PRESIDENT’S TASK FORCE ON SUSTAINABILITY NOVEMBER 2013 REPORT
President’s Task Force On Sustainability | November 2013 a
TABLE OF CONTENTS INTRODUCTION 2
APPROACH 10 Products and Outcomes 11 Sustainability Baseline 11 Community Consultation 12 Sustainability Models 12
RECOMMENDATIONS 14 1. Commitment & Leadership 14 2. Coordinated Planning, Action and Assessment 17 3. Community Engagement 19 3.1 Engagement of the Internal MRU Community 19 3.2 Engagement of the External Community 21 4. Campus Operations 22 5. Curriculum and Research 27
APPENDICES 30 Appendix A Terms of Reference 30 Appendix B President’s Task Force on Sustainability Membership 31 Appendix C Executive Summary from 2012 VPAG Sustainability Initiative Final Report 32 i President’s Task Force On Sustainability | November 2013 Introduction
Appendix D Summary of Recommendations 33 C1. Commitment and Leadership 33 C2. Coordinated Planning, Action and Assessment 34 C3. Community Engagement 35 C4. Campus Operations 36 C5. Curriculum and Research 37 Appendix E Recommendations for Immediate Action (“low hanging fruit”) 38 Appendix F Baseline Team Summary of Environmental Sustainability Activities Currently at MRU 39 Appendix G Baseline list of Curriculum and Research with a Focus on Environmental Sustainability 49 Part 1. Baseline Survey Results (MRU Departments) 49 Part 2. Summary of Baseline Review 52 Part 3. Sustainability-related Courses 53 Appendix H PTFS Communications Plan 61 Appendix I Feedback from “Create a Better Now – Paint the Campus Green” 11-15 March 2013 65 Appendix J Main Street Event - 21 March 21, 2013 67 Appendix K MRU Sustainability Survey 70 Appendix L Results of the survey for the President’s Task Force on Sustainability 71 Appendix M Sustainability Framework, Baseline Data, Feedback, Gaps 75 Appendix N Tailloires Declaration 87 Appendix O Sample Budget for an Office of Sustainability 90 Appendix P STARS Program Overview 91
President’s Task Force On Sustainability | November 2013 ii Introduction
1 President’s Task Force On Sustainability | November 2013 Introduction INTRODUCTION
PRESIDENT’S TASK FORCE ON SUSTAINABILITY MRU Mission Statement: “...no institutions in modern society are better situated and more obliged to facilitate We are an undergraduate university focused on teaching and learning informed the transition to a sustainable future than colleges and universities” (Orr 2002). by scholarship. We are committed to personalized, experiential and outcome- based learning. We deliver high quality programs built on a foundation of General Mount Royal University (MRU) has a long and Continuing to provide relevant, meaningful Education. proud history in the City of Calgary. Established educational experiences in this environment in 1910 in the heart of small but rapidly growing necessitates the inclusion of teaching, practicing Recognizing that diversity strengthens city, the institution has evolved to become and advancing environmental sustainability. We us all, Mount Royal University welcomes, a premier undergraduate institution. MRU should meet the needs of our current and future supports and celebrates all its has not only responded to the growth of the students by providing them with the skills, communities. We are also dedicated to city/region, but has also helped to shape it. tools and educational experiences necessary fostering an environment of respect and Geographically located in the cradle between the for an informed, enlightened, and productive inclusion. Rocky Mountains and the prairies, we are blessed citizenry; this includes a commitment to with a rich and beautiful ‘backyard’. However, ecological literacy and sound environmental Dynamic, relevant and responsive to our backyard is increasingly subject to the performance. This, in turn, will continue the MRU our students and communities, we are pressures of population growth, land-use change, tradition of making positive contributions to the making Mount Royal Canada’s premier consumption (energy & materials), and climate well-being of our city and beyond. undergraduate university. change. Mirroring regional growth, our campus has expanded to occupy more space, serve a larger population and consume more resources.
President’s Task Force On Sustainability | November 2013 2 Introduction
In January 2013, MRU President David Docherty with a proliferation of similar environmental established a Task Force on Sustainability sustainability activities occurring at post- to initiate further dialogue and action on secondary institutions around the world. environmental sustainability. The prevalence of this topic is illustrated by a Google search that we conducted using the The purpose of President’s Task Force on keywords ‘university’ and ‘sustainability’; the Sustainability is to engage the Mount Royal search produced over 183,000,000 results. The University community in a meaningful background work completed by the PTFS clearly dialogue on environmental sustainability, indicates that, in order to remain competitive, and to provide advice to the President on how relevant and responsible, MRU should initiate the University can organize and prioritize its a significant and coordinated effort around the efforts to reduce its environmental footprint theme of environmental sustainability.1 (Docherty 2013; see full Terms of Reference in Appendix A). However, the pursuit of environmental sustainability in the post-secondary sector is A recent doctoral dissertation (Williams 2009) not without its challenges. “Universities are indicated that the support of the institution increasingly aspiring to be both models and president was highly influential in the success of catalysts of change, leading the world to a post-secondary sustainability initiatives. more sustainable future. Yet complex and ineffective governance, traditional disciplinary The PTFS membership was comprised of boundaries, and the lack of a shared vision often Creating a healthy, just, and sustainable representation from administration, teaching, hinder progress towards this goal” (Pollock society must be central to the core purpose operations and students (see Appendix B). The et al. 2009). The good news is that the past of any organization in the 21st century. In group met throughout the winter 2013 semester, decade has seen a tremendous expansion in the case of colleges and universities that continued with background research in the means educating students and creating summer and provided the current draft report in 1 In Alberta, the University of Calgary has an Office new knowledge through research, as well as November 2013. of Sustainability lead by a Chief Sustainability Officer (recently received the highest sustainability rating of modeling sustainability in operations and any Canadian university); University of Alberta has an promoting sustainability through community The higher education sector represents one of Office of Sustainability and a University Sustainability engagement (Second Nature 2011). the greatest opportunities to advance a more Officer; University of Lethbridge includes ‘Environmental Sustainability’ as one of the 5 strategic priorities for sustainable society (Elder and MacGregor the institution; and MacEwan University has a Campus 2008). The PTFS initiative is in alignment Sustainability Plan and Strategic Framework.
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the capacity of colleges and universities to overcome these challenges and there are many precedents, models and experiences from which to learn. A few of the more prominent resources available to institutions wishing to improve their environmental performance across all aspects of post-secondary operations include: the Association for the Advancement of Sustainability in Higher Education (www. aashe.org; of which MRU is a member), the International Sustainable Campus Network (http://international-sustainable-campus- network.org/) , the Environmental Association for Universities and Colleges (http://www. eauc.org.uk/home) and the Sustainable Campus Information Centre (http://www. sustainablecampus.org/universities.html). There is even a United Nations Environment Program – Greening Universities Toolkit (www.unep. org/training/publications/Rio+20/Greening_ unis_toolkit%20120326.pdf), and a peer- reviewed journal dedicated to the topic - The International Journal of Sustainability in Higher Education (http://www.emeraldinsight. com/products/journals/journals.htm?id=IJSHE). The PTFS reviewed a broad cross section of this material as part of committee activities.
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Universities are coming under increasing pressure to engage with and respond to climate change and other sustainable development issues and the associated risks and challenges. They are expected to be the engines and innovation centres for sustainable development through teaching and learning, research and knowledge transfer. Critically, universities’ educational role does not end with undergraduate and postgraduate learning; it extends to the plethora of activities which support and extend the teaching and research core: campus management and operations; campus planning, design, construction and renovation; purchasing; transport; and engagement with the wider community (UNEP 2013).
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The PTFS has identified many areas where MRU can improve its environmental performance and these are highlighted in the pages that follow. However, it is clear through the work of the task force that MRU has already discussed and initiated many significant activities and programs aimed at reducing our ecological footprint. Many of these are identified on the section of the MRU Web site dealing with sustainability (http://www. mtroyal.ca/AboutMountRoyal/Sustainability/ index.htm) . In particular, the MRU Sustainability Committee and the Students Association (SAMRU) should be congratulated for their work and initiatives. The VPAG Sustainability Initiative Final Report (Dowsett 2012) also represents a significant effort and provides many valuable recommendations pertaining to energy consumption (electricity and natural gas), water consumption, solid waste to landfill, and CO2 emissions from campus commuting that are reinforced in this Task Force report (Executive Summary provided as Appendix C). MRU has also recently established a Chair and Institute for Environmental Sustainability. The ‘baseline’ subcommittee identified many other sustainability efforts undertaken at MRU (see below).
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True sustainability is a long-term commitment. While there may be some short- term wins, true change is only embedded over a longer period of time. However, the benefits to the college and wider community make the commitment worthwhile.
Achieving cultural change takes a long time and needs sustained enthusiasm and support from senior management. It also needs investment, which is always difficult in this economic climate. With hindsight, staff at Warwickshire College wonder whether a more radical approach earlier on would have yielded faster results.
Leading such a culture shift in a large college is difficult, but at Warwickshire progress is being made through recognising and celebrating the college’s achievements. This has changed the college’s culture in a positive way (EAUC 2009a).
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Finally, in a context of ongoing fiscal constraint, The prime mandate of the PTFS is to provide it is noteworthy that many initiatives to advice on creating a more environmentally improve environmental performance result sustainable MRU. This report is structured to in considerable cost savings. For example, provide general and specific recommendations Pembrokeshire College in the U.K. reports: for improved environmental performance in the areas that we have called The Five “C”s of 54 per cent reduction in gas use, 51 per Environmental Sustainability: cent reduction in water use and 20 per cent reduction in electricity use over five C1 Commitment and Leadership years (2002-2007). This amounts to CO2 C2 Coordinated Planning, Action savings of more than 2,000 tonnes and and Assessment around £65,000 each year compared C3 Community Engagement to 2002/03 costs, despite the college C4 Campus Operations expanding in this time (EAUC 2009b). C5 Curriculum and Research
Other benefits included increased recruitment A summary of the recommendations for each the competitiveness and higher rates of student The Five “C”s is provided in Appendix D. satisfaction which, in turn, lead to economic benefits. The case studies compiled by AASHE provide a wealth of quantitative and qualitative benefits of pursuing campus sustainability (http://www.aashe.org/resources/case-studies).
President’s Task Force On Sustainability | November 2013 8 Approach
9 President’s Task Force On Sustainability | November 2013 Approach APPROACH
The PTFS met for the first time on 22 January The subcommittees were: 2013. The group decided that the best way to accomplish the mandate of the Task Force 1) Sustainability Baseline Team – tasked with within the allotted time was to: a) take a identifying programs and initiatives at MRU phased approach to the work, and b) divide that address environmental sustainability. into smaller sub-committees to make the work 2) Community Consultation Team – charged more efficient. Phase 1 (January-May) was seen with soliciting input from the MRU primarily as a period of information gathering community regarding environmental that focused on: 1) what MRU is already doing sustainability. with respect to environmental sustainability 3) Sustainability Models Team – with a focus on and 2) background literature and case study exploring existing models for post-secondary on best practices from other post-secondary environmental sustainability action and institutions. Phase 2 (June- October) was utilized adopting/adapting a framework for MRU to consolidate the information, identify gaps, purposes. generate recommendations and prepare the final report. Phase 3 was recognized as the review The teams worked independently under the and implementation stage and is outside of the direction of the PTFS co-chairs and reported back current terms of reference for the PTFS. to the full group at two subsequent meetings. A final meeting of the full PTFS was convened on 9 October 2013 to review the draft report. Comments and suggestions were incorporated to produce the final document.
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Products and Outcomes
Sustainability Baseline The Sustainability Baseline team made an effort to identify as many existing environmental sustainability initiatives as possible on the MRU campus. The list of existing activities is impressive and provides a strong foundation for building a coordinated approach to sustainability at MRU. A list of activities and practices is provided in Appendix F.
The Sustainability Baseline Team also compiled: 1) a list of courses that include sustainability as part of their content, and 2) researchers with themes related to sustainability. A working list is included as Appendix G.
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Community Consultation Sustainability Models The Task Force made a significant effort to The Sustainability Models team examined reach out to the MRU community for thoughts frameworks, strategies and approaches from and ideas about environmental sustainability. other post-secondary institutions and worked The Community Consultation subcommittee to integrate this material with results of the developed a communication plan (Appendix H). other sub-committees. A working draft of a Highlights of the outreach activities include: framework to address sustainability is included as Appendix M. It was this working document • A joint initiative with Sustainable MRU that resulted in the development of the “Five “C”s and SAMRU (as part of CREATE a Better of Sustainability” used to structure the current Now), Paint the Campus Green invited report. Each of these “C’s” provide a category of students, staff and faculty to post their recommended action: sustainability ideas at designated sites across campus from 11-14 March 2013 1) Commitment and Leadership using Post-it notes (summary provided 2) Coordinated Planning, Action in Appendix I) and Assessment • On March 21, 2013 the PTFS hosted a 3) Community Engagement (Internal and booth on Main Street between 11:00 External) and 1:30 with an invitation to MRU 4) Campus Operation community members to identify their 5) Curriculum and Research. top three suggestions for a more sustainable MRU. This event included a Twitter conversation (summary provided in Appendix J) • An on-line survey was also made available to the MRU community (see Appendices K and L for the survey and a summary of the results).
There are many excellent suggestions from the MRU community that should be reviewed in more detail in the next phase of this work.
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13 President’s Task Force On Sustainability | November 2013 Recommendations RECOMMENDATIONS
A summary of all recommendations is included is Appendix D. Appendix E provides a list of activities that are recommended for immediate action due to their relatively low cost and high potential for positive impact (i.e., “low hanging fruit”).
1. Commitment & Leadership
It is essential that Mount Royal’s sustainability initiative be led in a highly visible manner by the university’s leaders. The senior leadership team must first publically commit to environmental sustainability as an institutional priority. Then leaders at all levels must work to infuse sustainability into all aspects of decision making and endeavor at MRU.
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Recommendations: C1.3 Senior leadership will commit to including of university endowment and reserve environmental sustainability as a priority funds. C1.1 The President will lead the way by in the forthcoming MRU Strategic Plan, publically declaring to the Mount Royal as well as in future versions of other key C1.5 Senior leadership and the Board of community that enhancing environmental university planning documents (e.g., Governors will commit to allocating sustainability will be a top institutional Academic Plan, Student Services Plan, adequate funding to support sustainability priority going forward. Campus Master Plan, Strategic Research coordination and initiatives at Mount Plan, Comprehensive Institutional Plan, Royal, beginning with the 2014-15 C1.2 The President will lead the way etc.). operating budget. Although this will by publically committing MRU to entail an initial up-front investment, sustainability through signing external C1.4 Senior leadership will commit to ensuring the potential for a positive return on agreements such as the Talloires that environmental sustainability values investment is high given resulting cost Declaration (please see Appendix N for are incorporated into all relevant university savings and proven sustainable funding text of the Talloires Declaration and for policies and procedures, including those models such as revolving green funds. current Canadian university signatories). regarding external donors and investment
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C1.6 Senior leadership will challenge all MRU administrators and managers to take quick action during the 2013-14 year to enhance MRU sustainability by implementing some of the low-cost, “low hanging fruit” recommendations received from the MRU community during the recent community consultation process (please see Appendices G, H & J for the list of recommendations received).
C1.7 Administrators and managers will be expected to infuse environmental sustainability considerations into everyday decision making in their respective units. In order to support this expectation, environmental sustainability should be incorporated into leadership position descriptions at MRU.
C1.8 Senior leadership will host a public communication/launch event to affirm MRU’s commitment to environmental sustainability, to present key findings and recommendations of the PTFS, and to invite all members of the MRU community to get involved in the next critical stage of MRU’s sustainability initiative. This event could include a public Presidential signing of the Talloires Declaration (see C1.2 above).
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2. Coordinated Planning, C2.2 The Sustainability Office will be tasked Action and Assessment with developing an overarching five-year Strategic Environmental Sustainability Plan A major obstacle to MRU advancing in terms for MRU. The plan would be developed in of environmental sustainability is the current consultation with the MRU Environmental lack of institutional coordination, structure and Sustainability Steering Committee (see systematic planning in support of sustainability below) and the broader MRU community. efforts. Although many different groups, The plan would include detailed targets, university departments and individuals are timelines and strategies for enhancing committed to and involved in sustainable MRU sustainability going forward. initiatives at Mount Royal, there is no overarching sustainability plan or coordination of efforts. C2.3 An overarching MRU Environmental As such, this is a top priority issue that must be Sustainability Steering Committee will be addressed. established to help oversee and coordinate ongoing sustainability efforts at Mount Recommendations: Royal. The Steering Committee should have broad stakeholder membership C2.1 A Sustainability Office will be established similar to the composition of the current to ensure dedicated resources are President’s Task Force on Environmental applied to coordinating and advancing Sustainability. The Steering Committee sustainability efforts at MRU. Without would work closely with the Sustainability this supporting infrastructure, which is Office to advance environmental already in place at most other universities, sustainability at Mount Royal. sustainability efforts at MRU will in all likelihood continue on in the current C2.4 Smaller working teams will be tasked disjointed and inefficient manner. Please with implementing sustainability see Appendix O for possible infrastructure advancements in targeted areas such as and budget models for supporting MRU’s campus operations, policy development, sustainability initiative. community engagement, curriculum and scholarship. Some of these working teams could be based on ones that already exist (Operations Committee, Sustainable MRU,
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SAMRU Sustainability Centre, Institute for Environmental Sustainability, etc.) whereas others could be created to fill current gaps.
