientation. Since then, several near-zero waste events have been held on campus, where almost everything was either composted or recycled, including our staff picnic of 2500 people. University departmental Green Teams now green their special events resulting in an increase in the volume of compost and raising awareness about low impact dining. These Green Teams have developed sharable resources for off-campus vendors that can support such events (and note where to purchase cutlery/etc that is compostable). Our campus food provider, CulinArt, offers a green lunch option when ordering food for events. We now compost 402 tons per year.Carnegie Mellon continues to increase our recycling rate every year by adding more recyclable materials and improving the recycling processes. We participate in the annual RecycleMania, a 10- week recycling and waste reduction awareness contest between universities. In 2010, Green Practices and students, held two waste sorts to determine how much recycling was being thrown away (35-40%) from sampled locations. This project raises awareness and identifies where recycling process and educational improvements are needed.Specific data pertaining to LEED Buildings, green roofs, utilities and recycling can be found in the CMU Fact Book. Carnegie Mellon University’s Principle 1 GoalsTopicsGoals and InitiativesResultsPriority topics(with units of measurement)Objectives and targets(for reporting year, for the following year, and/or beyond)Key Initiatives (in reporting year, and /or planned for the following and beyond)Performance 2010Performance 2011 Performance 2012Resource useRenewable Electricity Purchase (RECs) Maximize purchase up to 100% renewable electricity depending on current market prices and financial situation.Maximize the purchase of national RECS rather than local RECS. This enables CMU to increase the volume of RECS purchased.114,823 Total MWh 44,320 MWh RECs (45% of total electricity)115,775 Total MWh 115,775 MWh REC’s(100% of total electricity)117,858 total MWh117,858 MWh REC’s (100% of total electricity)Bellefield Boiler Steam Plant -Fuel Source (DTherms)Reduce GHG emissions generated by the steam boiler plant by increasing efficiency and choosing a cleaner burning fuel. EPA Clean Air Act regulations and natural gas pricing, promoted the consortium to make the decision to convert all boilers to use natural gas as a fuel. 0 tons Coal 526,766 DTherms natural gas 73% efficient 517,636 DThermsnatural gas 74.9% efficient431,237 DTherms natural gas 79.1% efficientEnergy Efficiency (heat -BTU/sq ft)Reduce heat requirements per square foot by 1% per year.Installation of more efficient windows and replaced constant volume reheat to variable volume reheat equipment. 117.16 BTU/square foot116.99 BTU/square foot97.54 BTU/ square footEnergy Efficiency(electricity –kWh/useable sq ft)Hold growth of electricity usage per square foot to zero or less.Installed variable-frequency drives (VAV) and premium efficient motors. Replaced lamps with energy efficient lighting. 23.03 kWh/sf(Usable square foot)23.14 kWh/sf(Usable square foot)23.77 kWh/sf(Usable square foot)Rain Water Management Systems (gallons)Capture and use rain water for reuse in restrooms & irrigation systems. Rain water collection systems in operation. Gates Bldg 10,000 gallon tank and CIC Bldg 8,000 gallon tank 18,000 gallons of rain water collection systems in use. Research and exploration of rain water or condensate water collection systems to reuse water from existing buildings.Project in Design; Rain water capture system for use as condenser water for chiller plants.Waste, recycling, local emissions, and non-compliance Recycling & Waste Mgmt (Tons)Continue to increase recycling rate every year by either reducing waste or improving the recycling processes. Participate in annual RecycleMania, the 10- week recycling & waste reduction awareness contest between universities.24.5% recycled 3139 Tons of waste 26.08% recycled 3090 Tons of waste26.24% recycled3234 Tons of wasteWaste Sorts conducted to increase awareness and identify process improvements. 35% of sampled waste stream could be recycled. Food composting(Tons)Increase the volume of food composting at the University Center & Resnik Hall.Established a second food composting station and plan to increase to three locations. 