Energy and environmental stewardship initiative: 2010 climate action plan

From the desk of President Michael K. Young: It has never been an easy task to meet the practical needs of the present without the risk of compromising our delicate relationship with the environment. The dramatic effects of climate on the world have forced us to reassess our way of living and come up with viable, sustainable solutions that will impact our collective future in sensible, positive ways. The University of Utah is dedicated to setting the standard for responsible and sensible actions with a plan that promotes thoughtful environmental stewardship and reduces our own carbon footprint on campus. Through the U's Office of Sustainability, we are reaching that delicate balance between environmental care, economic development, and social responsibility by introducing and expanding programs such as increased energy efficiency, sustainability-focused curricula, renewable energy production, and decreased dependence on single-occupant vehicles. In addition, students have created the Sustainable Campus Initiative Fund, which allocates resources for meaningful campus sustainability projects and new awareness campaigns. This Energy and Environmental Stewardship Initiative: 2010 Climate Action Plan will outline the University's efforts in laying out the scope of the challenge; defining goals, strategies and tactics; and creating a blueprint for that action. By bringing bright minds together and through thoughtful, decisive action, the University of Utah is leading the way in its commitment and response to key climate issues and working to create a more responsible, sustainable world in which to live and learn.

2010 Climate Action Plan Energy and Environmental Stewardship Initiative: Prepared by: The Office of Sustainability The President's Sustainability Advisory Board The CAP Planning Team 2 3 From the Desk of President Michael K. Young.......................................................................4 Dedication............................................................................................................................5 1. Introduction......................................................................................................................6 2. Understanding the University of Utah's Greenhouse Gas Emissions...................................7 3. Guiding Principles...........................................................................................................14 Who Are We?..................................................................................................................16 4. Strategies.........................................................................................................................17 4A. Curriculum, Education, and Research......................................................................20 4B. Energy Efficiency (Demand-side programs)..............................................................26 4C. Renewable Energy and Offsets (Supply-side programs)............................................30 4D. Sustainable Transportation.......................................................................................34 4E. Solid Waste, Water, Grounds, Purchasing, and Food Systems...................................41 4F. Carbon Neutrality Action Plan Return on Investment Strategies...............................48 5. Implementation...............................................................................................................50 Appendix A: Contributors and Preparers..............................................................................53 Table of Contents 4 It has never been an easy task to meet the practical needs of the present without the risk of compromising our delicate relationship with the environment. The dramatic effects of climate on the world have forced us to reassess our way of living and come up with viable, sustainable solutions that will impact our collective future in sensible, positive ways. The University of Utah is dedicated to setting the standard for responsible and sensible actions with a plan that promotes thoughtful environmental stewardship and reduces our own carbon footprint on campus. Through the U's Office of Sustainability, we are reaching that delicate balance between environmental care, economic development, and social responsibility by introducing and expanding programs such as increased energy efficiency, sustainability-focused curricula, renewable energy production, and decreased dependence on single-occupant vehicles. In addition, students have created the Sustainable Campus Initiative Fund, which allocates resources for meaningful campus sustainability projects and new awareness campaigns. This Energy and Environmental Stewardship Initiative: 2010 Climate Action Plan will outline the University's efforts in laying out the scope of the challenge; defining goals, strategies and tactics; and creating a blueprint for that action. By bringing bright minds together and through thoughtful, decisive action, the University of Utah is leading the way in its commitment and response to key climate issues and working to create a more responsible, sustainable world in which to live and learn. Sincerely, Michael K. Young President The University of Utah From the desk of President Michael K. Young 5 The 2010 University of