C2.5 The Sustainability Office and the Environmental Sustainability Steering Committee will work together to develop and implement a coordinated, internal assessment plan for tracking and regularly reporting MRU’s progress in enhancing various aspects of environmental sustainability.
C2.6 MRU will commit to being externally evaluated and benchmarked through STARS - Sustainability Tracking, Assessment and Rating System. STARS is a widely used post-secondary sustainability assessment system developed by AASHE, the Association for the Advancement of Sustainability in Higher Education. MRU is a current member of AASHE. Through the STARS process, AASHE provides colleges and universities with feedback on their sustainability performance, a sustainability rating and post-secondary benchmarking information. For more information, please see the STARS website at https://stars. aashe.org/ and Appendix P.
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3. Community Engagement
3.1 Engagement of the Internal MRU Community The ultimate success of MRU’s environmental sustainability initiative will hinge on the overall level of engagement of members of the MRU community. Fortunately, many Mount Royal individuals and groups are either already engaged or keen to play a more active role in MRU sustainability efforts. We can build on this solid base by providing clear opportunities for these individuals and groups to contribute in a coordinated and concrete manner. It is also crucial that we raise the sustainability awareness and engagement of all other members of the MRU community.
Recommendations:
C3.1 A five-year Communication and Engagement Plan (with detailed targets, timelines and strategies) will be developed and implemented as part of the five-year MRU Strategic Environmental Sustainability Plan (see Recommendations C2.2 & C2.3 above). Some key outcomes would include:
• Sustainability awareness and extra-
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curricular education initiatives, including help raise awareness of and engagement C3.3 The MRU community will be invited sustainability orientation sessions for in MRU’s sustainably initiatives. The and encouraged to participate in new MRU residence occupants, students website should include a wide range of environmental sustainability events and employees. information about sustainability at MRU, coordinated through the Sustainability • Identification and promotion of clear including the various bodies and groups Office (e.g., guest lectures, litterless lunch and concrete opportunities for all involved in enhancing sustainability at days, green commuting days, etc.). students and employees to contribute to MRU, existing MRU sustainability processes sustainability at MRU. and initiatives, upcoming sustainability C3.4 Annual sustainability awards will be • Reward and recognition of significant events, sustainability resources for given to recognize students, faculty and sustainability contributions by MRU teaching, learning and scholarship, initiatives for innovative contributions to members. MRU sustainability award winners (as MRU sustainability. implemented), and how to become C3.2 The MRU Sustainability website will be more actively involved as students and enhanced and moved to the forefront of employees in contributing to sustainability the MRU website as soon as possible to efforts at MRU.
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3.2 Engagement of the External Community As a university, Mount Royal has not only the capacity but also the obligation to help lead society as a whole in achieving environmental sustainability.
Recommendations:
C3.5 A five-year Sustainability Outreach Plan (with detailed targets, timelines and strategies) will be developed and implemented as part of the five-year MRU Strategic Environmental Sustainability Plan (see Recommendations C2.2 & C2.3 above).Some key outcomes would include:
• Sustainability awareness and education initiatives designed for the external community as well as ones that bring MRU and external community members together, such as the existing Under Western Skies conference series. • Identification and promotion of clear and concrete opportunities for external community members and organizations, at the local, regional and global levels, to partner with MRU in advancing societal environmental sustainability.
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4. Campus Operations
The Task Force invested considerable time examining how the University’s approach to managing campus operations impacts our environmental footprint, and what opportunities exist to reduce the footprint. The Task Force conducted this work in 3 ways:
• Review of the Final Report on VPAG Sustainability Initiative (Dowsett, 2012). Terry Dowsett was seconded to the Administrative Services division for 16 months to examine how existing business practices impact the University’s environmental footprint, and identify opportunities that could have a positive and measurable reduction in the environmental footprint. The report focused on four measurable areas: • Reward and recognition of significant C3.7 Members of the MRU community will be • Energy Consumption sustainability contributions by MRU encouraged to engage in sustainability • Water Consumption sustainability partners. outreach activities through means • Solid Waste to Landfill such as student service learning, • CO2 Emissions from Commuting. C3.6 The MRU Sustainability website (see student internships, faculty and student • Review of best practices at North Recommendation C3.2 above) will include scholarship, sustainability demonstration American universities recognized as a section for promoting and recognizing projects, community service and sustainability leaders by their peers. external sustainability partnerships and volunteerism. • Engage the MRU community to collect societal engagement. their observations, issues of importance, and suggestions for improvement.
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better communicate our successes in despite the diverse nature of the suggestions recycling (especially electronic recycling) put forward, one common theme resonated: and energy management “What is MRU doing to reduce its environmental • Employees are interested in reducing footprint?” their environmental footprint at work. In some cases, they want to know how. In reviewing and sorting the campus community’s In other cases they know, but need MRU input, task force members examined and to put systems and processes in place to categorized these suggestions in several ways: make it easier. • Resourced-based (water consumption, A summary of current MRU initiatives is included energy consumption, solid waste to in Appendix F. landfill, greenhouse gas emissions) • Impact on MRU’s footprint (low, medium, A review of best practices at North American high) universities re-emphasized that MRU is late • Ease of Implementation/Likelihood of coming to the “sustainability” table. As expected, Success (Easy/Difficult, Quick/Long Term, The Dowsett report (2012) provided a institutions that place a high priority on campus Low Cost/Expensive) comprehensive review of MRU’s current sustainability invest more resources, create more • Accountability (individual, work group/ operations. The Task Force has chosen to programs, and drive more results. Fortunately, the departmental, institutional). highlight three themes rather than focusing on university sustainability community is generous specific findings or recommendations from the in sharing their knowledge, experience and Large organizations like MRU have a propensity Dowsett Report:: expertise with peers, and there is no shortage to plan, organize, prioritize, allocate resources, of well-developed programs and initiatives that and act in a methodical fashion. While the need • There are many sustainability initiatives MRU can “adopt and adapt”. MRU’s challenge for a comprehensive Campus Sustainability Plan happening at the individual and isn’t so much “what can we do?”, but “how do we is emphasized repeatedly throughout this report, department level; however, the majority prioritize among the myriad of opportunities there are many actions that can be implemented of these initiatives are the result of sitting in front of us, and then trigger action?” concurrently with an institutional planning individual actions, and not integrated in process. an MRU plan. The task force collected hundreds of pieces of • There are some institutional programs feedback from the campus community, and one in place, but they often operate quietly of our key findings was that “sustainability” means behind the scenes. There is a need to different things to different people. However,
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The following recommendations are intended the criteria to consider environmental impact of audit protocols and carbon footprint to move MRU quickly toward a smaller campus operations. The following framework is calculators that can be used. It is environmental footprint, while still engaging in commonly used at other institutions: recommended that whatever data the institutional planning necessary to create is collected is consistent with STARS large scale changes. • Identify key areas to be measured- framework to avoid duplication of effort. The Task Force has identified Energy • Assign accountability for setting C4.1 MRU must incorporate environmental Consumption, Water Consumption, meaningful performance improvements criteria into the measurement and Greenhouse Gas Emissions from (key targets, metrics, timeframes) evaluation of campus operations. Commuting, and Solid Waste to Landfill • Monitor and report back to the as categories. University community on a regular basis. Currently, the two primary criteria for evaluating • Establish baseline measurements for campus operations are operating cost and each area- Some work has already C4.2 MRU can and should take action client satisfaction. If we are to make more occurred, and can be referenced in immediately to reduce our environmental efficient use of our resources and reduce our the Dowsett (2012) report. There are footprint. environmental footprint, we will need to broaden several well established sustainability
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It is recommended that the University engage process. Historically, these contracts have been in a “quick plan” to target low hanging fruit established based on traditional service standards (initiatives that are easy to achieve, minimal cost, (frequency, cost), with little or no consideration have a positive impact on MRU’s environmental for basic principles of sustainability. footprint, raise awareness, and build momentum and credibility in advance of much larger Rather than simply promoting the traditional “3 initiatives). Examples include campaigns to R’s” of Reducing, Re-using and Recycling, MRU reduce paper consumption, reduce electricity must first engage in the 4th “R” ….. Re-Thinking. consumption, etc. (see Appendix E). Ownership By better understanding the waste stream (how of the campaigns can be assigned to a relevant it’s generated, what’s in it, where it ends up), department (e.g., Document Services for paper it may be possible to reduce the stream and reduction, Physical Resources for energy savings), develop new waste diversion strategies. The or to a committed and passionate volunteer University of Calgary and University of Alberta group (e.g., Sustainable MRU). have both worked with Waste Management Inc. to reduce their flow of solid waste to landfill. C4.3 MRU must act quickly to incorporate It may be possible to learn from our Campus sustainability principles into the 2014 Alberta partners, and leverage off their success. RFP processes for Food Services and Waste Removal. C4.4 MRU must commit to investing in projects that reduce the university’s environmental The contracts for waste removal and food services footprint AND have a positive return on expire in 2014. These are typically long term investment. contracts offering very little flexibility during the life of the agreement. Although the Custodial In meeting with departments that could contract was recently extended to 2016, it offers have significant impact on the university’s MRU flexibility to incorporate changes in how environmental footprint, the Task Force heard waste is collected, handled and prepared for a recurring theme: the budget allocation recycling or disposal. process made it “difficult to impossible” to acquire funding for sustainability projects, MRU has a unique opportunity to lessen its regardless of the potential impact. environmental footprint by incorporating best practices for sustainability into the bid
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In our research of best practices at other post- secondary institutions, we identified the use of “revolving green funds”. A revolving loan fund provides up-front investment capital for projects that reduce the institution’s environmental footprint while concurrently reducing operating costs. Projects pay back the loan fund from operating savings (reduced utility costs, waste removal costs, labour, etc) over a specified time period (usually 3-7 years). If the institution selects projects with a positive Net Present Value, the fund automatically replenishes (and can even grow over time).
AASHE identified 84 North American post- secondary institutions with active revolving green funds, including University of Alberta and University of Calgary. Examples of successful projects include energy retrofitting (replacement of old windows, conversion from incandescent to energy efficient fluorescent bulbs, replacing older model fridges and freezers), installing trash compactors and composting systems, etc. There are three primary benefits of establishing a revolving green fund:
• A green fund requires a one-time investment, and becomes a sustainable funding solution over the long term. Loan repayments are spread over multiple years, providing new infusions of capital for future year projects.
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• Sustainability projects do not compete delivery practices and monitor their with the traditional budget allocation implementation across campus. process, which focuses on expenditures rather than investments. C5.3 Develop and circulate materials to all • A green fund educates and empowers MRU instructors on how to incorporate members of the university community environmental sustainability and to identify, evaluate and advocate for ecological literacy into all course offerings. initiatives that benefit the institution in a broader context- reduce the C5.4 Explore the potential for the development environmental footprint and reduce and delivery of a suite of courses operating costs. specifically focused on environmental sustainability. These should be interdisciplinary and could potentially be offered through General Education. 5. Curriculum and Research C5.5 Examine the feasibility of offering a MRU has a significant number of courses and a certificate in environmental sustainability variety of research that addresses environmental open to all undergraduate students at sustainability. As with the other topic areas MRU. above, there would be benefit in both expanding the offerings and providing a more coordinated C5.6 Explore the potential for the development approach to their implementation. and implementation of an Environmental Humanities program (major and/or minor) Recommendations: at MRU.
C5.1 Complete a comprehensive review C5.7 Encourage the development of of MRU course offerings that include collaborative, interdisciplinary research environmental sustainability as part of the with a focus on environmental direct content. sustainability. This could be coordinated through the Institute for Environmental C5.2 Develop and promote a set of guidelines Sustainability. for environmentally sustainable course
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References
Dowsett, T. 2012. VPAG Sustainability Initiative Final Report. Mount Royal University, June 28, 2012.
EAUC (Environmental Association of Universities and Colleges). 2009a. Savings and sustainability at Warwickshire College. EAUC Case Study 42. http://www.eauc.org.uk/sorted/savings_and_ sustainability_at_warwickshire_coll
EAUC (Environmental Association of Universities and Colleges). 2009b. Saving money and energy at Pembrokeshire College. EAUC Case Study 43. http://www.eauc.org.uk/sorted/saving_money_ and_energy_at_pembrokeshire_colleg
Orr, D.W. 2002. The nature of design: Ecology, culture and human intention. Oxford: Oxford University Press.
Pollock, N., Horn, N, E., Costanza, R. & Sayre, M. 2009. Envisioning helps promote sustainability in academia: A case study at the University of Vermont. International Journal of Sustainability in Higher Education 10:343-353.
Second Nature. 2011. Institutionalizing sustainability. http://presidentsclimatecommitment.org/files/ documents/briefing-papers/institutionalizing_sustainability.pdf
UNEP (United Nations Environment Program). 2013. Greening universities toolkit. Draft available on-line: http://www.unep.org/training/publications/Rio+20/Greening_unis_toolkit%20120326.pdf
Williams, P.G. 2009. Institutionalizing Sustainability in Community Colleges: The Role of the College President. Ph.D. Dissertation, Oregon State University, Oregon.
President’s Task Force On Sustainability | November 2013 28 Appendices
29 President’s Task Force On Sustainability | November 2013 Appendices APPENDICES
Appendix A Terms of Reference
President’s Task Force on Sustainability (PTFS)
Purpose: Academic) and an administrative representative Operations: The purpose of President’s Task Force on (appointed by President, in consultation with the The President’s Task Force on Sustainability shall Sustainability is to engage the Mount Royal Vice President- Administrative Services). meet a minimum of three times per year (Fall, University community in a meaningful dialogue Winter, Spring/Summer). Additional meetings on environmental sustainability, and to provide Appointments shall be made by the President, in (including meetings of ad hoc working groups) advice to the President on how the University consultation with the Co-Chairs. may be called as needed, at the discretion of the can organize and prioritize its efforts to reduce its Co-Chairs. environmental footprint. Appointees shall be selected for their expertise (formal education and/or credentials in an area The Task Force shall seek to operate by consensus, The Task Force will complete its mandate and specifically relevant to campus sustainability) and with respect for divergent opinions. As the report back to the President by October 1, 2013. and/or accountability for some aspect of Task Force’s role is advisory in nature, it would be sustainability in their current position. acceptable to provide the President with differing Membership: views on a single issue. The President’s Task Force on Sustainability shall The size of the Task Force shall be at the discretion be comprised of students, faculty and staff of of the President, but shall be sufficient to ensure Administrative support will be provided by the Mount Royal University. broad representation across the Mount Royal office of the Associate Vice President, Business & University community. Retail Services. The Task Force will be co-chaired by an academic representative (appointed by the President, in consultation with the Provost and Vice President-
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Appendix B President’s Task Force on Sustainability Membership
Randy Genereux Associate Vice-President, Kim McKellar Physical Resources Academic (Co-Chair) Kaylene McTavish President, SAMRU Mike Reed Associate Vice-President, Business & Retail Services (Co-Chair) Gwen O’Sullivan Department of Environmental Science
Harold Berry Supply Chain Services Mike Quinn Institute for Environmental Sustainability
Robert Boschman Department of English Katie Robart Student at Large; volunteer with SAMRU Sustainability Centre Nancy Cope University Advancement — Marketing and Communications Shereen Samuels SAMRU, Sustainable MRU
Terry Dowsett Continuing Education and Extension, Sustainable MRU * Mei Lee (Administrative Coordinator, Business & Retail Services) Stefan Durston Parking and Transportation Services provided administrative and logistical support throughout the project.