278.73 tons 367 tons402 tonsNear Zero Waste Events 100% compostable events and number of attendees.Fall 2010 Eco-Fabulous Cook-out (150) Freshman Orientation Dinner (1600) Finance Picnic (UTDC Green Team) Winter 2010 CEE Holiday Party (150) (EPP/CEE Green Teams) FMS Holiday Party (75) Spring 2011 Staff Picnic (2500) Fall 2011 Freshman Orientation Dinner (1600)Winter 2011Almost Midnight Breakfast(900)Numerous depts. collect kitchen waste & hold zero waste events routinely.Spring 2012Staff Picnic(2500)Fall 2012 Freshman Orientation Dinner (1600)Winter 2012 Almost Midnight Breakfast(900)Numerous departments collect kitchen waste & hold zero waste events routinely.Research/IT facilities and sustainabilityWaste minimization in computer clusters(impressions)Reduce amount of paper copies in computer clusters.Double sided printing is the default setting. Paper printing quota since 2005 of 800pages/year7 million impressions6.8 million impressions7.4 millionimpressionsBuilding design aspectsGreen Building Practices (square feet) Build and renovate campus buildings by using best practices that result in efficient operation and usable buildings for long term use. USGBC LEED Guidelines for LEED Silver Rating, at minimum, is integrated into Campus Design and Facilities Development.4,986,790Total Sq. Ft.506,210 sq ftLEED Certified10% LEED5,002,209Total Sq. Ft.714,210 sq ftLEED Certified14.3% LEED4,957,851Total Sq. Ft.(corrected to include only Pgh campus)722,010 sq ftLEED Certified14.6% LEED Green Roofs (square feet)Increase Green Roof sq ft area on campus buildings. Gates Building more than doubles green roof space on campus. 41,159 Sq ft green roofs 41,159 Sq ftgreen roofs41,159 Sq ftGreen roofsPrinciple 2 – Campus wide Master Planning and Target Setting-4000582550Principle 2: To ensure long-term sustainable campus development, campus-wide master planning and target-setting should include environmental and social goals. Sustainable campus development needs to rely on forward-looking planning processes that consider the campus as a whole, and not just individual buildings. These processes can include comprehensive master planning with goals for impact management (for example, limiting use of land and other natural resources and protecting ecosystems), responsible operation (for example encouraging environmentally compatible transport modes and efficiently managing urban flows), and social integration (ensuring user diversity, creating indoor and outdoor spaces for social exchange and shared learning, and supporting ease of access to commerce and services). Such integrated planning can profit from including users and neighbors, and can be strengthened by organization-wide target setting (for example greenhouse gas emission goals). Existing low-carbon lifestyles and practices within individual campuses that foster sustainability, such as easy access for pedestrians, grey water recycling and low levels of resource use and waste generation, need to be identified, expanded and disseminated widely.00Principle 2: To ensure long-term sustainable campus development, campus-wide master planning and target-setting should include environmental and social goals. Sustainable campus development needs to rely on forward-looking planning processes that consider the campus as a whole, and not just individual buildings. These processes can include comprehensive master planning with goals for impact management (for example, limiting use of land and other natural resources and protecting ecosystems), responsible operation (for example encouraging environmentally compatible transport modes and efficiently managing urban flows), and social integration (ensuring user diversity, creating indoor and outdoor spaces for social exchange and shared learning, and supporting ease of access to commerce and services). Such integrated planning can profit from including users and neighbors, and can be strengthened by organization-wide target setting (for example greenhouse gas emission goals). Existing low-carbon lifestyles and practices within individual campuses that foster sustainability, such as easy access for pedestrians, grey water recycling and low levels of resource use and waste generation, need to be identified, expanded and disseminated widely.Management Approach to Principle 2 TopicsSeveral members of the Green Practices Committee are highly involved in both the University’s Strategic Planning Process and Campus Master Planning Process. These processes and their foci are listed below.“The campus master planning process engaged the campus community in crafting a plan for the future of Carnegie Mellon. Several town meetings were widely advertised and well attended. Dozens of smaller meetings were held with students, faculty and staff. Many meetings were also held with neighbors in Oakland, Squirrel Hill and the City of Pittsburgh.” (University Planning) “Carnegie Mellon's Strategic Plan, developed in 2008, will guide the university community in six core areas: education and student life, research and artistic creation, regional impact, globalization and international initiatives, Carnegie Mellon community success, and finance and infrastructure. The development of the 2008 Strategic Plan has allowed us to collectively explore the many ways in which we will continue to grow and develop the core areas.” (Michael C. Murphy, Vice President for