Utah Energy and Environmental Stewardship Initiative: 2010 Climate Action Plan (EESI) is dedicated to the memory of Dr. Craig Forster, founding director of the Office of Sustainability, who died tragically in a hiking accident in Zion National Park on November 28, 2008. Dr. Forster was raised and educated in British Columbia and began his academic career as a hy-drologist. He had a keen intellect and deep interest in many fields, leading to his active engagement in interdisciplinary research and teaching. At the time of his death, Dr. Forster retained a research faculty posi-tion in the College of Architecture + Planning with a focus on urban system dynamics and sustainability. He led the effort to establish a campus Office of Sus-tainability in 2007 and had recently been promoted from interim to full director at the time of his death. Dr. Forster also laid much of the groundwork for the University of Utah's participation in the American College and University Presidents' Climate Commit-ment (ACUPCC). In addition to his professional accomplishments, Craig was a veritable Renaissance man who played in a Hungarian folk music ensemble with his wife, Bonnie Baty; enjoyed gardening, gourmet cooking, hiking, skiing, and cycling, among his varied talents. His many colleagues, students, friends, and family continue to mourn his loss. In the wake of Dr. Forster's untimely death, President Michael K. Young pledged that the University would carry his work forward. This plan is one tangible demonstration of that commitment. Dr. Forster's legacy is also carried forward in the lives of the many students he influenced and in the Office of Sustainability, which he envisioned and helped build. May all who undertake to implement this plan to achieve carbon neutrality at the University of Utah do so with Dr. Craig Forster's same passion, intellectual rigor, sense of purpose, ardor, energy, and commitment to creating a truly sustainable campus. Dedication 6 1: Introduction "Sometimes doing your best isn't good enough; sometimes you have to do what is required." - Winston Churchill The social, environmental, and economic changes of the 21st century will be among our society's great-est challenges. These circumstances provide us with an opportunity to be leaders in the development of a bold, holistic, and creative vision that will address these challenges in new and innovative ways, serving as a model for the broader community. 7 What is this Plan? On Earth Day 2008, President Michael K. Young signed the American College and University Presi-dents' Climate Commitment (ACUPCC) and joined the ranks of more than 650 leading academic institu-tions committed to developing an institutional plan to achieve net zero greenhouse gas (GHG) emissions and expand the University's research and educational efforts related to sustainability. The Office of Sustainability sought participants from departments across campus as well as interested students, faculty, staff, and alumni. Participants were divided into five main task teams, with the President's Sustainability Advisory Board serving as the steering committee. The main topic areas considered were: • Education and Research • Energy Efficiency and Conservation • Renewable Energy and Offsets • Transportation • Water, Waste, Purchasing, Grounds, Food • Communication Carbon neutrality encompasses conservation, the effort to reduce our reliance on nonrenewable resources. At the same time, it includes researching and implementing new renewable technologies and practices not currently part of the University's admin-istrative or operational routine. It is about eliminat-ing wasteful habits as well as providing a vision for practices, policies, and actions that will lead to a sustainable campus. The Energy and Environmental Stewardship Initia-tive: 2010 Climate Action Plan (EESI) builds on the University of Utah's 2008 Campus Master Plan and extends the University's leadership by integrating the principles of social, economic, and environmental sustainability into campus planning, design, opera-tions, administration, curriculum, and community engagement. This plan represents the desire, abil-ity, and commitment of students, staff, faculty, and administration to dramatically reduce our greenhouse gas (GHG) emissions and achieve carbon neutrality as rapidly as practicable. The University of Utah's efforts to become carbon neutral will address the potential risks associated with carbon emissions in a proactive way. First and foremost, the plan seeks to reduce and mitigate future threats to the University and by extension to the EESI Organization Graphic Avoid & Reduce Administration Office of Sustainability President's Sustainability Advisory Board Students, Faculty, Staff & Community Task Teams 8 ". . . the debate over comprehensive climate and energy policy often focuses on the costs of climate action, rather than on the serious economic and environmental consequences if we fail to act." - Union of Concerned Scientists greater community and the state of Utah. At its core, the plan examines how we obtain and use energy resources that power our campus and our modern amenities and mission-critical facilities. To their credit, University of Utah administrators have been taking steps over the past decade to slow the demand for energy and invest in efficiency and conservation when possible. They have laid the groundwork