Helen Evans Warren Department of Interior Design * Sarah Lamaroureux (MRU Information Design student) was employed by the PTFS in the summer to assist with research and document design. Steve Fitterer Residence Services * Laurie Gimber (MRU Information Design student) was hired in the fall Diana Fletcher Department of Environmental of 2013 to complete the final report layout. Science, Sustainable MRU
Mario Jean Residence Student Representative
Roberta Lexier Department of General Education
Brent Mann Sodexo/Food Services, Sustainable MRU
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Appendix C Executive Summary from 2012 VPAG Sustainability Initiative Final Report
The purpose of the VPAG Sustainability Initiative general agreement that it is better to be more • Participation in RecycleMania is to create an understanding of the major sustainable than less sustainable. • Representation on Sustainable MRU opportunities for the Administrative Services Committee Division to reduce its environmental footprint. Over the term of the project, the VPAG • Article contribution to the Journey, Winter Included in the scope of this initiative is the Sustainable Business Practices initiative has 2011 identification and prioritization of business provided MRU with an opportunity to see exactly • Face time coverage on VPAG Sustainability practices that will have a positive and measurable where it is as an institution on the sustainability initiative and progress reduction impact, while also taking action on any continuum. The information collected during the • Opportunity to engage Administrative new sustainability initiatives that may be easily project highlights those areas where MRU can Services staff and create awareness about implemented within the project timeline. The take action to reduce negative environmental sustainability at MRU project also supports and promotes all current impacts associated with current business • Opportunity to grow relationship between sustainability initiatives and behaviours. practices and operations on campus. MRU and SAMRU Sustainability Centre • Research on STARS, a reporting tool used With a clear goal to become more sustainable There were three main initiatives which highlight my many North American universities and and reduce its environmental footprint, the VPAG the short‐term successes gained during the colleges to document institutional efforts to initiative identified and focused on four key areas: project. These initiatives were the creation of reduce their environmental footprint a Green Office Certificate, an organic waste • Research in sustainability best practices • Energy consumption (electricity compost pilot project, and the addition of at other North American post‐secondary and natural gas) student paper recycling bins. Other initiatives institutions. • Water consumption included: • Solid waste to landfill • Green Purchasing Guidelines The final component of the VPAG Sustainability • CO2 emissions from campus commuting • Installation of new energy efficient dishwasher Initiative was to make recommendations for • Collection of energy, water, and waste baseline moving forward. The recommendations are: While a number of methodologies could be taken data • To create an Office of Sustainability to move forward with the project, the focus was • Review of waste management practices on • The formation of a Sustainability Advisory on a common sense pragmatic approach that campus and a recommendation report for Best Committee would result in action rather than debate. This Practices in Waste Management • Creation of an Institutional Sustainability Plan approach provided the structure to identify, • Cost analysis for composting systems • Development of a Climate Change Action Plan prioritize and act quickly on opportunities to • Participation in MRU Sustainability Week • Participation in the Sustainability Tracking, reduce MRU’s environmental footprint. There was • Participation in MRU Earth Day Assessment and Rating System (STARS)
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Appendix D Summary of Recommendations
The background work completed by the PTFS Academic Plan, Student Services Plan, fruit” recommendations received from clearly indicates that, in order to remain Campus Master Plan, Strategic Research the MRU community during the recent competitive, relevant and responsible, MRU Plan, Comprehensive Institutional Plan, community consultation process (please should initiate a significant and coordinated etc.). see Appendices G, H & J for the list of effort around the theme of environmental recommendations received). sustainability. The following are our C1.4 Senior leadership will commit to ensuring recommendations to the President of MRU: that environmental sustainability values C1.7 Administrators and managers will be are incorporated into all relevant university expected to infuse environmental policies and procedures, including those sustainability considerations into everyday C1. Commitment and Leadership regarding external donors and investment decision making in their respective units. of university endowment and reserve In order to support this expectation, C1.1 The President will lead the way by funds. environmental sustainability should be publically declaring to the Mount Royal incorporated into leadership position community that enhancing environmental C1.5 Senior leadership and the Board of descriptions at MRU. sustainability will be a top institutional Governors will commit to allocating priority going forward. adequate funding to support sustainability C1.8 Senior leadership will host a public coordination and initiatives at Mount communication/launch event to affirm C1.2 The President will lead the way Royal, beginning with the 2014-15 MRU’s commitment to environmental by publically committing MRU to operating budget. Although this will sustainability, to present key findings and sustainability through signing external entail an initial up-front investment, recommendations of the PTFS, and to agreements such as the Talloires the potential for a positive return on invite all members of the MRU community Declaration (please see Appendix N for investment is high given resulting cost to get involved in the next critical stage of text of the Talloires Declaration and for savings and proven sustainable funding MRU’s sustainability initiative. This event current Canadian university signatories). models such as revolving green funds. could include a public Presidential signing of the Talloires Declaration (see C1.2 C1.3 Senior leadership will commit to including C1.6 Senior leadership will challenge all MRU above). environmental sustainability as a priority administrators and managers to take quick in the forthcoming MRU Strategic Plan, action during the 2013-14 year to enhance as well as in future versions of other key MRU sustainability by implementing university planning documents (e.g., some of the low-cost, “low hanging
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C2. Coordinated Planning, C2.3 An overarching MRU Environmental C2.5 The Sustainability Office and the Action and Assessment Sustainability Steering Committee will be Environmental Sustainability Steering established to help oversee and coordinate Committee will work together to develop C2.1 A Sustainability Office will be established ongoing sustainability efforts at Mount and implement a coordinated, internal to ensure dedicated resources are Royal. The Steering Committee should assessment plan for tracking and regularly applied to coordinating and advancing have broad stakeholder membership reporting MRU’s progress in enhancing sustainability efforts at MRU. Without similar to the composition of the current various aspects of environmental this supporting infrastructure, which is President’s Task Force on Environmental sustainability. already in place at most other universities, Sustainability. The Steering Committee sustainability efforts at MRU will in all would work closely with the Sustainability C2.6 MRU will commit to being externally likelihood continue on in the current Office to advance environmental evaluated and benchmarked through disjointed and inefficient manner.. Please sustainability at Mount Royal. STARS - Sustainability Tracking, see Appendix O for possible infrastructure Assessment and Rating System. STARS is a and budget models for supporting MRU’s C2.4 Smaller working teams will be tasked widely used post-secondary sustainability sustainability initiative. with implementing sustainability assessment system developed by AASHE, advancements in targeted areas such as the Association for the Advancement of C2.2 The Sustainability Office will be tasked campus operations, policy development, Sustainability in Higher Education. MRU is with developing an overarching five-year community engagement, curriculum and a current member of AASHE. Through the Strategic Environmental Sustainability Plan scholarship. Some of these working teams STARS process, ASHHE provides colleges for MRU. The plan would be developed in could be based on ones that already exist and universities with feedback on their consultation with the MRU Environmental (Operations Committee, Sustainable MRU, sustainability performance, a sustainability Sustainability Steering Committee (see SAMRU Sustainability Centre, Institute for rating and post-secondary benchmarking below) and the broader MRU community. Environmental Sustainability, etc.) whereas information. For more information, please The plan would include detailed targets, others could be created to fill current gaps. see the STARS website at https://stars. timelines and strategies for enhancing aashe.org/ and Appendix P. MRU sustainability going forward.
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C3. Community Engagement involved in enhancing sustainability at • Sustainability awareness and education MRU, existing MRU sustainability processes initiatives designed for the external C3.1 A five-year Communication and and initiatives, upcoming sustainability community as well as ones that bring Engagement Plan (with detailed events, sustainability resources for MRU and external community members targets, timelines and strategies) will be teaching, learning and scholarship, together, such as the existing Under developed and implemented as part of MRU sustainability award winners (as Western Skies conference series. the five-year MRU Strategic Environmental implemented), and how to become • Identification and promotion of clear Sustainability Plan (see Recommendations more actively involved as students and and concrete opportunities for external C2.2 & C2.3 above). employees in contributing to sustainability community members and organizations, Some key outcomes would include: efforts at MRU. at the local, regional and global levels, to partner with MRU in advancing societal • Sustainability awareness and extra- C3.3 The MRU community will be invited environmental sustainability. curricular education initiatives, including and encouraged to participate in • Reward and recognition of significant sustainability orientation sessions for environmental sustainability events sustainability contributions by MRU new MRU residence occupants, students coordinated through the Sustainability sustainability partners. and employees. Office (e.g., guest lectures, litterless lunch • Identification and promotion of clear days, green commuting days, etc.). C3.6 The MRU Sustainability website (see and concrete opportunities for all Recommendation C3.2 above) will include students and employees to contribute to C3.4 Annual sustainability awards will be a section for promoting and recognizing sustainability at MRU. given to recognize students, faculty and external sustainability partnerships and • Reward and recognition of significant initiatives for innovative contributions to societal engagement. sustainability contributions by MRU MRU sustainability. members. C3.7 Members of the MRU community will be C3.5 A five-year Sustainability Outreach encouraged to engage in sustainability C3.2 The MRU Sustainability website will be Plan (with detailed targets, timelines outreach activities through means enhanced and moved to the forefront of and strategies) will be developed and such as student service learning, the MRU website as soon as possible to implemented as part of the five-year MRU student internships, faculty and student help raise awareness of and engagement Strategic Environmental Sustainability scholarship, sustainability demonstration in MRU’s sustainably initiatives. The Plan (see Recommendations C2.2 & projects, community service and website should include a wide range of C2.3 above). Some key outcomes would volunteerism. information about sustainability at MRU, include: including the various bodies and groups
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C4. Campus Operations It is recommended that the University engage process. Historically, these contracts have been in a “quick plan” to target low hanging fruit established based on traditional service standards C4.1 MRU must incorporate environmental (initiatives that are easy to achieve, minimal cost, (frequency, cost), with little or no consideration criteria into the measurement and have a positive impact on MRU’s environmental for basic principles of sustainability. evaluation of campus operations. footprint, raise awareness, and build momentum and credibility in advance of much larger Rather than simply promoting the traditional “3 • Identify key areas to be measured- initiatives). Examples include campaigns to R’s” of Reducing, Re-using and Recycling, MRU The Task Force has identified Energy reduce paper consumption, reduce electricity must first engage in the 4th “R” ….. Re-Thinking. Consumption, Water Consumption, consumption, etc. Ownership of the campaigns By better understanding the waste stream (how Greenhouse Gas Emissions from can be assigned to a relevant department (e.g., it’s generated, what’s in it, where it ends up), Commuting, and Solid Waste to Landfill Document Services for paper reduction, Physical it may be possible to reduce the stream and as categories. Resources for energy savings), or to a committed develop new waste diversion strategies. The • Establish baseline measurements for and passionate volunteer group (e.g., Sustainable University of Calgary and University of Alberta each area- Some work has already MRU). have both worked with Waste Management Inc. occurred, and can be referenced in to reduce their flow of solid waste to landfill. the Dowsett (2012) report. There are C4.3 MRU must act quickly to incorporate It may be possible to learn from our Campus several well established sustainability sustainability principles into the 2014 RFP Alberta partners, and leverage off their success. audit protocols and carbon footprint processes for Custodial and Waste Removal calculators that can be used. It is services. C4.4 MRU must commit to investing in projects recommended that whatever data that reduce the university’s environmental is collected is consistent with STARS The contracts for custodial services, waste footprint AND have a positive return on framework to avoid duplication of effort. removal and food services all expire in 2014. investment. • Assign accountability for setting These are typically long term contracts offering meaningful performance improvements very little flexibility during the life of the In our research of best practices at other post- (key targets, metrics, timeframes) agreement. Although the Custodial contract was secondary institutions, we identified the use of • Monitor and report back to the recently extended to 2016, it offers MRU flexibility “revolving green funds”. A revolving loan fund University community on a regular basis. to incorporate changes in how waste is collected, provides up-front investment capital for projects handled and prepared for recycling or disposal. that reduce the institution’s environmental C4.2 MRU can and should take action footprint while concurrently reducing operating immediately to reduce our environmental MRU has a unique opportunity to lessen its costs. Projects pay back the loan fund from footprint. environmental footprint by incorporating operating savings (reduced utility costs, waste best practices for sustainability into the bid removal costs, labour, etc) over a specified time
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period (usually 3-7 years). If the institution selects C5.5 Examine the feasibility of offering a projects with a positive Net Present Value, the certificate in environmental sustainability fund automatically replenishes (and can even open to all undergraduate students at grow over time). MRU.
C5.6 Explore the potential for the development C5. Curriculum and Research and implementation of an Environmental Humanities program (major and/or minor) C5.1 Complete a comprehensive review at MRU. of MRU course offerings that include environmental sustainability as part of the C5.7 Encourage the development of direct content. collaborative, interdisciplinary research with a focus on environmental C5.2 Develop and promote a set of guidelines sustainability. This could be coordinated for environmentally sustainable course through the Institute for Environmental delivery practices and monitor their Sustainability. implementation across campus.
C5.3 Develop and circulate materials to all MRU instructors on how to incorporate environmental sustainability and ecological literacy into all course offerings.
C5.4 Explore the potential for the development and delivery of a suite of courses specifically focused on environmental sustainability. These should be interdisciplinary and could potentially be offered through General Education.