Campus Affairs)Many of the goals and initiatives to reduce campus GHG are based on the outcomes identified by Carnegie Mellon student research. The Green Practices Committee identified GHG reduction implementation targets & goals at a retreat held in November 2009. The categories discussed included, Energy, Built Environment, Transportation, Outdoor Environment, Waste/Recycling/Dining and Purchasing. One of the main outcomes of this particular meeting was a preference to increase the quantity of offsets purchased regardless of the origin of the generation. Previously we had been expressing a local (Pennsylvania) preference for renewable energy credits (RECs) which made the cost significantly higher than what could be found on the national market. The current result is a purchase of 100% national RECs.Main Initiatives and Results Master Plan The 2012 Campus Master Plan has been developed and approved by the City of Pittsburgh. The Green Practices Committee worked with Campus Design and Facilities Development to incorporate sustainability principles into the Master Plan. Strategic Plan Carnegie Mellon University Strategic Plan 2008 includes language to address multiple environmental dimensions of sustainability including “Transitioning to an Environmentally Sustainable Society.” "Research and Education on the Environment" was declared one of four strategic thrusts for Carnegie Mellon in 1998 strategic plan and reiterated in the 2008 strategic plan. Based on a 2002 Subcommittee Report, the Trustees of Carnegie Mellon recommend that: The goal of environmental work at Carnegie Mellon should be to change the ways the world thinks and acts about the environment, through our educational and research methods and results, through the issues we raise, and through the outcomes we produce. We must adopt a broad viewpoint in this work. Environmental issues have important technical, economic, and social dimensions, dimensions that are joined, not separate. We should build upon our collaborative strengths in science and technology (including information technology), design, economics, and the social and policy sciences. We should apply these capabilities to the principal environmental problems of the 21st century. In so doing, our focus will center on critical issues for building a sustainable, green future, primarily by pursuing multi-disciplinary themes and outcomes across Carnegie Mellon's colleges.GHG Inventory, Reduction and Implementation Targets and Goals Carnegie Mellon has a commitment to calculate an annual GHG Inventory using the Clean Air Cool Planet GHG Inventory Spreadsheet. Recommendations from the 2008 student project course report “It’s Not Easy Being Green,” have been used to guide campus GHG reduction strategies in addition to the Green Practices Committee’s recommendations for implementation towards goals and targets. Annual GHG data may change as our data collection process becomes more accurate. Overview of Carnegie Mellon University’s Principle 2 Goals:TopicsGoals and InitiativesResultsPriority topics(with units of measurement)Objectives and targets(for reporting year, for the following year, and/or beyond)Key Initiatives (in reporting year, and /or planned for the following and beyond)Performance 2010Performance 2011PerformancePerformance 2012Institution-wide carbon targets and related achievementsGHG Inventory (metric tons CO2 equivalent)Calculate annual GHG emissions.Post results on the web site. Use Clean Air Cool Planet GHG Inventory Spreadsheet to calculate annual data.137,000 MT eCO2 85,000MT eCO265,000MT eCO2Master PlanningCampus Master Plan 2012 Master Planning in process of being developed. Incorporate sustainable principles in the 2012 plan. Incorporate sustainable principles in the 2012 plan. Green Practices Committee working with CDFD to incorporate sustainability principles. CMU Master Plan Approved by City Council April 25, 2012. Simonds Commission to draft principles for future growth & development.Strategic Plan Strategic Plan 2008 incorporates sustainability. Support student initiatives that foster “Transitioning to an Environmentally Sustainable Society” TransportationReduce GHG emissions of commuting to/from and between Pittsburgh campus sites (bus rides, airline miles, vehicle miles)Continued reduction of GHG generated from university business, faculty, staff and student travel. Supply Port Authority Bus Passes to all Faculty Staff & Students. 