that can now be accelerated based on the strategies in this plan. A carbon-neutral campus will ultimately be highly efficient, resilient, and innovative. This document is the outcome of the University's first planning effort to achieve carbon neutrality. Partici-pants have learned a great deal from this effort and recognize that it is an iterative process that will be repeated in the future as progress is made and new information becomes available. Why should the University of Utah become actively engaged in these challenges? Universities are the centers from which new knowl-edge, cutting-edge research, and creative, thoughtful leaders emerge. The true leaders in this transforma-tional time will have the skills to navigate complex systems and foster collaborative innovation. The University of Utah, consistent with its mission and position as the state's flagship university, has stepped forward in its commitment to lead, with technology solutions, policy solutions, and human solutions. To this end, the University of Utah will contribute to develop workable new strategies, systems, practices, and technologies that can be scaled up to the com-munity and state levels. The goals of the ACUPCC are well-aligned with the mission of the University to foster active and responsible citizenship in the arenas of human health, environmental stewardship, social responsibility, and economic progress. Taking action on this issue is expected to hold further advantages in the quest to recruit top students, faculty, and staff; to attract new sources of funding and to maximize the support of alumni and local communities. 9 02:Understanding the University Of Utah's Greenhouse Gas Emissions Operating the University of Utah requires considerable energy resources that are currently derived predomi-nantly from fossil fuel sources, which in turn cause significant greenhouse gas emissions. In order to achieve significant reductions, we needed to under-stand the sources of our emissions and their relative contributions before we could begin exploring how to reduce them. In 2007, a team of students and staff at the Office of Sustainability conducted a pilot inventory for 2006. Based on lessons learned from the study, a formal carbon inventory was conducted for calendar year 2007 and reported to the ACUPPC as the University's starting point for future reductions. 10 What are greenhouse gases? Greenhouse gases (GHGs) are chemical compounds that absorb infrared radiation and keep the Earth's temperature in a range that is hospitable for sustaining life as we know it. However, scientists now recognize that excessive build-up of additional human-caused greenhouse gas pollution is trapping heat in the Earth's atmosphere and causing changes that result in an overall warming trend (IPCC, 2007). The primary greenhouse gas is carbon dioxide but there are also several others that need to be considered for the inventory (see appendix). For comparative purposes, the relative contribution of each gas is converted to metric tons of carbon dioxide equiva-lent, or MTCO2e, and then totaled to give an overall emissions rate per year. How did we measure? The 2007 baseline inventory was completed using the Climate Registry General Reporting Protocol (the Protocol), which has been adopted by many cam-puses, institutions, and corporations. This gave us the "rules of the road" for determining what and how to count our emissions sources. For the data tracking and calculations, we used the Clean Air-Cool Planet Campus Carbon CalculatorTM , a free custom spreadsheet tool that was developed specifically for college and university campuses. GHG Emissions CY 2007 43% 26% 21% 7% 2% 1% 0% Electricity Natural Gas Refrigerants Commuting Air Travel University Fleet Waste and Fertilizers Emissions organized in the following categories 1) Built environment / Buildings (Electricity, Natural Gas and Refrigerant use) 2) Transportation (Commuting, Air Travel, and University Fleet), and 3) Waste generation and Fertilizers. 11 What did we measure? To establish the University's organizational boundar-ies, a carbon accounting "control method" first had to be selected, based on definitions in the protocol. The University chose the financial control approach as the best suited for the institution. This requires us to include all wholly owned buildings and land area of the University and its subsidiaries but excludes leased facilities. 12 What we found For the purposes of emissions inventories, emissions sources are divided into categories, or scopes, (see graphic on previous page). These are divided by how directly the emissions are generated. Scope 1 includes all the fuels and chemicals that are burned or released within campus boundaries; the main component is natural gas burned at the central heating plants. Scope 2 includes emissions produced at the utilities from which we buy electricity. Scope 3 emissions are those generated indirectly due to University activities and operations. For the ACUPPC, we must report business air travel, daily commuting, and waste disposal. Electricity Natural Gas Refrigerants Commuting Air Travel University Fleet Waste and Fertilizers 2007 2010 2013 2016 2019 2022 2025 2028 2031 2034 2037 2040 2043 2046 2049 GHG Emissions Projections BAU 2007-2050 100,000 200,000 300,000 400,000 500,000 600,000 700,000 800,000 789,909 459,623 283,077 In this "business