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Appendix E Recommendations for Immediate Action (“low hanging fruit”)
þþ behavioral campaign to encourage students þþ More and more consistent recycle bins across and employees to emulate their home campus sustainability þþ Commitment to submit STARS application þþ campaign to influence behaviours at MRU- recycling, reduce electrical consumption þþ Sign Tailloires Declaration (computer and monitor off at end of day, lights off when leaving room, etc), re-use þþ Work with new food services provider on promoting sustainability incentives þþ “To LANDFILL” decals on all garbage bins- make people realize where their garbage þþ Create a car-pooling network goes þþ Take transit to campus campaign þþ implement a ‘paper reduction’ campaign- reduce consumption, increase recycling rate þþ Create new course(s) on sustainability
þþ re-commission food composters (nobody to þþ Improve sustainability information on the operate them after Sodexo left) MRU Web site
þþ inventory of surplus furniture, to reduce need þþ Review MRU policies on donations to MRU to buy new and investment of MRU funds and revise to incorporate environmental sustainability þþ review “large run” university publications to principles. identify opportunity to reduce hard copy volume and/or shift to electronic
þþ increase paper-free meetings (no handouts distributed or printed for meetings- bring iPad/laptop, or use projector)
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Appendix F Baseline Team Summary of Environmental Sustainability Activities Currently at MRU
Custodial and Housekeeping Services Grounds Snow Removal
• Compacting light bulbs and fluorescents Recycling of Materials • Use an eco‐friendly product called Ecotraction • Scrap metal recycling to reduce the amount of salt used • Cardboard recycling • Collect pallets from the dock to be picked up • Incorporate better training and education for • Paper recycling/shredding for recycling by Pallet King salt usage (eg: knowing at what temperature • Use of some ‘green’ chemicals • Collect scrap metal from the dock that is the different salts are effective) • Safe disposal of batteries from automated placed in a bin for pickup and recycling by • Move snow piles to reduce the amount towel and soap dispensers Supersave of melting / freezing on roadways and on • Maintain bottle recycling bins around campus sidewalks which reduces salt usage and water • Reuse greenhouse pots (reduces costs as well loss to runoff or evaporation Facilities as amount of waste) • Incorporate better training for snow removal • Reuse wood and other materials stored at to ensure snow is not being piled in problem • Seventy five units signed up for our grounds whenever possible (eg: reusing wood areas (where the snow is being piled affects composting program, to fix how much melting / freezing occurs on the • Looking at efficiencies in the waste pick ‐up, • barricades) sidewalks or roadways, which affects how will reduce 2 bins this summer that are not • Recycle aerosol cans (eg: paint cans for lining much salt is used or how much water is lost) full enough, this will lower our costs and our sports fields) • Push snow into turf/bed areas whenever plan is to grow the recycling and composting • Recycle oil, oil filters and oil containers used to possible so the soil can absorb it (less water program maintain our equipment lost to runoff or evaporation) • We have 2.0 gal per minute shower heads • Recycle old tires from our equipment • Re‐use the gravel collected in the spring from which are more efficient than the normal 2.5 • Reuse excavated loam from campus snow removal when we can (eg: we used this gal head construction projects whenever possible (eg: gravel at the Wykham rock‐wall, and the Tower • Looking at setting up an Eco unit which would Wykham rockwall) rock‐wall when they were being built) have solar panels and sensors to shut off lights, • Recycle paper and other products in our and other items, eg, led tv, etc. offices and lunchroom
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Mulching other alternative) eliminate the collection of clippings and • Introduce a wider selection of trees on campus add organic matter back into the soil which • Mulch beds to retain moisture in the soil, to increase species diversity which can help improves turf health. (Healthy turf is better reduce the number of weeds, reduce soil reduce the potential for losing large numbers able to fight off pests and diseases and erosion, and add organic material (bark mulch) of trees from an invading disease or insect compete with weeds) whenever possible (such as Dutch Elm disease or Cottony Psyllid) • Keep mower blades sharp to reduce the • Chip branches collected from tree pruning on • Use suitable tree species for specific amount of stress on turf (improves turf health). campus and use these chips as mulch in our environments. Matching a tree’s needs to • Raise mower heights (3”) to shade roots, beds (unless the branches are diseased) its environmental conditions improves tree prevent moisture loss in soil and suppress health and enables it to fight off potential weed growth (improves turf health) pests and diseases. (Reduces the possibility of • Cut off no more than one third of the leaf area Trees pesticide use or tree removal) (improves turf health) • Keep pruning equipment clean to reduce the • Use proper fertilizing techniques to ensure • Relocate trees and shrubs from areas allotted spread of disease (reduces possibility infection optimum turf health (specific rates at specific for construction to prevent them from being or death of healthy trees) times of year, etc.) cut down (keeping a healthy tree population • Incorporate better training and education helps reduce carbon footprint and heat island for fertilizing turf areas (reduces possibility of effect) Turf/Mowing surface and groundwater contamination) • Maintain tree health using proper pruning • Reduce use of chemical fertilizers by using techniques (avoid over pruning, cosmetic • Collect clippings on an ‘as needed’ basis slow release organics whenever possible pruning, and pruning at the wrong time of (reduces the need to constantly empty (prevents nutrient leaching) year) hoppers in a designated dumping area, • Use herbicides and pesticides on an ‘as • Maintain a threshold for pests and diseases therefore reduces emissions/ fuel costs from needed’ basis (we have a threshold for weeds/ • Incorporate better training and education for travelling back and forth) pests/ diseases and prefer to concentrate tree pruning, diseases and insects • Compost any clippings we do accumulate on improving turf health to suppress weed • Replace trees that have been removed (reduces waste and provides compost for soil growth and improve pest/disease resistance) because of death, disease or construction amendment) • Incorporate better training and education (only remove trees if there is absolutely no • Equip mowers with mulching blades to help for application of herbicides (knowing when,
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what and how much to spray for specific weed Irrigation/Watering Practices • Working toward performing a campus wide species reduces possibility of contaminating irrigation audit to improve the efficiency of our surface and groundwater) • Installed water meter on all points of access to system and current practices • Improve turf health and reduce environmental city water (2009) • Use water retention crystals in planters to impact using proper cultural practices • Take water meter readings to track/control the reduce amount of watering (mowing, fertilizing, spraying, aerating, amount of water being used • In the process of centralizing our irrigation irrigating, etc.) and soil testing • Reduce amount of water being used by system to enable us more accurate monitoring • Reduce soil compaction and stress on turf eliminating irrigation in East Residence, of our water usage caused by pedestrian/ vehicular traffic by parking lot islands, • Use rain barrels on the third level of the installing temporary fencing • Interior Courtyard, Upper Arts, and Gautier Interior to water planters • Reseed instead of re‐sod when possible to Courtyard (eliminating irrigation from turf reduce costs and labour (turf edges frequently triggers a dormancy period which also reduces get damaged in winter months and need the amount of maintenance needed) Weeds replacing) • Irrigate mostly at night and in the early • Mow only as needed when the turf is not morning to reduce amount of water lost • Remove weeds in beds manually. (We have actively growing to reduce fuel emissions and through evaporation eliminated use of herbicides in beds) compaction of the soil (improves turf health) • Shut down scheduled watering on rainy days • Burn or line trim weeds growing in sidewalks • Use low input sustainable turf (fescue blend) • Encourage deeper root growth by watering or parking lots as an alternative to traditional turf whenever deeper and less frequently • Use mulch wherever possible to suppress possible. • Use specific heads for specific plant/turf needs weed growth • We used a blend for sections of the new to reduce amount of overwatering and runoff. • Improve plant/ turf health whenever possible parkade, and wish to use it on other suitable • In the process of changing existing old heads to reduce weed growth areas on campus. (Reduces watering and to new high efficiency heads (better efficiency • Maintain a threshold for weeds in turf and maintenance needs) greatly reduces the amount of water used) beds (sports fields have a lower threshold) • Replace higher maintenance turf areas with • Check nozzles and rotation of heads to reduce • Spray herbicides only when other techniques perennials, shrubs and mulch. (Areas on amount of overwatering and runoff. have failed as a ‘last resort’ (use of the hillsides and smaller sections of turf that • Working toward incorporating a weather combined methods above greatly reduce the require push mowing) station to assist in detecting when water is need for herbicide use) needed as opposed to regular scheduled watering
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Plantings Equipment/Machines Around the Building
• Incorporate native and drought tolerant • Use diesel machines (mowers, snow removal • Set all computers to print on both sides as the species of plants whenever possible equipment). default • Choose appropriate plants to suit the • Use equipment for as many seasons as • Installed programmable thermostats environmental conditions and improve plant possible to get the most use out them. • Installed motion sensors in washrooms health (reduces maintenance) • Use gators, diesel utility vehicles and smaller • Shut off lights in rooms when not in use • Use a wider range of plant species to increase trucks in place of larger trucks whenever • Post one copy of memos biodiversity possible to reduce fuel consumption, fuel costs • Choose plant species that attract beneficial and carbon emissions. insects and encourage wildlife • Only use larger one tonne trucks for short Other • Maintain a threshold for pests and diseases. periods and specific tasks (eg: hauling We currently do not use herbicides in beds, materials or snow removal). • Use IPM philosophies and techniques as much with extremely limited pesticide use (eg: ant • Replaced two one tonne trucks with smaller as possible dust) trucks that are capable of transporting up • Try to get involved in the landscape design • Incorporate better training and education to 5 people to specific job locations around process of new buildings/ areas to ensure (plant selection, water requirements, etc.) campus. (Using one vehicle as opposed to they meet our maintenance needs and • Reduce amount of maintenance by replacing two reduces fuel consumption, fuel costs and requirements and goals of becoming more annual beds/areas with perennials and shrubs emissions). sustainable (annuals are better suited for planters and • Park and shut off vehicles when doing garbage • Maintain a pond to help with cooling and baskets due to their higher maintenance routes and snow removal to reduce fuel serve as a natural habitat for wildlife requirements) consumption, emissions and costs. (Walk • Approve projects like the community garden • Divide perennials and collect ‘volunteers’ for routes as much as possible) as part of our commitment to sustainable use in other bed areas around campus (helps practices reduce cost of purchasing plants and fuel emissions to transport them) • Maintain a green roof in Upper Arts and 2nd level of Interior
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Future Goals • The larger bulbs from areas like the pool Physical Resources or food court are shipped to Swan Hills for • When closing buildings or an area will either • Improve our existing methods and techniques disposal due to the chemicals in them try to re‐sell items not be re‐used or will send (IPM program, irrigation system, etc.). • Maintenance is trying to extend the life of them to auction. When items are not deemed • Continue to reduce high maintenance areas the air filtration systems. Proper assessment of any value (even auction) will recycle parts and practises. of how much life is in the filter will prevent such as metal or wood. • Continue to increase biodiversity/natural early and unnecessary replacement. Currently • Will crush and recover mercury vapor from habitats. saving about 20 on filtration by extending the light bulbs. Glass from light bulbs will be • Continue to look at other areas/ ways to life recycled. reduce heat, carbon footprint, and waste • Will use green products wherever possible for by incorporating new and creative ways to Parking cleaning. become more sustainable (eg: pilot projects, • Parking & Transportation office obtained • Specific strategies will be used during reclamation, tree donations, etc.). Green Office Certificate: Leaf 2 construction. • Continue looking at ways to prevent water loss • Waste: Both U‐Pass and Permit sales are now • Replanted trees during bus loop construction. through runoff. paperless • Asphalt was taken for crushing and reusing • Increase awareness through education (entire • Energy: All lights, computers and monitors concrete. campus community and general public). turned off at closing • During ring road repairs the asphalt was • Other: recycled. • Opened new West Gate Transit Hub • All newer buildings have lower water usage. Maintenance • Partnered with Calgary Transit to bring • CCL has an in ground grey water cistern • Fluids from oil changes, refrigerants, Bus Rapid Transit #306 to campus (Conservatory will have this as well) transmissions, etc are always recycled (Express route between Heritage and • Replacing T12 lights with electronic ballasts • Dispose of waste from grease traps in Westbrook LRT) and T8 lights for efficiency purposes. accordance with City Code • Bike lockers and covered bicycle parking • Have variable frequency drives in fan systems • Recycle cardboard and drain all appliances • Reserved car2go stalls on campus in all new projects – more efficient before disposal • Do not have carpool lots, but rather • Installing occupancy sensors for new • Change out lights to more efficient bulb where reserved carpool stalls construction for lights and air flow. possible. For example, in my office if a ballast • Appliances are all EnergyStar. goes then will change out all the ballasts • Furniture purchases are reviewed for materials. and lights. However, the larger areas must • The new chiller is more energy efficient be planned for in advance and staffing is not and uses a more environmentally friendly always available due to current workloads refrigerant. It also operates on a variable
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frequency drive which makes the load • There are 65 units participating which is about • Use Mountain Fresh under sink filtration unit efficiency very high. 25% of the total number of units instead of bottled water • Parking lots have LED lighting. More efficient • There are also 7 composting pickup locations • Weather stripping doors in East to cut down and use 80% ‐ 90% less power. West Transit with roll‐out bins. These are split between heating costs and caulking Hub as well. both West and East Res. • Energy efficient thermostats • Performing aggressive equipment scheduling • Waste Management bins for recycling paper, • In an energy audit on East Res received a 76 which is base on class schedules. For example, cardboard, tin, plastics and some glass if it is Energy Rating. (80 – 100 is considered “most the air handling system is based on classroom well contained. There are 2 – 4 yard bins in efficient”) This is pretty good considering the scheduling. West Res and 3 – 4 yard bins in East Res. Have buildings have been around since the Calgary • Working with scheduling to congregate been able to reduce waste pickup in West Olympics in 1988 people in a location so other locations can be Res by 50%. Not as much in East Res and not • Residence Advisors can provide input programmed to use less power, heat, etc. measured regarding sustainability issues and they have • Power to vehicles in lots is limited. Not turned • Move‐out program‐ this will be our 3rd year for scheduled meeting in which they may do so on until ‐10dg, then has a 30 minute cycle until the Move out , we provide food bank boxes for • Have students who are active participants in ‐30dg, and is only full on when ‐40dg. non ‐perishables, last year we collected 1180 the community garden • Outdoor perimeter lighting around campus is lbs of food, we also provide bins for clothing • SAMRU runs a bus twice per month for on sensors. and housewares, students to grocery shop • New variable frequency drive used for the • will collaborate with Goodwill Stores this year swimming pool. during our move out • All new buildings are LEED construction. • Recycling of all light bulbs SAMRU • Retrofit of old light fixtures to new LED type • All steel in Wyckham house is from recycled • Use of toxin free paints sources Residence • Garbage bags made from recycled plastic, all • Interior walls are made with process that • Blue Box program ‐ recycling of all materials cleaning materials are green sanctioned leaves no construction waste and is 100% re‐ including all plastics, cardboard, tin aluminum, • Golf carts are electric, energy efficient usable etc appliances and low flow shower • Highly heat efficient glass to insulate well • Green plastic bins ‐ organic waste removal‐ heads(experienced a 20% saving in water (contains argon) This initiative was started in Sept 12, where the consumption), and low flow toilets • Very efficient mechanical boilers, with 98% of students sign up to have a kitchen catcher in • Motion sensors on all common area lighting energy consumption being used to heat water the unit, and we provide the outdoor bins and • Participate in electronic recycling with • Motion sensor lighting removal of organics. microwave and tvs • Low flow water fixtures
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• SAMRU printers set to double sided printed Sodexo Food Services (Note – contract ended • 100% of food service containers are made of automatically during completion of this report) bio‐degradable materials. Exceptions made • Every year 700 water bottles are handed out to • Operation of two food dehydrators in only for safety or sourcing reasons. encourage drinking water from fountain conjunction with MRU eliminating significant • Sponsor annual MRU book drive for the • SAMRU staff kitchen water filter stations pre‐consumer waste annually and producing donation of books to developing countries. • Polystyrene is banned in Wyckham house as it compost which is used on campus (one is not • Initiated MRU Earth Day that has grown is not recyclable material working at the time of writing) annually since 2010. • Beverage container recycling • New food services dishwasher that has • Better Tomorrow Sustainability Challenge • Peer Support Centre gives away 500 reusable lowered water consumption and chemical initiated allowing students to enter ideas that coffee mugs per year usage. can be championed by the MRU Sustainability • Reusable dish program: free dishes available to • Active member of the Sustainable MRU: committee. eat off of, deposit required Project Steering Committee • Worked with a student group on a TD • Reusing textbooks through Copywrite and • Implemented Sodexo SMART Tool Sustainability challenge focused on Peer Support Centre (Sustainability Management and Reporting composting. • SAMRU uses 100% certified recycled paper Tool) • Strong recycling program which eliminates • Use of recycled napkins in all retail units as 40% of landfill garbage well as hand sinks. Student Affairs and Campus Life • Cardboard recycling • Recycling of plastics and milk containers at all • Have gone paperless as much as possible • Glass, plastic, aluminum recycling locations. • Informal recycling programs in departments • Cellphone recycling through Sustainability • Leaders in the Sodexo Stop Hunger Program • Health Services and Counseling have centre • Annual providers of 12,000 lunches to transitioned to electronic records • Various SAMRU departments recycle their disadvantage children as part of the Feeding • E‐Magazine for the department sent out electronics our Future program monthly • SAMRU often buys furniture etc. off of kijiji • Sodexo is partnered with Ocean Wise in • Marketing efforts focused on Omnivex Screens • Green cleaners by kitchen staff providing sustainable fish • Ecostore: found in bookstore where various • Part of the Eat Seasonable campaign to cook school related “ethical” products can be and promote seasonal produce University Advancement purchased • Elimination of water usage in thawing • Send pdfs to their client departments for • MRU Community Garden: involved in growing processes. review rather than hard copies TONS of different kinds of foods. People who • Paper and cardboard recycling through • Using ISSUU to move publications online. volunteer get to take home the food university. Trying to decrease actual print copies. • Videos – now putting online rather than
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cutting DVDs Cigarette Butt & Plastic Recycling Web page ‐ Sustainability at Mount Royal • Photography – library is now online rather September, 2013 April, 2012 than books • More use of tablets in the department which Sustainable MRU initiated cigarette butt recycling http://www.mtroyal.ca/AboutMountRoyal/ allows them to use less paper for notes, and plastic bag/ lunch container recycling. Sustainability/index.htm agendas, etc. TerraCycle pen recycling Earth Day Event Sustainability Events October, 2012 April 3, 2012 • Under Western Skies, award‐winning biennial conference series on the environment TerraCycle is on a mission to eliminate the idea Collaboration with SAMRU to bring awareness of • SAMRU Sustainability Centre hosted Create of waste. We do this by creating waste collection sustainability on campus A Better Now sustainable conference from programs (each one is called a “Brigade”) for March 11 – 14, 2013. The conference focused previously non‐recyclable, or difficult‐to‐recycle, Green Street Booth on environmental sustainability, campus waste. The collected waste is then converted January 31, 2012 eco‐footprint, sustainable communities and into new products, ranging from recycled park sustainable leadership benches to upcycled backpacks. Collection bins Campus Sustainability week. Promote • Sustainable MRU Project Steering Committee are located throughout MRU sustainability on campus and bring awareness to Project List November 2007 ‐ December 2012 the Committee RecycleMania April, 2012 Revised Committee Charter Native Garden December, 2011 October, 2013 RecycleMania is a friendly competition and benchmarking tool for college and university Environmental Profile Assessment Project Sustainable MRU received a $10,200 grant from recycling programs to promote waste reduction August 10, 2011 the TD Environmental Fund for a native garden activities to their campus communities. Mount area. Work on this will begin in Spring 2014. Royal University came in 277 out of 338 in the per Complete an inventory of sustainable practices Sustainable MRU will work in conjunction with capita classic for those outside the Administrative Division. the Grounds Department on this. At present, Allow the university to strategically identify Sustainable MRU is working with the MRU areas for resource use optimization and waste Foundation to get an Adopt-a-Tree/Bench minimization. program going.
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Garden Fence – Mount Royal Garden Shed – Mount Royal Advancing Sustainability at MRU Community Garden Project Community Garden Project Sustainability Director Proposal June, 2011 June, 2011 January, 2010 Chain link fencing installed around the perimeter Provide a means to store garden supplies for the of the Community Garden Plot to deter small Community Garden The Mount Royal Sustainability Committee animals and contain garden (MRSC) strongly recommends Mount Royal Waste Audit University hire a Sustainability Director to Sustainability books March, 2011 advance sustainability as an institutional priority. donated to the MRU Library The proposal was presented to the President’s June, 2011 Lincoln Park Campus and Residence Direct Report Group on January 19, 2010 for their review Provide additional sustainability resources for the The primary purpose of the audit was to MRU community determine the types and amount of waste Enmax Presentation: Viable Green Options streams generated by the university campus. November 16, 2009 Vermicomposting June, 2011 Mount Royal Community Garden Project Representatives from Enmax and the City Spring, 2010 of Calgary spoke to the members of the Vermicomposting is the process of having Sustainability Committee regarding the green redworms and other decomposer organisms Mandate: To develop and demonstrate the initiatives available through Enmax. process our organic waste and turn it into a benefits of sustainable food practices and great natural fertilizer (called vermicompost). agricultural systems. The community garden will Baseline Survey Data Collection Purchased bins and worms for use at MRU as advance community building within campus Timeline: February and March, 2009 well as offering an introductory workshop on and the greater community, and strive to directly Vermicomposting affect positive change in regards to social issues. Purpose: Conduct surveys to gather data from departments and individuals on current practices, Recycling Centre – MRU Residence Services to identify community champions and assist in June, 2011 furthering education, awareness and action.