1,641,347 bus rides 1,774,761 bus rides1,952,792Bus ridesSupply a free local shuttle service. Shuttle and Escort Service increase routes Shuttle and Escort Service increase routes Shuttle and Escort Service increase routesRegional daily shuttle to Washington DC instead of air travel. Promote Megabus Pgh/DC in place of air travel.Promote Megabus Pgh/DC in place of air travel.Promote Megabus Pgh/DC in place of air travel.Video conferencing in place of travel. Promote video conferencing in place of travel. Promote video conferencing in place of travel. Promote video conferencing in place of travel.Continue to use bio-fuels in fleet vehicles. Increase number of bike racks on campus109 racks with1300 spaces109 racks with 1300 spaces Google map of locations.123 racks with 1400 spaces, 4 repair stations. Google map of all locations.Establish renewable energy fund for travel offsets. Student project in progress. Student project in progress. Annual Transportation and Parking Survey Completed and data analyzed. Completed and data analyzed. Transportation Committee establishedFoodCommunity Supported Agriculture Increase awareness & availability of locally grown food near campus community. Promote Farmers Market @ Phipps Conservatory and Oakland (adjacent to campus). Promote Farmers Market @ Phipps Conservatory and Oakland.Food Day Speaker & Celebration and Harvest Day Festivals.Student Gardening (sq ft)Food gardening for kitchen use and classroom instruction.Increase square feet of garden space. Student garden at the Solar Decathlon House (350 sq ft.)Student gardenat the Solar Decathlon House (350 sq ft.) Student garden expands to Peace Garden (638 sq ft)Student gardening has begun planning for an off campus site, “The Winthrop Street Community Garden.”Land-use and biodiversityCreate natural habitats (sq ft)Minimize manicured lawns Increase use of native plants67,891 sq ft Increased green space from Gates Building project.Principle 3 – Integration of Facilities, Research, and Education-12700141605Principle 3: To align the organization’s core mission with sustainable development, facilities, research, and education should be linked to create a “living laboratory” for sustainability.On a sustainable campus, the built environment, operational systems, research, scholarship, and education are linked as a “living laboratory” for sustainability. Users (such as students, faculty, and staff) have access to research, teaching, and learning opportunities on connections between environmental, social, and economic issues. Campus sustainability programs have concrete goals and can bring together campus residents with external partners, such as industry, government, or organized civil society. Beyond exploring a sustainable future in general, such programs can address issues pertinent to research and higher education (such as environmental impacts of research facilities, participatory teaching, or research that transcends disciplines). Institutional commitments (such as a sustainability policy) and dedicated resources (such as a person or team in the administration focused on this task) contribute to success. 00Principle 3: To align the organization’s core mission with sustainable development, facilities, research, and education should be linked to create a “living laboratory” for sustainability.On a sustainable campus, the built environment, operational systems, research, scholarship, and education are linked as a “living laboratory” for sustainability. Users (such as students, faculty, and staff) have access to research, teaching, and learning opportunities on connections between environmental, social, and economic issues. Campus sustainability programs have concrete goals and can bring together campus residents with external partners, such as industry, government, or organized civil society. Beyond exploring a sustainable future in general, such programs can address issues pertinent to research and higher education (such as environmental impacts of research facilities, participatory teaching, or research that transcends disciplines). Institutional commitments (such as a sustainability policy) and dedicated resources (such as a person or team in the administration focused on this task) contribute to success. Management Approach to Principle 3 TopicsSteinbrenner Institute for Education and Research The Steinbrenner Institute for Education and Research facilitates connections and coordinates new sustainability research initiatives; promotes and helps to build the strengths of Carnegie Mellon University's environmental research centers; and, advances emerging and interdisciplinary interests in environmental education and research. Central to the university’s sustainability efforts, the Steinbrenner Institute hosts a website that consolidates information about campus-wide initiatives including student and faculty groups, sustainability educational and research projects, and other educational activities. The environmental activities across campus were reorganized in 2011 and all collected under this single website.The Steinbrenner Institute was established in 2004 with the generous support of Lowell and Jan Steinbrenner to realize the objectives noted below. Specific activities of the Steinbrenner Institute include: Graduate FellowshipsSteinbrenner Environmental Education Development (SEED) grantsAnnual Environmental ExpoAnnual research poster eventMaintenance of the “Environment at CMU’ web presencePeriodic newsletters (1700 email addresses)Summer Media Fellowship for Environmental/Science journalistsDistinguished Lecture Series‘The Environment Today” immersion courseSupport of Green Practices Committee and student organizationsEngagement with outside organizations (AASHE/ISCN)Campus outreach: Ceildlh (Homecoming celebration) and CarnivalGreen Practices Committee "The Green Practices Committee will strive to develop university practices that improve environmental quality, decrease waste and conserve natural resources and energy, thereby establishing Carnegie Mellon as a practical model for other universities and companies." As part of the Carnegie Mellon strategic initiative to enhance the scope and impact of our education and research programs related to the environment, the Green Practices Committee (GPC) was charged in April 1999 by President Cohon to develop a plan for an expanded environmental practices program on campus. The GPC identified areas of opportunity for an expanded environmental practices program at Carnegie Mellon through study of the current state of environmental practices on campus, initiatives at other college campuses and discussions with various Carnegie Mellon groups. Environmental Education "Carnegie Mellon is committed to making a difference in the world by applying its interdisciplinary problem-solving skills to important real problems. In this regard, environmental problems rise to the first rank. Carnegie Mellon's commitment to making contributions to environmental improvement is comprehensive, embracing our environmental education and research, as well as the university's own environmental practices." - President Jared Cohon Carnegie Mellon continues to build upon its tradition as a leader and innovator in environmental education. As a community of scholars and researchers committed to understanding and addressing some of the pressing and complex environmental problems, we continually strive to find new ways to teach, study, treat, prevent, remediate and advocate in our classrooms, laboratories, campuses and communities. We take seriously the call for each of our students to emerge from Carnegie Mellon as global citizens, aware of the transnational nature of our world and the real consequences of individual actions. Environmental study is not confined to a single discipline nor a set of traditional curricula. It is embedded in courses from art and architecture to history and English to business and mechanical engineering. It is a part of our daily campus life and the ethos of our culture.?Whether or not a student majors in an explicit environmental field, we challenge them to engage their intellect and examine the role of the environment on their area of study, on other disciplines and on the living beings with whom they share this planet. We hope that knowledge and awareness will spur a curiosity that leads to involvement and that each member of our community will be inspired to action and equipped to contribute to a sustainable future.Main Initiatives and Results Local Higher Education Climate Consortium The Pittsburgh Higher Education Climate Consortium (HECC) actively engages all Pittsburgh region colleges and universities to collaborate, share information, and set goals regarding research agenda, education curricula, operations, outreach activities, and commitments that reduce the greenhouse gas emissions so that the organizations comprising HECC align with the City of Pittsburgh’s overall greenhouse gas reduction goal. Specific activities include regular meetings, an annual GHG inventory workshop, and webinars (renewable power purchasing & carbon offsets).Sustainable Pittsburgh – Champions for SustainabilityCarnegie Mellon collaborates with Sustainable Pittsburgh, especially in their C4S efforts to work with businesses to share lessons learned and make the ‘economic argument’ for the adoption of green practices. Started in 1998, Sustainable Pittsburgh’s mission is to affect decision-making in the Pittsburgh Region to integrate economic prosperity, social equity, and environmental quality bringing sustainable solutions to communities and businesses. Engineering Sustainability ConferenceThe Steinbrenner Institute collaborates with the Mascaro Center for Sustainable Innovation to organize a bi-annual conference that focuses on sustainable construction and sustainable water management. The fifth conference, Engineering Sustainability 2013: Innovation and the Triple Bottom Line, will be held in April 2013 and is expected to draw about 300 attendees; primarily academics with come corporate representation.Other Collaborations Members of the Carnegie Mellon