as usual" projection, the U will more than double its GHG emissions over the next 40 years due to increasing enrollment, increased building area, and the increased impacts of research and clinical energy use. 13 The total annual greenhouse gas emissions for the University of Utah in 2007 = 283,077 Metric Tons of CO2 equivalent. At sea-level pressure and temperature, the current annual contribution to the atmosphere is a cube of greenhouse gases, 533 meters, 1748 feet or 0.33 miles, per side. Moving forward The CY2007 reportable emissions for the University of Utah totaled 283,077 MTCO2e. According to the United States Environmental Protection Agency Equivalencies Calculator (EPA, 2009), this is equiva-lent to the annual emissions due to energy use of approximately 24,000 average United States homes. Emissions by other comparable university campuses in the United States range from fewer than 200,000 MTCO2e to more than 500,000 MTCO2e. Making direct comparisons between the emissions of different campuses is complicated by differences in size, scope, activities, demographics, local climate (heating and cooling degree days), and fuel source mix for power generation. In particular, major scientific research and health sciences centers such as the University of Utah tend to be more energy-intensive. A "business as usual" scenario has been developed to help visualize impacts into the future and to track potential improvements over time. To project annual emissions, we used growth projections for popula-tion and built space from the 2008 Campus Master Plan. We then calculated baseline average emissions per person and per square foot from our inventory results and estimated how our footprint would grow without any changes. We now have greenhouse gas inventories for 2008 and 2009 to compare against our original estimates. In 2008, total emissions were 286,817 MTCO2e and in 2009, 288,785. By com-paring actual versus business as usual emissions over time, we can track progress and test our assumptions. 14 The following guiding principles will steer the strategies and initiatives within this Energy and Environmental Stewardship Initiative: 2010 Climate Action Plan (EESI). Furthermore, they provide a framework for the University of Utah on its path towards greater overall sustainability in the coming decades. 3.Guiding Principles 15 Start "Seeing Green": All members of the Univer-sity of Utah community (faculty, students, staff, visitors, and administration) will view themselves as active participants in the creative effort to become a model for efficiency and resilience. Everyone will be expected to look for transformative opportunities in everyday activities and longer-term planning to become sustainable. Triple Bottom-Line Approach: The University of Utah will consider relevant environmental, social, and economic impacts (the triple bottom-line) in operational, administrative, and educational decision-making. Think Beyond the Barriers: The University of Utah will provide encouragement, support, and guidance to overcome traditional operational and institutional barriers that impede progress. This requires systems-thinking and recognition that issues are all part of a greater whole. Campus as Living Laboratory: While looking for opportunities to create a sustainable campus, the University of Utah will promote an environment that encourages on-site experimentation and applied research by students, faculty, and staff. Invest & Reinvest: The University of Utah will ag-gressively seek to fund initiatives that reduce depen-dence on fossil fuels. Additionally, programs and financial accounting mechanisms will be created to capture and reinvest net savings into additional proj-ects and to create the incentives and intrinsic motiva-tions that will foster participation. Internalize the Mitigation Costs: For each contract, practice, or activity the University of Utah will seek to create mechanisms that embed the price of associ-ated carbon mitigation within the cost of that activity to the extent possible. Localize the Strategy: The University of Utah will work to develop and promote campus-based and local programs for efficiency and renewable energy to offset unavoidable emissions and diversify the portfo-lio of offsets over time. Triple Bottom Line Avoid & Reduce environmental social financial 16 Who are we? Professor David Orr of Oberlin College reminds us that any change in the way we live our lives will require a change first in our loyalties, affections, and basic character and that only then will we change our intellectual priorities and paradigms. It is essential for students to contemplate what it means to be human and how that meaning has been interpreted in history, literature, philosophy, and art. Technology alone cannot answer the question of how we have come to assume that material progress is our right or even the question of what it is we should seek to sustain: Our present way of life? Power over nature? A living and diverse planet? Technology and science must be informed by contemplations of how we can imagine ourselves in a differ-ent way-as members of a community embedded in a biosphere and, consequently, how we answer the question, "What will it require of us?" [U OF U CAMPUS PHOTO] 17 4. Strategies How were strategies developed? Strategies for mitigating the impacts of carbon were developed by a team of over 80 