Promote recycling in the Residence meeting room
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Campus Sustainability Policy Input on Campus Master Plan Multi‐stakeholder Committee Statement and Guiding Principles August 26, 2008 on the Sustainable MRC Project Campus Sustainability Policy Statement & November 14, 2007 Guiding Principles, POL 100 was approved by the Memo from the Sustainability Committee to Mount Royal Board of Governors on February 9, the Consultant Team and Master Plan Steering • Proposal for a formal campus 2009. Contents: Committee identifying sustainability issues for sustainability initiative • What is sustainability review and consideration • Proposed terms of reference • Policy Statement • Guiding Principles Contents: • How Sustainability Fits • Principles the Committee are seeking Sustainability at Mount Royal: A Strategic Plan support for in the Master Plan December, 2008 • Considerations the Committee encourages during the development of Contents: the plan • Definition of Sustainability • Items the Committee recommends be • Values included in the plan • Vision Statement • Mission Statement MRSC “SWOTT” Analysis • SWOTT Analysis May, 2008 • Strategic Issues • Project Goals To determine the strengths, weaknesses, opportunities, threats and trends regarding sustainability at Mount Royal
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Appendix G Baseline list of Curriculum and Research with a Focus on Environmental Sustainability
Part 1. Baseline Survey Q 2: Indicate the extent to which your • We don’t offer any courses directly Results (MRU Departments) department offers courses which address targeting those areas. However, students topics related to sustainability. (Such topics in their core journalism courses can Q1: Which Department are you Chair of? may include globalization and sustainable choose to research and write about any development, environmental policy and topics they chose, and we always have • Humanities management, urban ecology and social justice, several who select topics such as those • Sociology & Anthropology population, women and development and listed above. So it’s a matter of student • Information Design many others)(1: Not at All; 5: A Great Deal) choice whether they cover this directly • Education or not. Certainly all journalism courses, • accounting 4 though, address issues such as finding • TSMP who benefits and loses, or whom is 3 • Physical Education and Recreation impacted, by various events and issues Studies 2 occurring in our Calgary community, as • Languages and Cultures well as elsewhere in the world. • Justice Studies 1 • Some Latin American courses (LAST • Computer Science & Information 1101, 2201, 2202) deal with indegenous 0 Systems 0 1 2 3 4 5 populations with the focus is NOT • ENTR, INBU, NPRO and Aviation entirely on sustainibility. • Education • All good business courses focus on • Journalism (currently chair shadow) Q 3: Please list any courses in your department/ sustainability. • Finance, Supply Chain Management, Risk program you are aware of that focus entirely on Management and Insurance sustainability • English • Special Topics: Environmental Sociology * note- curriculum proposal currently under review to make it a permanent course.
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Q 4: Please list other courses in your Q 6: What course(s) related to sustainability Q 7: Estimate the amount of departmental department/program in which sustainability do you regard as essential that are not being research or scholarship being done in the topics are taught as part of the curriculum taught? various disciplines in the area of sustainability (for example, renewable energy, sustainable List provide by: • None buildings design, ecological economics, • We are wanting to look into a course indigenous wisdom and technologies, 1. for our sport and recreation students population and development, environmental on sustainability of recreation (centres, management etc.) programs, facilities, etc.). • Nil 2 Don’t Know Responses Q 5: Are students in your program(s) required • COMP 1103 COMP 1104 (proposed) 5 to take a course on issues related to the Although ecological sustainability is not environment or sustainability? taught in these courses, our ‘cultural, 4 economic and environmental health 5 No (80%), Yes (20%) and vitality’ are increasingly tied to 3 computers and information systems. 2 Any ‘careful study of the patterns 1 Yes [3] and flows of the natural world’ will 0 eventually collect data, and that data 1 2 3 4 5 must be analyzed using knowledge from the computer sciences. While some 1 4 33% programs ensure students are exposed 2 6 50% No [12] to key computer concepts (and some 3 0 0% skills) in courses like COMP1103, most 4 1 8% are not. N/A 5 1 8%
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Q 8: Estimate the amount of student research Q 9: In your estimate what percentage of your Q 10: In your estimate, what percentage of or scholarship being done in the various department members teach or do research on your department members do you think would disciplines in the area of sustainability sustainability issues? be interested in teaching and research on sustainability issues? 5 Don’t Know Responses • 5% • 5 • 15-20% 5 • 30% • 25 4 • 11% • 60 5 • 0% • 30-40% 3 • 10% • 22% 2 • 10% • 20% 1 • 0 • up to 30% 0 • 25% • 10% 1 2 3 4 5 • 40% • 10 • probably fewer than 5% • 30% 1 5 45% • 100% • 40$ 2 3 27% • 10% • no idea 3 2 18% • 10% 4 1 9% 5 0 0%
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Part 2. Summary of Baseline Review
Components Current Practices Feedback/Suggestions Gaps and Recommendations Sustainability Curriculum Greater than 60% of departments offer courses which address topics related to Environmental Policy Baseline information is based sustainability. (Only 2/3 of the departments responded to the survey). • Credit programs, courses & A demand for a course on on credit programs and we are curriculum within courses 16 courses were identified as being focused entirely on sustainability. A large sustainability of recreation missing the information on • Credit-free programs, number of courses incorporated sustainability topics as part of their curriculum. (centres, programs, facilities, credit free programs. courses & curriculum within 29% of programs require students to take courses that relate to environmental etc.) courses sustainability. NilCOMP 1103 • Other COMP 1104 (proposed)
Sustainability Research 36% of departments have research or scholarship being done in the various We have a list of the people Missing data on Institutes and & Scholarship disciplines in the area of sustainability. who are currently doing centres.
• Institutes & centres 32% of departments have student research being done in the area of research on sustainability • Faculty research sustainability. issues. • Student research Greater than 50% of the departments that responded had less than 10% of • Other department members who teach or research on sustainability issues.
50% of the departments surveyed estimated that up to 30% of their members would be interested in teaching or researching about sustainability issues.
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Part 3. Sustainability-related Courses BIOL3216 Human Adaptation ECOL1111 Terrestrial Ecology to Environmental Stress G(C1,T3) (formerly ECOL 2211) BIOL2309 Plants and People G(C1,T3) (3 credits - TG) 3 hours lecture (3 credits) 3 hours lecture, 3 hour lab (3 credits - TG) 3 hours lecture This course will address human physiological The study of the interactions and the This course deals with human interaction with adaptations in response to extreme and diverse interdependencies of organisms in terrestrial plants as sources of food, fuel, shelter, fiber, environmental conditions. Using applied ecosystems will be the focus of this course. medicine and psychoactive substances. The examples and case studies, the problems of Ecological processes and interactions at the impact of plants on culture and religion will hypoxia (high altitude), high pressure (diving and individual, population and community levels be explored. Plant improvement by traditional submarines), high gravitational forces (fighter within terrestrial ecosystems will be examined. and modern methods will also be discussed. pilots), microgravity (space flight), radiation, Spacial and temporal patterns of variability (Prerequisite: Biology 1205 or Biology 1204 with a circadian stress as well as excessive heat, cold, within terrestrial ecosystem components and grade of “C” or higher or consent of the department) humidity and pollution may be examined. the resulting effects on ecosystem function Students will also play an active role in their will be investigated. Natural variability as well BIOL3108 Conservation Biology understanding of environmental physiology as human-induced changes will be profiled. (3 credits - TG) 3 hours lecture through completion of an independent research This course will also examine how managed This course examines the principles of paper and presentation of a specific area of and unmanaged natural terrestrial ecosystems conservation biology: the scientific study of interest. (Prerequisite: One of Biology 1212 or interact with industrial systems. The resulting biological conservation and diversity. Topics Biology 1216 or Biology 1221 or Biology 3285 with a effects of these interactions on biodiversity and will include minimum viable population size minimum of C- or higher, or with the consent of the ecosystem function will be critically examined and population viability analyses, conservation department) systems will also be reviewed. Prerequisistes: genetics, biogeography, metapopulation Successful completion of semesters 1 and 2 of Direct dynamics, and extinction vulnerability. Entry, Bachelor of Applied Science – Environmental We will focus on the issues of habitat loss Science program or equivalents or consent of the and fragmentation, invasive species, and department. the challenges of conserving populations. (Prerequisite: Biology 2213 with a grade of C or higher, or equivalent)
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ECOL1210 Ecology be critically reviewed. Aquatic biodiversity ENVS 1111 Professional Development: Health (3 credits - TG) 3 hours lecture, 3 hours lab issues and sustainability issues are emphasized. and Safety for the Environmental Industry The course explores the relationships between The interactions and integration of industrial (formerly ENVS2211) living organisms and their environment. systems with natural aquatic systems will also (1 credit) 3 hours lab Major topics include introductions to ecology, be reviewed. Prerequisites: Successful completion This course will prepare students for work evolution, the natural history of Alberta, and of semesters 1 and 2 of Direct Entry, Bachelor of experience (Directed Field Studies) through ecological interactions. An understanding of Applied Science - Environmental Science program or Professional Development activities. Recent biodiversity, species at risk issues and natural equivalents or consent of the department. developments, trends and opportunities in the resource management will be developed. environmental industry and the field of Industrial Recreational impacts on ecological systems will ENVS1105 Data Processing and Statistics Ecology will be covered by representatives from be examined as well. This course is intended for (formerly ENVS 2205) industry and government. The Professional students in the Bachelor of Applied Ecotourism (3 credits - TG) 2 hours lecture, 2 hours lab Development component will prepare students and Outdoor Leadership program. The organization, processing, and presentation to search for work experience opportunities in of quantitative data. Fundamental statistical the environment field. As the labour marked ECOL2219 Aquatic Ecology ideas, descriptive statistics, inferential increasingly expects that employees practice (3 credits) 3 hours lecture, 3 hours lab statistics (including Analysis of Variance, due diligence in their adherence to mandated The study of the structure and function of aquatic regression and correlation), statistical occupational health and safety legislation ecosystems is undertaken in this course. There is quality control and time-series analysis will and regulations, students will be introduced an emphasis on freshwater systems. The goal is be covered. Laboratories will include the to the general workplace health, safety and to understand how physical, chemical, biological, analysis of data using statistical software career development issues as they relate to the and anthropogenic factors influence population packages. Prerequisite: Pure Mathematics 30 Canadian environmental industry. Within this dynamics and community structure in aquatic context, students must demonstrate certifiable ecosystems. Laboratory and field research proficiencies in H2SAlive, First Aid with CPR, methods used in aquatic ecology are introduced. Transportation of Dangerous Goods (TDG), Current literature and case studies in various Workplace Hazardous Materials Information areas of aquatic ecology will System (WHMIS) and other strategies as required by industry.
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ENVS2010 Directed Field Studies I environmental concerns, risk assessment, global composition of surface waters, the principles of (formerly IDEC 3000) budgets and cycles, industrial processes, life-cycle water pollution control, aquatic environmental (15 credits) assessment, design for environment, pollution chemistry. Emphasis will be placed upon water Students will be assisted in finding a work-term prevention and zero emission strategies. quality analysis: pH, acidity, alkalinity, hardness, placement. This normally will be in a business, residual chlorine, chloride, sulphate, dissolved industry or a research laboratory that deals with ENVS 2215 Applied Instrumentation oxygen , BOD, field sample preservation. Field environmentally related problems, Completion (formerly ENVS3315) trips will be arranged involving sampling of non-credit safety courses prior to the work (3 credits) 3 hours lecture, 3 hours lab procedures and field recording of data for placement will be required. Students will be This course is aimed at offering a fundamental chemical and physical water quality parameters. mentored by a faculty member during the work- understanding of field screening techniques Prerequisites: Chemistry 1202 and 2157 or term. An oral and a written report, completed by and practices of instrumental measurements for equivalents or consent of the department the student, in addition to an evaluation carried the qualitative determination of substances. The out by the employer will be required following main analysis methods dealt in this course are ENVS 3010 Directed Field Studies II the work term. Prerequisites: Successful completion Atomic Absorbtion, and Emission Spectroscopy, (formerly IDEC 4000) of Semesters 1 to 4 of the Biogeochemical Process Infra red Spectroscopy, Ion Chromatography, (15 credits) stream or the Physical Process stream courses or High Pressure Liquid Chromatography, Gas Students will be assisted in finding a work-term equivalents or consent of the department Chromatography. Students are also introduced placement. This normally will be in business, to the scientific way off expressing results and industry or a research laboratory that deals with ENVS 2201 Introduction to Industrial Ecology also error analysis. The lab component gives the environmentally related problems. Students (3 credits) 3 hours lecture students hands-on experience with the above- will be mentored by a faculty member during The major ideas and tools of industrial ecology mentioned analytical techniques. Prerequisite: the work term. An oral and a written report, will be introduced. Industrial ecology “focuses Chemistry 1202 or Chemistry 1209 completed by the student, in addition to an on the potential role of industry in reducing evaluation carried out by the employer will be environmental burdens throughout the product ENVS2221 Water Pollution and Surface Water required following the work term. Prerequisites: life cycle, from the extraction of raw materials, Analysis (formerly ENVS3321) Successful completion of Semesters 1,2,3,4 and 5 of to the production of goods, to the use of those (3 credits) 2 hours lecture, 3 hours lab the Biogeochemical Stream or Physical Processes goods and to the management A study for the sources, transport, effects and Stream or equivalents or consent of the department. of the resulting wastes” (Journal of Industrial fates of chemicals in surface waters. Topics Ecology). Topics covered will include: include: industrial effluents, the nature and
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ENVS3303 Life-Cycle Assessment ENVS 3307 Air Pollution Monitoring impact assessment will be covered, including (3 credits) 3 hours lecture, 3 hours lab (3 credits) 3 hours lecture, 3 hours lab overviews of Risk Assessment, Cumulative Life-cycle assessment (LCA) compiles and This course will examine the methods used to Effects Assessment and Strategic Environmental analyzes comprehensive information on the monitor pollutants emitted to the atmosphere, Assessment. THe advantages of Moving overall consumption of resources and the the precision and accuracy of these methods towards Comprehensive Risk Assessment and production of wastes during the whole life-cycle and the audit procedures used to determine Comprehensive Policy Support Assessment will of a product or service. For example, in the case of compliance, emission credits and documenting be critically discussed. These integrated decision a product, this includes the extraction of the raw improvement to industrial processes. methodologies will be necessary to support materials, the energy used during manufacture Prerequisites: Chemistry 1209, 2210, Mathematics industrial ecology infrastructure and be crucial and the wastes produced, the energy used to 1217 or equivalents or consent of the department to making progress towards economic and transport the finished product to market, and environmental efficiency at all system levels. the ultimate fate of the discarded product. The ENVS 3323 Watershed Management Prerequisites: Successful completion of Semesters analysis indicates the potential environmental (3 credits) 3 hours lecture, 3 hour lab 1, 2, and 3 of the Biogeochemical Stream or impact of the product or service, and allows Ensuring a safe and adequate supply of water equivalents or consent of the department comparisons to be made of alternate products is a global concern. This course is designed to or services. Case studies of a wide variety of provide an understanding of watershed practice ENVS4405 Air Quality industries and industrial processes will be and an approach to managing watershed systems (3 credits) 2 hours lecture, 3 hours lab discussed. Laboratories will consist of field studies in a sustainable fashion. Prerequisites: Chemistry This course will examine the composition, and simulations using a number of different 1209 and 3357 or equivalents or consent of the evolution, and future of the earth’s atmosphere. software packages and databases that are department It will include human impact, mitigating available. Prerequisite: Environmental Science 2201 initiatives and will examine the predictive ENVS 3335 Issues in Environmental Assessment methods and databases currently in use to (3 credits) 3 hours lecture product future scenarios. It will examine the This course will review and analyze provincial, atmosphere as part of the biogeochemical national and international environmental cycling of its constituents. Prerequisites: assessment issues. Important representative case Chemistry 1209 and 3357, Computer Science 1209 studies will be reviewed. Guest speakers will be and Environmental Science 2205 and 3315 or drawn from appropriate organizations. Current equivalents or consent of the department methodologies in environmental
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ENVS 4407 Pollution Prevention: and eco-industrial networks. An examination ENVS 4419 Regulatory Management Toward Zero Emissions of case studies on existing eco-industrial parks (1 credit) 3 hours lab (3 credits) 3 hours lecture and the application of key concepts through the Students will be introduced to the processes This course is a study of the principles of recovery, completion of a term project with a network of associated with Regulatory Management through reuse and recycling (“3R’s”) of pollutants and local companies will be involved. Prerequisites: case studies of relevant local, regional, national, contaminants. Examples will be drawn from the Successful completion of Semesters 1,2,3,4 and 5 and international laws, regulations, and treaties 176 currently listed in the National Pollutant courses or equivalent or consent of the department. governing the environment. The understanding Release Inventory (NPRI). Measures taken to of the origins, current status, and future impacts reduce the release, allow tracking of transfers, and ENVS 4417 Design for the Environment of these studies will provide insight into the achieving reductions will be analyzed. Measures (3 credits) 2 hours lecture, 3 hours lab effects of environmental initiatives on the region, to control and reduce emission of carbon dioxide, This course develops concepts and procedures to the province, Canada and in the international methane, and other greenhouse gases will be integrate and implement the vision of industrial arena. discussed. The technologies and techniques as ecology into business decisions. It will examine well as the voluntary and legislative measures how leading edge industrial ecology precepts ENVS 4421 Environmental Resource Management will be compared. The petroleum industry will be can be implemented in the real world. The (3 credits) 3 hours lecture analyzed in detail with an examination of well site course will explore a systematic approach to This course investigates development and use and facility technologies. Prerequisites: Successful support business decisions within the industrial of natural resources in modern society with completion of Semesters 1,2,3,4 and 5 of the ecology framework. Students will develop skills an emphasis on the interrelationship between Biogeochemical stream and the Physical Processes in incorporating environmental objectives and industrial activities and resource consumption, stream courses or equivalents or consent of the constraints into process and product design, and their effects on the biosphere. Topics department. materials and technology choices. Case studies covered include analyses of new directions will highlight DFE success stories. Project work in products and systems’ design, and their ENVS 4413 Principles of will examine local, regional and global issues impacts on sustainable environmental resource Eco-Industrial Development related to the design and redesign of industrial management. Critical international issues in (2 credits) 2 hours lecture systems in order to make them more sustainable. environmental resource management will Students will be introduced to the process Prerequisites: Successful completion of Semesters also be examined. Prerequisite: Environmental of initiating, planning, designing, marketing, 1,2,3,4,5,6 and 7 of the Biogeochemical Stream Science 3335 or Geography 2445 or equivalent or financing and operating eco-industrial parks courses of Physical Processes Stream courses or departmental approval equivalents or consent of the department
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ENVS 4423 Market Based Initiatives ENVS 4433 Quality Assurance/Quality Control ETOL 2203 Sustainable Tourism (3 credits) 3 hours lecture (3 credits) 3 hours lecture, 3 hours lab (3 credits - TG) 3 hours lecture This course will examine the initiatives This course will examine the use of QA/QC This course will study the development of the being taken by local, regional, and national procedures to the management of the quality ecotourism industry. Students will examine the governments, and the United Nations to aspects of data collection, generation and use. It political, economic and management issues and encourage organizations to improve their will provide an overview of the legal framework trends related to ecotourism in Alberta, Canada environmental outcomes for economic reasons. within which the data collection, generation and internationally. Students will initiate the Emission trading, the evolution of environmental and use must operate. It will examine the development of a personal portfolio in this course. law and its role in regulatory management, and relationship between QA/QC legal concepts such the elements of ISO-14000 will be reviewed. as due diligence and strict liability. Prerequisites: GEOG 1101 The Physical Environment G(C1,T1) Prerequisite: Mathematics 1200 Computer Science 1209 and Environmental Science (3 credits - TG) 3 hours lecture, 1 hour lab 2205 or equivalents or consent of the department This course is an introduction to the physical ENVS 4431 Management of Residuals elements of the environment. Topics include: (3 credits) 3 hours lecture ENVS 4441 Site System Remediation Design weather, climate, hydrology, landforms, soils, This course is designed to provide the students (3 credits) 3 hours lecture, 3 hours lab vegetation, and the processes producing with an understanding of the principles and This course will provide an in-depth technical variations of these elements on the surface of concepts of waste management. Topics include: and practical evaluation of remediation systems the earth. Examples of environmental inter- environmental chemistry of hazardous wastes, for contaminated sites. Prerequisites: Successful relationships and problems that affect humanity principles of industrial metabolism, waste completion of Semesters 1,2,3,4 and 5 of the are emphasized disposal, health risks, regulatory aspects of Biogeochemical Stream courses or equivalents or residuals management, principles of industrial consent of the department metabolism, optimization of materials. Prerequites: Successful completion of Semester ENVS 1199, 1299 DIrected Readings 1,2,3,4 and 5 of the Biogeochemical Stream courses See Directed Readings which are listed or equivalents or consent of the department alphabetically in the section of the calendar.