environmental community participate in conferences, webinars, projects, and greening initiatives with several organizations on the local, state, national and international level. These groups include but are not limited to: the Northeast Campus Sustainability Consortium (NECSC), Association for the Advancement of Sustainability in Higher Education, (AASHE), ISCN-GULF Sustainable Campus Charter, College and University Recycling Coalition, (CURC), Southwestern Pennsylvania Household Hazardous Waste Task Force, and the Oakland Green Task Force.Environmental Education - Sustainability in the Curriculum The goal of environmental literacy is the capacity to act in an informed way. A “call to action” is often the first form of public communication about an environmental problem. Finding a solution requires a base of knowledge, participation and communication among diverse stakeholders from all parts of the community, and a shared understanding of the global and temporal contexts. These skills have to be part of today’s education for a sustainable world. What emerges from knowledge of the environmental, natural and human processes and the communication is an understanding of the fundamental interrelationships between human activities and the environment. As environmentally literate persons go about their lives as citizens, professionals, and family member, they are more likely to see environmental processes, issues and problems as relevant to their lives. Formal education can provide support by integrating environmental themes into the curricula at all levels. The ability to read, write, communicate and act about the environment, is part of a lifelong learning agenda. Some of the insights and frameworks used in action- or service-based fields are therefore relevant in framing concepts in environmental literacy. Carnegie Mellon offers both formal and informal environmental education across the university. The formal education is built around the focus areas of the seven colleges. In the College of Fine Arts, for example, there are introductory and advanced courses in green building design in School of Architecture, and studio and project courses in the Schools of Design and Art. In the College of Engineering, environmental engineering and policy courses are offered in several departments, including Civil and Environmental Engineering, Engineering and Public Policy, and others. Another example is the Heinz School for Public Policy and Management, in which graduate level courses focused on sustainable community planning and other relevant topics are offered. And, the Mellon College of Science houses the Institute for Green Chemistry. There are interdisciplinary classroom and project courses that bring together students and faculty from the various colleges, such as the urban design-build project courses offered by the School of Architecture. Through the Green Practices program, the University Lecture Series, the Distinguished Lecture Series in Environmental Science, Technology and Policy, and, student clubs such as Sustainable Earth, the university also has many opportunities for informal environmental education, outside the classroom.Environmental Education - Sustainability in Research Going beyond the slogan of sustainability requires interdisciplinary analysis, problem solving, and invention. At Carnegie Mellon, we are developing a path to an environmentally sustainable society, building on our interdisciplinary culture and our internationally recognized strengths in environmental technology, science, and policy.Environmental research at Carnegie Mellon focuses on two principal themes within the general theme of transitioning to an environmentally sustainable society: (1) urban infrastructure and sustainable cities, and (2) energy transition strategies and the environment. Our research is problem-driven, interdisciplinary, and conducted collaboratively with government, corporate, and foundation partners. Carnegie Mellon University hosts some 21 research centers and institutes that conduct research related to environmental science, technology, policy, management, and art. The Steinbrenner Institute for Environmental Education and Research works to bring together students and faculty in these centers to pursue new interdisciplinary initiatives, and shares information about the activities of the centers across campus and externally.Overview of Carnegie Mellon University’s Principle 3 Goals:TopicsGoals and InitiativesResultsPriority topics(with units of measurement)Objectives and targets(for reporting year, for the following year, and/or beyond)Key Initiatives (in reporting year, and /or planned for the following and beyond)Performance 2010Performance 2011Performance 2012Topical IntegrationSustainability Courses (number of courses)Increase the number and quality of sustainability related courses 