students, faculty, and staff. These volunteers studied the potential to impact campus operations, education, and administration through mechanisms such as policy change, behav-ioral change, investment in efficiency, potential for clean fuels and educational opportunities. Strategies were then categorized by the following time frames: On-going: current programs or strategies to be continued or expanded Short-term: strategies to be initiated by 2015 (five years) Mid-term: strategies to be initiated by 2020 (ten years) Long-term: strategies to be initiated after 2020 18 Decision-making criteria for Carbon Reduction Avoid & Reduce Efficiency Replace Offset Actions outside direct control of OS/FM will include outreach, research, and participation. Actions at top are more transformative in reducing organization's emission baseline. How will decisions be made? This plan provides numerous strategies for reducing the net production of carbon associated with University of Utah operations and will prioritize the strategies in the following descending order of importance: Avoid and Reduce: Typically referred to as conserva-tion measures, this group of measures prioritizes the elimination of wasteful practices or the avoidance of new consumption of carbon-based fuels. Strategies in this category typically provide the highest return on investment. Maximize Efficiency: This category includes energy-efficiency measures and infrastructure upgrades. They are a means to reduce demand for energy of any type, generally through substituting more advanced tech-nological equipment, while providing the same (or better) quality products and services. These strategies can also provide a return on investment. Replace: This group of measures includes the option to re-evaluate the fuel source or means of operation. Switching from diesel fuel shuttles to natural gas or bio-diesel to reduce carbon-emissions and substitut-ing video conferencing for business travel are two examples of these strategies. Additional opportuni-ties include on-campus solar energy production and electric vehicles. Offset: Despite our best efforts to eliminate or reduce our carbon footprint and become sustainable, we may still find that some activities are essential to the mission of the University and must continue. These emissions can be mitigated by establishing financial instruments that help pay for projects that reduce emissions elsewhere. Offsets should be the last step taken to meet reduction targets and will be largely voluntary for the near-term. 19 How can we reduce our impact? This plan is organized around five central themes: education, efficiency, renewable energy, transporta-tion, and waste (including grounds, food, and other related issues). By implementing the strategies out-lined in this document, the University will be on the path towards carbon neutrality. Since many of today's technologies are changing rapidly, this document pri-oritizes measures that can be implemented over the next five years and which provide recognized benefits to the University (including internal rate of return for efficiency, increased educational benefits, and risk avoidance for escalating energy costs). Future versions of this plan will update the programs and measures based on the available technology and information to maximize the positive impacts. Committing to carbon-neutrality by 2050 also requires intermediate goals so that progress can be measured, evaluated, and maintained. The president's Sustainability Advisory Board determined a range of acceptable possibilities for mid-term targets. Because greenhouse gas emissions have a cumulative and long-term effect, the ideal goal based on current climate science (see appendix) is to create 50 percent (50%) reductions from 2007 baseline within five years (2015). Since that goal was considered difficult to achieve by some, a reduction of twenty-five percent (25%) from 2007 baseline levels by 2020 will be set as the minimum threshold for this plan. For more discussion and a summary of greenhouse gas reduction strategies, see Section 5 Implementation. 20 4A:Curriculum, Education, and Research Introduction Unlike other topics addressed in this plan, the strate-gies proposed in the Curriculum, Research, and Community Education section may not have a di-rectly attributable effect in reducing the University of Utah's carbon footprint. Instead, they recognize the central role of education in providing society with a core understanding of global systems and the tools to solve critical problems now and in the future. These strategies present a framework that incorporates a bal-anced social, environmental, and financial philosophy to develop and distribute content and research. In addition, these strategies recognize that the Univer-sity's community is broad and its perspectives diverse. Among this community, we include our students and faculty, administration and staff; our neighbors, alumni, and financial supporters. This breadth and diversity is our greatest resource. Through a renewed emphasis on trans-disciplinary intra-community conversations and engagement in the public policy process, we will be able to fulfill our mission. Curriculum Universities have a critical responsibility to educate citizens by organizing knowledge and learning about sustainability. It is through the curriculum that we envision and implement what knowledge and