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GEOG 2445 Environmental Problems GEOL 2151 Environmental Geology NTSC 1112 An Introduction to and Resource Management G(C3,T3) and Earth Resources G(C1, T3) Current Environmental Issues G(C1,T2) (3 credits - TG) 3 hours lecture (3 credits - TG) 3 hours lecture (3 credits - TG) 3 hours lecture Environmental and resource issues are Environmental geology involves the application This course involves a current, comprehensive introduced, with emphasis on topics such as of geological information to environmental and holistic overview of critical environmental ethics, sustainability, policy and decision making, problems. This course examines the interaction issues for non-science majors. The environmental and management strategies. Case examples between man and the environment from a issues explored in this course from various highlight issues on resource sectors including geological perspective with an emphasis on points of view will serve as a valuable and solid fresh water, oceans, parks, wildlife, forests and natural resource development in Western Canada. foundation for students, who will be making energy. Recommended Preparation: Geography Prerequisite: Geography 1101 or Geology 1101 or decisions that shape the future of their society. 1101 or 1103 Geology 1109 NTSC 2201 Environmentally GEOG 3445 Global Environmental Issues GNED 1102 Controversies in Science Sustainable and Healthy Societies (3 credits) 3 hours lecture (3 credits - TG) 3 hours lecture (3 credits - TG) 3 hours lecture This course focuses on the science, politics, This course provides an introduction to scientific Every human being, every institution and every and geography of global environmental issues. knowledge, its role in society, and the relationship organization can make a difference in the Advancing concepts, theories and models between scientific inquiry and mathematics. quest for a sustainable and healthy future for introduced in the prerequisites this course will Students will learn about the scientific method, humankind. This course will examine current use a spatial approach to address environmental the role of mathematics and statistics as practices that result in unhealthy societies and issues, discourses, and world views, and will reasoning tools, and how to research, evaluate, nonsustainable environmental impacts and the emphasize the utility of a geographer’s skills and and write about science. Science controversies changes that must be made in order to establish methods. Prerequisite: Geography 2333 or 2337 or will be used as case studies. a sustainable and healthy future planet. Our 2445 or consent of department future depends on managing our planet in ways that create sustainable relationships with our ecosystems.
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NTSC 3301 Environmental Health G(C1,T3) NTSC 3321 Environmental and Developmental (3 credits - TG) 3 hours lecture Legacy of Alberta’s Oil and Gas Industry Many aspects of human health are affected by (3 credits) 3 hours lecture the environment, and many diseases can be This course investigates the development of initiated, promoted, sustained or stimulated Alberta’s oil and gas industry in relation to how it by environmental factors. For the reason the affects our environment and our socio-economic interactions of people with their environment are development. Topics covered include analyses of an important component of public health. This changes in the environmental and socioeconomic course introduces students to the complexity status of Alberta since the oil discovery; and of environmental health issues facing society how changes in petroleum technologies and today. Prerequisite: Natural Science 2201 or Biology petroleum policies affect our environment and 1202 or Chemistry 3357 or Nursing 2279 or 3375 or our economy. These concepts will be illustrated consent of the department by using case studies drawn from companies and agencies involved in the Alberta’s oil and gas development.
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Appendix H PTFS Communications Plan
Communications Plan President’s Task Force on Sustainability: Community Consultation Team Updated March 6, 2013
Timeline: Probable target audiences: Key messages for Phase One: • Phase One (January to May) • People who are already committed to / • Mount Royal University President, David • Introduce and raise awareness of the interested in sustainability Docherty, has created a President’s Task Force Task Force (early March) • Students, faculty, staff on Sustainability that will advise him on • Engage the community (mid- to late- • Bloggers and on-campus media who cover making Mount Royal more environmentally March) campus stories and/or are interested in sustainable. • Communicate the next steps (April / sustainability • The Task Force will identify sustainability May) initiatives already in place; engage students • Phase Two (May to October) PHASE ONE: and employees in finding gaps or suggesting • Keep target audiences updated on the new initiatives; and research sustainability process Strategies for Phase One: models at other universities. • Provide opportunities for target • Use communications tactics and tools that are • The Task Force is made up of a broad range audiences to access the draft findings, grassroots of students, faculty and staff, each appointed ask questions and provide feedback • Provide several options for people to engage for their expertise in and involvement with • Phase Three (October on) with the Task Force environmental sustainability on campus. • Work with the President’s Office to • To avoid confusion with economic • In October, the Task Force will present communicate the outcome of the sustainability, use “environmental the President with their findings and Task Force and how/when it will be sustainability” in descriptions of the Task Force recommendations for moving sustainability implemented and its work at Mount Royal forward in a coordinated, • Piggy-back on existing communications with efficient and cost-effective way. target audiences • Join the conversation! On March 21, share • Use tactics and tools that are sustainable — your ideas for making Mount Royal more don’t print up tons of posters and flyers environmentally sustainable — watch for Task Force booths on Main Street; take a quick survey online or tweet your ideas to #MRUGreen.
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Tactic / tool What it will do Who will do it When Pitch it to on-campus media geared to • Put the Task Force on the radar Fred Cheney (Reflector, Journal) Currently under way campus audiences: • Use key messaging that the Task Force will be looking for input Nancy (Face Time) • The Reflector (students) from the campus community in March • The Journal (students) • Face Time (faculty and staff) All-users email • Introduce the Task Force to faculty and staff give advance Nancy to draft for David Docherty’s Week of March 11 notice of how and when they can give their ideas to the Task signature Force Nancy to work with President’s Office to send to all staff President’s Blog If he is planning a post, he might include this Task Force TBD — Nancy will investigate this Early March Presence on mtroyal.ca: • This would build awareness and provide a place to drive people Nancy to draft an IT web request and Must be live before the emails to • as a sub-page off of the for more detail the necessary content students and to all users (see above) Sustainability at Mount Royal page • Include a link to the PTFS Terms of Reference • license plates on the Office of the • Create FAQ President landing page and the • Include links to sites like aashe.org Offices and Governance page Establish a channel (box) on MyMRU • Include links to the web page Nancy to submit an IT request form Needs to be live by end of week of main homepage • Include link to the survey March 4 • Include link to PTFS Terms of Reference Omnivex screens Begins to build profile Currently in studio Week of March 4
FOAP is to be provided by Mike Reed Team members to see if there are ways Raises awareness; personal invitation PTFS members February and March to mention at the various meetings Talking points provided to make this easier and for consistency they attend Sustainable MRU and SAMRU: “Paint • To gather input from students as part of this conference Sustainable MRU will organize and Conference is March 11 – 14, 2013 the Campus Green” campaign as • Question: “What are the top 3 sustainability issues on campus?” provide results to the Task Force Paint the Campus Green would cover part of the “Create a Better Now” • Include signage about the March 21 events Brent Mann will secure wall space that time period and continue until conference to host the campaign in high-traffic March 18 Target audience: students areas close to Sodexo Feedback to be forwarded to Mei by end Secondary audience: faculty and staff of day March 18
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KD with K & D Chance to request input via the March 21 event This is for Kaylene and David to decide if they want to consider Target audience: students Booth on Main Street and Open forum Way to gather top three priorities; opportunity for face-to-face Promote through: Student Outreach Team could provide on Twitter conversation • Sustainability Centre channels volunteers to help staff the booth Thursday, March 21 Work with the Base Line Committee to come up with “Did you • Sustainable MRU channels Kim McKellar has booked comfy chairs,
Booth: 11 a.m. to 1:30 p.m. know ….” • All users to faculty and staff topic boards and TVs for Twitter live feed • MR Facebook, Twitter and Open forum: 11 a.m. Idea Zone: made up of topic boards on key areas: Kim will work with Terry Dowsett and Instagram • Energy others on developing the topic boards Target audiences: students, faculty, • Pitch to bloggers and to people • Water Karen Richards to contact SAMRU social staff active on Twitter (such as Brent • Solid waste media team so they are aware of the Note: there will also be an external Mann; Demian at Starbucks; • Greenhouse gas emissions Twitter open forum audience for the Twitter open forum, others) • Other(where unrelated d ideas can go) especially if external Twitter followers • MyMRU announcement feature Mei to circulate volunteer sign up list Twitter forum hashtag: #MRUGreen retweet • Omnivex screens • Plotter posters Set up some comfy chairs; have places Karen will also advise the MR Twitter to put post-it notes with ideas; team community that there will be a lot of members on hand to chat activity on Twitter on March Feedback gathered during Sustainable MRU’s Paint the Campus Green event will be on display
If available, David Docherty may be on hand in the booth
Concurrently: online survey (see below) Survey through Google To provide faculty and staff with one more way to provide input Promote through: Available from March 21 through March 28 (one week) Target audience: faculty, staff Colour coded to help clarify if responder is a student, faculty or • All users
URL: mtroyal.ca/MRUGreen staff member • Face Time
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PHASE TWO: PHASE THREE:
• Provide updates via the web page, Facebook, • Work with the President’s Office to Twitter, Face Time blurbs, MyMRU communicate the outcome of the Task Force • Provide opportunities for target audiences to and how/when/what will be implemented access the draft findings online (in advance of • Determine key messages at close of Phase Two. the town hall mentioned below) • Another way to give advance notice (if timing works) is for David to mention it as part of his Fall Address • Hold a town hall for students, faculty and staff to see the draft findings and ask questions • The Word of Mouth Marketing Specialist can revisit the Twitter archive as a reminder of the conversation that took place during Phase One.
Key messages to be determined at the close of Phase One
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Appendix I Feedback from “Create a Better Now – Paint the Campus Green” 11-15 March 2013.