35 Sustainability related courses 58 8630 Sustainability focused courses 4027Environmental Science, Technology and Policy (number of events/participants)Engage the broader campus community and invite new ideasDistinguished Lecture SeriesLectures (2) representing the many sides of domestic energy production and policy.Lectures (3) devoted to the theme of the human dimensions of technology and environment.Lectures (3) devoted to the exploration of environmental science, technology and policy- human dimensions of technologyInterdisciplinary Research (research $)Grow annual research expendituresPrepare ‘environmental research roll-up’‘Roll-up’ not complete$8MNo roll-up was conducted for this yearShowcase environmental researchAnnual poster showcase event2011 was first year20 research projects representedAnnual Expo, Environmental Poster Session, and U.S. Environmental Sustainability Fellows ForumUndergraduate Research (number of projects)Increase number of students participating in undergraduate research programs‘Meeting of the Minds’ competition; SEER SEED grants8 Projects15 ProjectsApproximately 10 candidate posters in the annual Meeting of the Minds- Environmental Research portionApproximately 7 SEED grants in support of student and faculty environmental projects.Social IntegrationEco-Reps (number of student participants)Students are engaged to learn about current environmental topics & issues. Areas include waste management, recycling, energy & water, transportation, consumption, etc. 30 Eco-Reps 8 Eco-Reps 5-7 Eco-RepsGreen Teams (number of teams)A Green Team is a voluntary group of faculty, students, and staff, usually within one department, that team together to identify and develop more sustainable workplace practices. University Green Teams complete an environmental sustainability assessment which includes office energy, lights, indoor air quality, waste management (reduce, reuse, recycle), green purchasing, and transportation. 8 Teams 11 Teams15 TeamsStudent Developed Sustainability Courses (number of student participants)Continue to offer “The Environmental Today” course Increase attendance each year. Environment Today: Biodiversity and Environmental Justice (100 students)Plan for Environment Today: Green Design and Garbage (Waste)Environment Today: Green Design and Garbage was held with approximately 85 students attendingStudent Internships, projects, or coursework (number of student participants)GPC members to be available resource for student or faculty projects &courses. GHG Inventory, Building Ops Efficiency, Lighting, Green Teams, Meter Monitoring, Web Site Mgmt, Research, Tours. CEE graduate student service projects for GPC (12) Student Interns GPC (3) CEE graduate student service projects for GPC (12) Student Interns GPC (3) CEE graduate student service projects for GPC (12) Student Interns GPC (3)Commitments and resources for campus sustainabilityGreen Practices Committee Steinbrenner Institute Environmental Coordinator Green Practices Meetings; SEER newsletter, lectures, announcements; Environmental Coordinator local, state, national participation. Participate in NECSC, AASHE, ISCN/GULF Host Committee for AASHE 2011 Conference to be held in PittsburghPittsburgh Hosts AASHE Conference October 2011 30 meetings 5 presentations 5 tours Participate on NECSC Steering Committee conference calls, and attend annual conferences.Pittsburgh Climate Initiative (PCI) Higher Education Climate Consortium (HECC) CMU participation on the PCI HECC Committee for 2010-11 Participate in annual Sustainable Community Service Project.Developed Pittsburgh Climate Action Plan (PCAP) 1.0version, assist with 2.0Engage CMU students to participate in annual Community Service Project.Updated PCAP 1.0 generated PCAP 2.0 tree planting South Side & Downtown.Implementing Action Items in the PCAP 2.0Wilkinsburg community tree planting.SEC Internship Program started with HECC schools funding their own Intern.Burgh Beesrain garden installation.Sustainable Pittsburgh Participate and support of Sustainable Pittsburgh’s programs for sustainable work with business, the public sector & other universities to implement sustainable development practices.Attended 3 Champions for Sustainability (C4S) SustainabilityCoordinators Meetings.Attended 4 Champions for Sustainability (C4S) Sustainability CoordinatorsMeetings.Joined the Green Workplace Challenge as Observers with 6 buildings; using the EPA Portfolio Manager.AASHE STARS; ISCN / GULF CHARTER Data collection for all categories Annual Reports Calculating baseline dataAASHE STARS v1.0 Submitted 1st ISCN/GULF reportSubmitted baseline data AASHE STARS v1.0 Submitted 2nd ISCN/GULF reportCollecting data for AASHE STARSv1.2Attended Conference in Eugene, Oregon, USASubmitted 3rd ISCN/GULF report ................
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