What does sustainability mean to you? • Stop printing all these giant posters • A food place dedicated to local produce • EC run on solar • Don’t waste paper on so many posters about • Recycle cooking oil for biofuel • What we use can be replaced/regrown/reused being “green”. Why give us paper post‐it notes • No more paper lining ads on wyckham house • having enough resources for 7 generations when food trays • self reliant yet continuously evolving • we could write on the poster or with chalk. • BAN plastic bags on campus ie Subway, • clean FREE water for everyone C’mon, lead by example! completely unnecessary • smarter product consumption with less • More microwaves around, in EC & around E resource depletion and ideally, positive impact Waste wing, and hot water (e.g. noodles) • More efficient waste management system • More water bottle refilling stations / More Paper • Garbage and recycle bin painting project‐ drinking fountains • More paper recycling. More attention needed. student lead • Less doubling of coffee cups (very high ballot count) • Sodexo stop using plastic to‐go containers / • To fulfill your caffeine needs bring your own • More and better recycling bins, clearly marked No plastics in Herb’n Market travel mugs instead of relying on the throw‐ • Remove/Less paper towel dispensers in • Encourage reusable dishes/ Discourage aways washrooms disposable dishes and cutlery • (except for roll up the rim) • Use all recycled paper products e.g. toilet • Get rid of plastic bottles • Incentives from food retailers to bring own paper etc. • Use green cleaning products coffee mug • Promote paperless departments • Pictures of suffering animals on bottle vending • Recycle more and use less paper in classes Food and Beverages machines • Get professors to do more online work rather • Get rid of fast food than paper assignments • Healthier food Composting • Cancel the Saturday Globe and Mail or put it • Organic and vegan food choices • Post consumer composting on reserve to find out how much it is used • Label all G.M.O ingredients and provide • Composting bins in halls • Sell only recycled paper in bookstore organic options • More composting and compost friendly packaging • Use paper mulch for compost
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Garden Water and Energy General • Less unproductive lawn space • NEEDS more attention to water consumption • More accountability • Grow some green plants • All taps automatic • More education for students • Grow food around campus / Create a • More low flush toilets/dual flush toilets. Get rid • Create more effective communication vegetable garden (Library has one) of automatic toilets. channels to inform students about these • Hydroponic garden for cyclone salads • Outdoor women’s showers initiatives • Rooftop garden / Green roof • Turn off lights in SA during the day • Departmental challenge to go green, who can • Use community garden for food vendors • Natural lighting go green, who can go the greenest, what were • More plants around campus to help clean the • Reactive lighting the innovations air naturally and cool it • Use solar power or renewable energy sources • Mandatory sustainability class • Bee farm e.g. residence roofs, solar tread mills • No smoking areas anywhere • High efficiency hand dryers in bathrooms • A bit more local art around, maybe at the Transit [could not interpret] (submitted by Library) • Better public transit Department Specific • More transportation • Rental lab coats • More bus routes • Less wasteful nursing lab packages • More bike racks • Power save outlets in Chemical Room • More bike lanes • Plastic recycling (put one in Chemical Room) • More parking • No idle zones in parking lots • Carpool to campus
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Appendix J Main Street Event - 21 March 21, 2013
Event Summary • Incentives for ‘doing the right things’, penalties MAIN STREET EVENT, March 21, 2013 for retraining/obstructing Promotion of event was put up about 10 • Information/Donation booth Conserving Water at MRU days prior through posters, MRU Events • Students aid with recycling programs as a part • Eliminate sale of bottled water and provide webpage, omnivex screens, Facetime, myMRU of course requirements access to water to fill reusable containers announcement section and email to MRU • Get sponsors • Sell cheap reusable water bottles users. On day of event, the set up was well • Build relationships with industry to gain • Incentives/rewards for those who use non‐ coordinated with all members supporting and donations plastic water bottles providing assistance as well as expert advice on • Ask Car2Go company to add bike racks to their • Reduce Culligan service where possible. sustainability/environmental topics. rental small cars Calgary has clean water • Get the City of Calgary to build bike lanes from • Manual water flushes instead of auto Throughout the 2.5 hours event, there were new LRT to MRU and along 45th St SW and • 1 & 2 flush toilets, low flow toilets in Residence about 100 – 150 captured audience who inquired 37th St SW and campus about the project, tweeted or provided feedback • Make a volunteer base for people to • 1.5GPM shower heads in Residence and and ideas. Section A is snippets of the tweeter landscape, clean etc large oil company campus with timers feeds. Section B is response from the online 3‐ initiatives with expectation of donations • More efficient taps question survey. • Get grants from BIG companies for their green • Fix leaky faucets initiatives “Shell Rooftop Garden @MRU” • Turf on fields A. Feedback and Ideas from the Idea Zone • MRU can run all the food services itself and the • Collect rain water for use in watering grounds profit can be used for this project • Don’t water lawn (grow native grasses, plants How should MRU Fund • Reduce top administration which adds to the etc.) Its Sustainability Initiatives? bottom line $ • A water reuse program to recycle • Integrate solar panels and sell back to the grid • Reduction in MRU administration wages • Sell the compost collected at MRU • Grow and sell sprouts/plants • Bottle drive – recycling to fund recycling • On campus retail/vending to charge students for containers. Money goes to programs for sustainability
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Conserving Energy at MRU • Hook incinerator to a steam generator for free MAIN STREET EVENT, March 21, 2013 • Turn furnace temperature down energy • Reduce heating in winter and cooling in • Encourage research on energy efficiency by • Class with no textbooks summer students • Online submission of projects • Unplug electronics on evenings and weekends • Though it is expensive, MRU should really • Create a central location where people from • More LED lighting invest in some renewable energy across campus can take office supplies that • Make all lights and heat on automatic timers are in good condition and that they no and sensors as well as body movement How To Reduce Waste Going To Landfill longer need (not just furniture but file folders, activated • More bins for recycling binders, etc. etc.) Then people who need office • High efficiency laundry machines and • Need to address plastic recycling in all areas supplies can visit the room to see if there’s appliances in Residence specifically for shipments coming in (pallet anything there they can use before they order • Solar panels wrap/packaging) brand new supplies through Grand and Toy • Can we harness energy from the cycles, • Composting opportunities • Less junk food treadmills, steppers in the gym? • Invest in a document management system • Less packaging on food from Wyckham • Attach generators to the stationary bikes in that enables documents to be handled • Encourage fast food outlets to provide the fitness rooms electronically, which will reduce the amount of discounts to patron who bring their own • Incinerate garbage and use heat energy to paper used for printing and copying plates and utensils power a battery, turbine or energy generator • Textbooks should not be changed every year. • The takeout containers are bio‐degradable but etc. to on lights in certain buildings This causes all the other textbooks to have no they are thrown into the garbage…..makes no • An incinerator in Wyckham for plastic value and throw into the garbage sense wrappers – less garbage, more fire, win‐win • Easier way or explanation to renting textbooks • The Hub could use metal or ceramic containers for side dips instead of plastic ramekins
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Other Sustainability Ideas • How is MRU’s budget composed? • The spray cleaner in the gym has major health • Rally against funding cuts by the provincial warnings on it (avoid contact with skin, eyes, government etc.) Is there something greener/safer? • Bring business department into marketing • Need offices with window that open to the sustainability initiatives on campus – SAMRU & outside MRU, get the word out • All food vendors required to sign onto ocean • Better communication and collective work wise program between MRU & SAMRU • Pay staff to work dehydrator, use it more often • Exploring potential opportunities for MRU & and for all vendors SAMRU to collaborate more intentionally for • Less lawns which are unsustainable, more events or initiatives such as improving overall edible plants and native rock gardens campus • Plant apple trees and Saskatoon bushes • Educate students about living a sustainable • Do slowly when replace worn out goods. lifestyle Replace with more durable or more • Educate about vegetarianism environmental items • Make parking free for motorcycles • Move 306 ATCO stop to Richard Road & Mount • For bike commuters – more bike pods, reduce Royal Gate $ for bike pods, offer parking discounts for • Waste management and recycling in order to bike riders reduce cost and the eco footprint of waste and • LRT station at MRU recycling services • Stop wasting these sticky notes, more • Assess/Identify the major environmental recycling! impacts of the university, prioritize them. Once • Weird to use paper sticky notes when trying to the major impacts are known, publish them in prevent paper use the Reflector to bring awareness and receive ideas on how to minimize them • Transparency! What are the environmental impacts of MRU?
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Appendix K MRU Sustainability Survey
Sustainability Survey *Note: it’s not necessary to provide three! You qq SAMRU’s Sustainability Centre can still complete the survey with one or two qq None of the above About this survey ideas, and you can skip to the next questions if Other (please specify) you prefer. The President’s Task Force on Sustainability will 3. Are there any other comments you advise Mount Royal University President, David What are your top three suggestions for making would like to make about environmental Docherty, on how to prioritize and organize the Mount Royal a more environmentally sustainable sustainability at Mount Royal? Please share University’s efforts to reduce its environmental campus? them here: footprint. #1 The Task Force will: • identify what sustainability initiatives are #2 already in place on campus • identify gaps and areas for improvement #3 • research environmental sustainability models Are there any other comments you would like at other universities 2. What environmentally sustainable practices to make about environmental sustainability at • engage students, faculty and staff in a are you aware of that are already in place at Mount Royal? Please share them here: conversation about making Mount Royal more Mount Royal? environmentally sustainable. qq C-Choices 4. Tell us one more thing: qq Campus recycling programs (such as paper, You can be part of the conversation by taking this beverage containers, batteries, pens) short survey. qq Car2Go qq Food composter that produces compost used Thank you for taking the time to fill out this It is designed to take less than three minutes, and by Grounds survey! Questions 2 and 3 are optional. qq Under Western Skies conferences qq The Roderick Mah Centre for Continuous If you would like to learn more about the * Learning is a LEED Gold Building President’s Task Force on Sustainability, visit 1. What are your top three suggestions qq U-Pass mtroyal.ca/MRUGreen. for making Mount Royal a more qq Mount Royal’s new Institute for environmentally sustainable campus? Environmental Sustainability Done
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Appendix L Results of the survey for the President’s Task Force on Sustainability
§§ This three‐question survey was made available. It would take too much of my • Encourage city to make buses visit MRU available as a link in the MyMRU channel to day to walk both ways on the same day. more frequently especially route 306. give the campus community one more option • Ensure recycling bins are available in • Dyson hand dryers. They fast at drying for participating and engaging with the Task more locations in common areas. hand and will save the mountains of Force • More recycling bins, paper, plastic AND paper towels I see everything I use the §§ Survey was launched March 21 as part of the cans, separate from the trash bins. bathroom. Nobody uses the current Task Force presence on Main Street and was • More comprehensive recycling/ hand dryers because they don’t have 5 available through March 28, 2013 composting minutes to stand there. §§ Promoted through social media, Omnivex • Offer a way to recycle more than just screens, Face Time and the presence on Main paper – plastics, glass, etc. 15 out of 18 people provided a #2 suggestion: Street • Introducing cardboard and plastic §§ Survey was open to students, faculty, staff recycling bins • Implement a campus wide waste and administration • Starting a compost bin and a community management and recycling plan to §§ 18 people responded to the survey garden ensure the same practices are carried • More recycling bins (paper and non‐ out throughout the campus to ensure RESULTS: bottle depot stuff) efficiency and maximum usage of • Get Rid of Cellphone Towers and EMF services. Question 1 of 3: What are your top three radiation. There is an absence of research • Soil sampling to see what lies beneath suggestions for making Mount Royal a more noted by the Parliamentary Committee, the surface of MRU. We were once an environmentally sustainable campus? and the Royal Society. airport site. Wonder how much fuel and • Reduce heating in rooms and areas of other toxins were disposed of straight Response: 18 out of 18 people provided a little/no use. into the ground. #1 suggestion: • Expand the composting program already • More publicity of what is already existing started in the Peer Support Centre. within and around the campus • Provide composting services throughout • Have metal and plastic recycling bins • Encourage food vendors on campus to the campus. available. use less packaging and biodegradable • I would consider an alternating scheme • Provide alternatives to driving to takeout containers (abolish styrofoam) of driving in and walking home from campus. • Encourage sustainable transportation work and walking in and driving home • More Green Buildings. • Composting the next day if overnight parking was • More access to paper recycling.
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• Introducing organic materials recycling 12 out of 18 people provided a #3 suggestion: Question 2 of 3: What environmentally • More recycling opportunities around the sustainable practices are you aware of that are school‐ at each garbage • Reduce the amount of garbage bins and already in place at Mount Royal? • Stop using harmful pesticides on grass, increase the amount of recycling bins and harmful cleaning products. Just for all individual recyclable materials. Response: 18 out of 18 responded because Health Canada says they are Recycling bins should have a uniform • Community garden: 44.44% (8) safe, they are not. Health Canada is in design and be easy to identify. • C‐Choices: 27.78% (5) conflict as it is a regulator and profits • Provide weather, air quality and UV • Campus recycling programs: 83.33% (15) from the chemical industry. reading on the university website. • Car2Go: 83.33% (15) • Improve paper recycling • update transportation links to campus • Food composter: 33.33% (6) • Assess how processes can be more • Reduce water consumption ‐ i.e. • Under Western Skies conferences: electronic and less paper based automatically flushing toilets 22.22% (4) • Pursue an AASHE STARS rating (stars. • U‐Pass as an option for employees to • Roderick Mah CCL is a LEED Gold aashe.org) buy IF they want! Building: 55.56% (10) • Turning off lights when not in use • Having more paper recycling bins • U‐Pass: 83.33% (15) • Have more bike racks or bike storage • having a quota of paper teachers are • Institute for Environmental areas on campus allowed to use‐ and can’t exceed. Sustainability: 38.89% (7) • light sensors in the washrooms and • All the motorized vehicles used by • SAMRU’s Sustainability Centre: 44.44% in the class rooms. In most of the staff, leaf blowers‐‐really old school and (8) washrooms in EB have giant windows known to harm human health • None of the above: 0% (0) so there is not real reason to have the • through fossil fuel • Other (please specify): lights on all day. In the classroom lights • Be less rigid about telecommuting and • Oceans for the Future Club, Sustainability that shut off automatically after 15 min encourage working from home Club, NTSC Courses no movement would be nice I always see • Create an institutional climate • I’m sorry I would call the Under Western empty classrooms with lights on. action plan (as per www. Skies Conference, the Institute or an climatechangeaction.ca) “organization” a sustainable practice. • community or rooftop garden(s) That’s just intellectually wrong by • Advertise the benefits of the car2go definition. Very sad. Oh, and what about program more clearly the people who don’t work in the
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• Roderick Mah Centre but work in sick • Are all food vendors having an • that brings bus emissions closer to our buildings...with horrrible ventilation and environmental sustainable focus with campus is harmful. And let’s talk about no light? their packaging and serving material the 7 smoking areas‐‐which increase • Peer Support/ Sustainability Centre as well as what they do with the waste? each year not decrease. Our AHS chief Compost Bin/ Vermicomposter Thank you. medical officer was stunned to hear MRU • As a small, but growing university has so many smoking areas. Smoking Question 3 of 3: Are there any other comments now is the best time to implement isn’t sustainable and the #1 carcinogen‐‐ you would like to make about environmental better sustainable practices. It will only not to mention the cost of picking up all sustainability at Mount Royal? Please share them become more difficult with time as the butts. Once again, it’s very hard to be here: the university grows. As it stands now, heard at MRU and it’s all about politics the awareness and participation in the • of funding for various areas‐‐not true Response: 12 people out of 18 provided sustainable practices that are available sustainability. additional comments: is disappointing. Even just the amount • The vestibule between the doors in the of recycling that gets thrown away is EC building is always heated to at least • Environmental Sustainability should be astounding! 30 degrees. Yet, we are advised to “please a credit field of study at MRU. Students • Garbages should all be segmented into use the revolving doors”... if you’re asking need to be more encouraged to pursue recyclable plastics, paper, beverage people not to use this area, why heat it Environmental Sustainability projects. containers, compostables and waste, to such an insane degree? Seriously, go Environmental Sustainability should be and the student body needs to be walk through those doors. Its insanely considered as a Foundation Level GNED educated on what items are recyclable. warm.... seems like a huge waste. Course. • We are behind. We must think beyond • We waste an incredible amount of paper • I saw a great slogan on the side of a our government rhetoric‐‐we must for no reason. bus in San Diego: DON’T BE FUEL‐ISH! be critical thinkers. It would help if Apparently this slogan has been used sustainability were defined‐‐right now for years going back to USA weapons it’s a buzz with little meaning on our factories during WW II. Google it! campus. As well, creating a bus circle
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• Cycling to campus could be a Final question: 15 of 18 people responded: great alternative driving (the most unsustainable thing there is); 60% of Tell us one more thing: Calgarians have indicated that they would like to cycle more. The biggest • I am a student at Mount Royal: 60% (9) barrier to cycling is safety (real or • I am a faculty member at Mount Royal: perceived). Currently we have no cycling 13.33% (2) infrastructure coming to MRU, even the • I am a staff member at Mount Royal: 20% blue signs point away from campus. The (3) alderman for this ward is Brain Pincott, • I am an administrator / manager at a cyclist and cycling advocate. If MRU Mount Royal: 6.67%(1) opened a dialogue with the city I am • I am not in any of these groups: 0% (0) sure some improvements would be made. Small changes can result in large numbers of new cyclists (see 10 St NW). • Reach for the stars! • more publicity so that more students are aware and know how to participate • I found that the Route 306 stops running after 7:30pm. For students who are stay late on campus they might miss the last 306 of the night. If we can advocate for extended bus hours and/or more frequent bus times it might lessen the need for late night car or taxi rides.
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Appendix M Sustainability Framework, Baseline Data, Feedback, Gaps
Components Current Practices Feedback/Suggestions Gaps and Recommendations Campus Sustainability Policy and Good website Has not been imbedded into routine practice. 1. Institutional Mission, Leadership Guiding Principles – approved by the Commitment & Support re Clear response to this report – Identify and address internal barriers th, 2009 Board of Governors, February 9 commitment from the top Sustainability Comprehensive strategic plan - written declarations/ VPAG Sustainable Business Practices a) Formal & widely distributed written Set up infrastructure i.e. statements of commitment to sustainability Initiative, March 2011-June 2012 Department of Sustainability with declarations/statements of commitment to Through internal documents & publications including staff sustainability an institutional sustainability mission statement, the • Through internal documents & Green Revolving Fund Strategic Plan, Academic Plan, Research Plan, etc. publications including an institutional Through external agreements sustainability mission statement, the Strategic Plan, Academic Plan, Research Plan, etc. Need Action Plan • Through external agreements such as Talloires Declaration or American Funding availability College & University Presidents’ Climate Commitment b) Highly visible day-to-day commitment, support & advocacy
c) Funding support for sustainability administration, initiatives & events (e.g., through a Green Revolving Fund)
d) Other
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Components Current Practices Feedback/Suggestions Gaps and Recommendations Sustainability Planning, Coordination & Sustainability Coordinator – June 2011 to Refer to VPAG Sustainability Dedicated individual to support/implement initiatives Administration July 2012. Ground work put in place. Initiative Report May 2012, Page 18 Environmental Management System • Overarching sustainability plan Institute for Environmental Sustainability. & 19 for detail proposal. Funding • Overarching coordinating committee with PTFS **potential collaboration with UoC or other post- broad stakeholder input secondary institutions (could be in the Internal • Other subcommittees & task forces Promotion section/component) • Administrative support (e.g., sustainability coordinator or chief sustainability officer) • Other Sustainable Campus Operations Energy and Emissions Facilities looking at setting up an Eco • Power save outlets in Chemical Need to complete an energy audit unit which would have solar panels Room Energy Plan needed and sensors to shut off lights, and other • Turn off lights in SA during the Funding to support more energy efficient alternatives items, eg, led tv, etc. day
Maintenance have: • Natural lighting • Use gators, diesel utility vehicles and • Reactive lighting smaller trucks in place of larger trucks • Use solar power or renewable whenever possible to energy sources e.g. residence • reduce fuel consumption, fuel costs roofs, solar tread mills, High and carbon emissions. efficiency hand dryers in • Only use larger one tonne trucks for bathrooms short periods and specific tasks (eg: hauling materials or snow • removal). • Replaced two one tonne trucks with smaller trucks that are capable of transporting up to 5 people • to specific job locations around campus. (Using one vehicle as opposed to two reduces fuel
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Components Current Practices Feedback/Suggestions Gaps and Recommendations • consumption, fuel costs and emissions). • Park and shut off vehicles when doing garbage routes and snow removal to reduce fuel • consumption, emissions and costs. (Walk routes as much as possible) • Installed programmable thermostats
Physical resources have: • Installed motion sensors in washrooms • Shut off lights in rooms when not in use • Replacing T12 lights with electronic ballasts and T8 lights for efficiency purposes. • Have variable frequency drives in fan systems in all new projects – more efficient • Installing occupancy sensors for new construction for lights and air flow. • Appliances are all EnergyStar. • The new chiller is more energy efficient and uses a more environmentally friendly refrigerant. It also operates on a variable frequency drive which makes the load efficiency very high.
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Components Current Practices Feedback/Suggestions Gaps and Recommendations • Parking lots have LED lighting. More efficient and use 80% ‐ 90% less power. West Transit Hub as well. • Performing aggressive equipment scheduling which is base on class schedules. For example, the air handling system is based on classroom scheduling. • Performing aggressive equipment scheduling which is base on class schedules. For example, the air handling system is based on classroom scheduling. • Working with scheduling to congregate people in a location so other locations can be programmed to use less power, heat, etc. • Power to vehicles in lots is limited. Not turned on until ‐10dg, then has a 30 minute cycle until ‐30dg, and is only full on when ‐40dg. • Outdoor perimeter lighting around campus is on sensors. • New variable frequency drive used for the swimming pool. • All new buildings are LEED construction.
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Components Current Practices Feedback/Suggestions Gaps and Recommendations Residence have:
• Retrofit of old light fixtures to new LED type • Golf carts are electric, energy efficient appliances • Motion sensors on all common area lighting • Energy efficient thermostats • In an energy audit on East Res received a 76 Energy Rating
SAMRU • Very efficient mechanical boilers, with 98% of energy consumption being used to heat water • Motion sensor lighting Water Tracking of water usage. (Cost) Free water available. Water consumption awareness and communication.
Usage of energy-saving and cost-saving Awareness & education on water Campus-wide usage of efficient water appliances water related appliances. consumption & water recycling. Storm water management Routine checks to reduce maintenance More efficient water appliances. Ability to monitor water use at local level e.g. building cost. Incentive to those who practices water metering and urinals Use of various irrigation methods. sustainability.
Increased use of natural water.
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Components Current Practices Feedback/Suggestions Gaps and Recommendations Land Use Relocate trees and shrubs from Plant more trees Complete audit to determine: construction areas • Do we have an accurate count of the number of trees here and how many this area could support?
Use suitable trees for specific Get native plants and trees to save • What are the native trees & plants that would work environments to improve tree health on water here and what is the cost of getting them • How much of the lawn is now fescue blend and how much more needs to be changed? Use low input sustainable turf (fescue Have less unproductive lawn space • Would the grounds department take care of food blend) as an alternative to traditional turf crops? Who would harvest and where would the food to reduce watering and maintenance go? Are there any legality issues concerning having costs bees in the area of residences? • There is a gap in awareness • Can the green roofs be placed on the existing roof Replace higher maintenance turf areas Grow food around the campus and without fear of leakage or collapse? with perennials, shrubs and mulch more plants to help clean the air • Funding naturally and cool it • Education (all stakeholders)
Use a wider range of plant species to Bee farm increase biodiversity
Maintain a community garden open to We have a community garden the MRU community open to the MRU community
Maintain a green roof in Upper Arts and Rooftop gardens/ green roofs 2nd level of Interior design
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Components Current Practices Feedback/Suggestions Gaps and Recommendations Food Polystyrene is banned in Wyckham Stop using plastics in food areas Get Sodexho to follow Wyckham house in banning House plastics
Reusable dish program run through Incentives from retailers to bring Do some of the coffee places already give incentives? SAMRU own containers
Operation of 2 food dehydrators to More composting available to Review the operation of the dehydrators? Could the produce compost and eliminate waste students dehydrators be available to students for compost?
Recycling of plastics and milk containers Plastic recycling available to Could we have local food sources for Wyckham and in Sodexho students Sodexho?
Sodexho is partnered with Ocean Wise to More local food or sustainable Procedural gap for handling disposal of biodegradable provide sustainable fish food food containers (should be sent for compost)
100% of Sodexho food containers are Get rid of plastic containers and Review vendor contracts for bottled water biodegradable except when safety is an bottles. Put pictures of suffering Review usage of bottle water fountains issue animals on vending machines
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Components Current Practices Feedback/Suggestions Gaps and Recommendations Waste MRU Waste Audit – 2011-2012 RECYCLING No comprehensive waste management program • More paper recycling RECYCLING Evaluating purchase of big belly solar compactors for • Remove paper towel from • Paper/Cardboard recycling outside garbage receptacles • Metal/pallet/tires/oil recycling washrooms Evaluate the purchase of cardboard bailers • Beverage container recycling • Blue box recycling No standardized recycling containers on campus • Student residence blue box recycling • Standardized recycling program receptacles throughout the No campus wide recycling program (particularly student • Construction waste reused or sent for campus access)
recycling COMPOSTING Replace battery operated paper towel dispensers in • Recycle aerosol cans • Campus wide composting washrooms • Pen recycling REDUCE • Rechargeable battery recycling • Get professors do more COMPOSTING online work rather than paper • Pre-consumer organic waste assignments composting – Sodexo kitchen • Stop printing giant posters • Student residence composting • Cancel Globe and Mail or put it program on reserve • Compost grass clippings • Sodexo stop using plastic to-go
SUPPLY CHAIN containers • Some use of “green” chemicals • Get rid of plastic bottles (custodial). • Textbooks should not be changed every year or no REUSE textbooks • Student residence move out program • Encourage fast food outlets to • Chip branches for mulch provide a discount to patrons • Sell off used office equipment who bring their own plates and • Reuse greenhouse pots utensils • Excavated loam from construction • Reuse wood whenever possible SUPPLY CHAIN • Gravel • Sell only recycled paper in the bookstore
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Components Current Practices Feedback/Suggestions Gaps and Recommendations REDUCE REUSE • Reduced use of chemical fertilizers by Create a central location for reuse using slow release organics of office supplies • Paperless offices as much as possible • Health services and counseling to electronic records • E-magazines for departments • PDF’s sent to clients rather than hard copies Sustainable Investments & Donations No policies ** investment vs funds for activities Develop policies around sustainable investment and
• Environmentally sustainable investment of Green Revolving Fund funds endowment & reserve funds Work with Foundation • Environmentally sustainable principles Investment Committee of the regarding donation & donor management Board • Other Sustainability Curriculum Greater than 60% of departments offer Environmental Policy Baseline information is based on credit programs and we courses which address topics related • Credit programs, courses & curriculum within A demand for a course on are missing the information on credit free programs to sustainability. (Only 2/3 of the courses sustainability of recreation departments responded to the survey). • Credit-free programs, courses & curriculum (centres, programs, facilities, etc.) within courses 16 courses were identified as being NilCOMP 1103 • Other focused entirely on sustainability. A COMP 1104 (proposed) large number of courses incorporated sustainability topics as part of their curriculum.
29% of programs require students to take courses that relate to environmental sustainability.
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Components Current Practices Feedback/Suggestions Gaps and Recommendations Sustainability Research & Scholarship 36% of departments have research or We have a list of the people who Missing data on Institutes and centres. scholarship being done in the various are currently doing research on • Institutes & centres Need to build database of what MRU is currently doing. • Faculty research disciplines in the area of sustainability. sustainability issues. • Student research 32% of departments have student • Other research being done in the area of sustainability.
Greater than 50% of the departments that responded had less than 10% of department members who teach or research on sustainability issues.
50% of the departments surveyed estimated that up to 30% of their members would be interested in teaching or researching about sustainability issues.
Institute of Environmental Sustainability
Solar Decathlon Competition
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Components Current Practices Feedback/Suggestions Gaps and Recommendations Internal Promotion of Sustainability: ** Need more work on this section Engagement Coordination of all groups and • Promotion & support through: initiatives. • MRU administration leadership Engagement and education. • MRFA Develop communications strategy • MRSA • SAMRU • Sustainable MRU & other groups • MRU sustainability website • Awareness events & extra-curricular education, including MRU sustainability orientation for new students, residence occupants & employees • Bank of sustainability resources (e.g., through Library’s Digital Repository) • Opportunities for student input & involvement • Opportunities for employee input & involvement • Opportunities for employee PD activities such as incorporating sustainability into the curriculum or into operational practices • Attitude & behaviour change initiatives • Communication plan (important) • Other
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Components Current Practices Feedback/Suggestions Gaps and Recommendations External Promotion of Sustainability: Outreach Solar Decathlon Ensure that there is strong More participation in CUSP (Canadian Alliance of College
• Regional, national & global outreach MRU member of ASHEE sustainability media experts and University Sustainability Professionals) • Awareness & education outreach Institute of Environmental Sustainability More visible/representation at Address liability issue • Opportunities for local community input & sustainability events Activities of environmental science involvement department e.g. international • Community engagement though community community outreach, research projects service & volunteerism by MRU members, student service learning, student internships, faculty & student scholarship, demonstration research, etc. • Sustainability partnerships & projects with external bodies • Communication plan • Other Assessment of MRU Environmental Explore other audit processes MRU works towards STARS submission by yyyymmmdd Sustainability Components See other comments above • Assessment of all of the above in terms of: • Policies, plans & goals • Actual practices • Sustainability outcomes/results • Ongoing assessment & regular audits • Use of standard tools & measures for benchmarking & assessment (e.g., STARS – Sustainability Tracking, Assessment and Rating System) • Other
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Appendix N Tailloires Declaration
“Composed in 1990 at an international Local, regional, and global air and water pollution; Universities have a major role in the education, conference in Talloires, France, this is the first accumulation and distribution of toxic wastes; research, policy formation, and information official statement made by university presidents, destruction and depletion of forests, soil, and exchange necessary to make these goals possible. chancellors, and rectors of a commitment to water; depletion of the ozone layer and emission Thus, university leaders must initiate and support environmental sustainability in higher education. of “green house” gases threaten the survival of mobilization of internal and external resources The Talloires Declaration (TD) is a ten-point humans and thousands of other living species, so that their institutions respond to this urgent action plan for incorporating sustainability and the integrity of the earth and its biodiversity, the challenge. environmental literacy in teaching, research, security of nations, and the heritage of future operations and outreach at colleges and generations. These environmental changes We, therefore, agree to take the following universities. It has been signed by over 400 are caused by inequitable and unsustainable actions: university leaders in over 50 countries.” production and consumption patterns that aggravate poverty in many regions of the world. 1. Increase Awareness of Environmentally Source: Sustainable Development http://www.ulsf.org/talloires_declaration.html We believe that urgent actions are needed to Use every opportunity to raise public, address these fundamental problems and reverse government, industry, foundation, and THE TALLOIRES DECLARATION the trends. Stabilization of human population, university awareness by openly addressing adoption of environmentally sound industrial the urgent need to move toward an We, the presidents, rectors, and vice chancellors and agricultural technologies, reforestation, and environmentally sustainable future. of universities from all regions of the world ecological restoration are crucial elements in are deeply concerned about the unprecedented creating an equitable and sustainable future for 2. Create an Institutional Culture of scale and speed of environmental pollution all humankind in harmony with nature. Sustainability and degradation, and the depletion of natural Encourage all universities to engage in resources. education, research, policy formation, and information exchange on population, environment, and development to move toward global sustainability.
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3. Educate for Environmentally Responsible 6. Involve All Stakeholders 8. Enhance Capacity of Primary and Citizenship Encourage involvement of government, Secondary Schools Establish programs to produce expertise in foundations, and industry in supporting Establish partnerships with primary and environmental management, sustainable interdisciplinary research, education, policy secondary schools to help develop the economic development, population, and formation, and information exchange in capacity for interdisciplinary teaching about related fields to ensure that all university environmentally sustainable development. population, environment, and sustainable graduates are environmentally literate and Expand work with community and development. have the awareness and understanding to be nongovernmental organizations to assist in ecologically responsible citizens. finding solutions to environmental problems. 9. Broaden Service and Outreach Nationally and Internationally 4. Foster Environmental Literacy For All 7. Collaborate for Interdisciplinary Approaches Work with national and international Create programs to develop the capability Convene university faculty and administrators organizations to promote a worldwide of university faculty to teach environmental with environmental practitioners to develop university effort toward a sustainable future. literacy to all undergraduate, graduate, and interdisciplinary approaches to curricula, professional students. research initiatives, operations, and outreach 10. Maintain the Movement activities that support an environmentally Establish a Secretariat and a steering 5. Practice Institutional Ecology sustainable future. committee to continue this momentum, and Set an example of environmental to inform and support each other’s efforts in responsibility by establishing institutional carrying out this declaration. ecology policies and practices of resource conservation, recycling, waste reduction, and environmentally sound operations.
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TALLOIRES DECLARATION 13. McMaster University, Hamilton, Ontario, 26. University of Guelph, Guelph, Ontario INSTITUTIONAL SIGNATORY LIST Canada; Patrick Deane, President and 27. University of Lethbridge, Lethbridge, Alberta Vice-Chancellor; 18 October 2010 28. University of Manitoba, Winnipeg, Manitoba as of May 15, 2012 14. Mount Saint Vincent University, Halifax, 29. University of Northern British Columbia, Total Signatory Institutions: 440 Nova Scotia Prince George, British Columbia 15. Okanagan College, Kelowna, British Columbia; 30. University of Ottawa, Ottawa, Ontario Canada Jim Hamilton, President; 14 January 2011 31. University of Saskatchewan, Saskatoon, 16. Royal Roads University, British Columbia Saskatchewan 1. Acadia University, Wolfville, Nova Scotia 17. Ryerson Polytechnical Institute, 32. University of Victoria, British Columbia 2. Algonquin College, Ottawa, Ontario Toronto, Ontario 33. University of Western Ontario, 3. Atlantic School of Theology, Halifax, 18. Saint Francis Xavier University, Antigonish, London, Ontario Nova Scotia Nova Scotia 34. University of Windsor, Windsor, Ontario 4. Bishop’s University, Sherbrooke, Quebec; 19. Saint Mary’s University, Halifax, Nova Scotia 35. University of Winnipeg, Manitoba Michael Goldbloom; Principal and Vice- 20. Saint Thomas University, Fredericton, 36. Vancouver Island University, Nanaimo, BC Chancellor; 15 May 2010 New Brunswick 37. York University, Toronto, Ontario 5. Carleton University, Ottawa, Ontario 21. Simon Fraser University, Burnaby, 6. Concordia University, Montreal, Quebec British Columbia 7. Dalhousie University, Halifax, Nova Scotia 22. Université de Montréal, Montréal, QC; Guy 8. Dawson College, Westmount, Quebec Breton, Rector; 1 February 2011 9. Emily Carr Institute of Art and Design, 23. University College of Cape Breton, British Columbia Sydney, Nova Scotia 10. Grant MacEwan College, Edmonton, Alberta 24. University of British Columbia, Vancouver, 11. Lakehead University, Thunder Bay, Ontario British Columbia 12. McGill University, Monteal, Quebec 25. University of Calgary, Calgary, Alberta
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Appendix O Sample Budget for an Office of Sustainability
Position 1 (Manager- Sustainability) 75,000 The “two employee” model is the minimum Position 2 45,000 staffing necessary to conduct the activities Student Interns & Casual Staff 24,000 identified above, and coordinate the preparation Benefits (18.8% F/T, 7.9% P/T) 24.456 of a STARS submission. Other benefits of the “two employee” model are greater capacity to Total Labour (incl. benefits) 168,456 implement projects, more opportunities for outreach activities, and capacity to provide a Operating Expenses more meaningful experience for student interns.
Membership- AASHE 1,500 Salary levels are based on AASHE 2012 Salary STARS Application Fee 900 Survey. Given Calgary’s labour market, actual Conference & PD 6,000 salaries could be 5-10% higher than projected. Computers (one time) 3,500 Marketing & Promotion 6,000 Although it is possible to fund an Office of Print & Copy 1,000 Sustainability through the annual budget Office Supplies 1,000 process, MRU’s financial challenges and Meetings 500 resource allocation model make this difficult. Grass Roots Project Funding 30,000 An alternative approach would be to fund sustainability initiatives through an allocation Total Operating Expenses 50,400 from parking revenues, drawing from a revenue stream directly linked to a major contributor TOTAL OPERATING BUDGET 218,856 to the University’s environmental footprint. This would have minimal net impact of MRU’s operating budget, as net surpluses from parking operations have traditionally been allocated to the Parking & Transportation Reserve.
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Appendix P STARS Program Overview
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