values are most important and through the curriculum that we can demonstrate the intersections all disciplines have with the environment. Human interdependence with the natural world can be put at the center of all the disciplines and redirect education toward expe-riential learning and systems thinking. Most impor-tant, the integration of sustainability into curriculum helps create the civic-minded and collaborative lead-ers of tomorrow. Strategies Near-term: • Work with the Council of Academic Deans to develop and implement a Sustainability Certificate. • Review existing "Student Credit Hours" (SCH) structure and develop strategies to support and fund trans-departmental integrated sustainability course offerings. Students, faculty, and staff participate in an open house discussion about potential carbon-reduction strategies for the University. 21 • Incorporate sustainability efforts in both depart-mental reviews and faculty activity reporting. • Create a University Professorship in Sustainability. • Create a robust faculty support system to develop a broader understanding of sustainability con-cepts and "Social Learning," and develop sustain-ability course materials. • Develop and provide release time and other opportunities for faculty for professional de-velopment, trainings, and other activities to help faculty broaden and deepen sustainability curriculum. Work with administration to assure that participation in sustainability curriculum and research is rewarded during performance and tenure track reviews. • Encourage the Council of Academic Deans to support and incorporate the sustainability curriculum (both sustainably focused and sustainability-related) at a trans-disciplinary scale. • Work with the campus libraries in building collections, licensing and creating resources, and providing services that fully support the sustain-ability curriculum. • Work with Center for Teaching and Learning (CTLE), Technical Assistance Center (TAC) and other campus entities to further integrate sustain-ability into existing coursework. Mid-term: • Evaluate opportunity to create a Sustainability Degree Program at the undergraduate and graduate levels. Traditional landscaping on campus is being replaced with native and adaptive species. These design concepts help inform our campus community about the regional climate and how best to live within the limits of available water and resources. 22 Community Education Inherent to the University of Utah's mission is the creation, accumulation, and dissemination of knowl-edge and research discoveries. Community Educa-tion builds upon the vision of the University of Utah as a leader in higher education in environmental, social, and financial sustainability, aspiring to engage all members of our community: students, faculty, administration, staff, and community. Strategies • Implement "Re-Imagine" The Campus by fall semester 2011. • Create enhanced orientation for students, faculty, and staff to include principles of sustainability in existing policies and programs, as well as par-ticipatory opportunities like Green Teams and campus organizations. • Enhance involvement with high school "Fast Track" curriculum development to include sus-tainability. • Create "Learning Clouds," or Internet-based, shared learning toolkits composed of courses, digital assets, and resources to engage the faculty, students, and staff in conversations across epis-temic communities. Sustainability University Professorship For the 2011 academic year, the Office of Undergraduate Studies will fund a special University Professorship with a unique em-phasis on sustainability. This professorship builds upon an existing program that has resulted in permanent curriculum changes. The professorship offers faculty the oppor-tunity to launch a new project in the area of campus sustainability that presents the chal-lenge of understanding complex adaptive systems in a world of increasing interdepen-dency and that will have a continuing impact on the University's general education curricu-lum or bachelor's degree requirements. Sustainability Certificate Sustainability is an interdisciplinary field of study that examines the dynamic inter-action between many different aspects of culture and society. The Sustainability Cer-tificate Program will provide students with knowledge regarding sustainability's focus on balancing the relationship between envi-ronmental stewardship, economic develop-ment, and social responsibility. Through a combination of coursework and hands-on learning, students will engage issues that lead to environmental and social change. Professor Mira Locher leads a design-review with students studying the impact of urban design, social networks, and sustainable building prac-tices on the community fabric. 23 Re-Imagining the Campus 2028 Re-imagining the Campus 2028 will build on and advance the goals of the 2008 Campus Master Plan and the University's Carbon Neutrality Action Plan 2010. Re-imagining the Campus 2028 will develop an interdisciplinary service-learning oppor-tunity for students, faculty, and staff to work together on the real-world problem of how to transform the University into a sustain-able and resilient campus. The centerpiece of this approach will be a two-semester cohort of interconnected, system-based practica. Proposed systems include energy, food, landscape, supply-chain, waste, build-ing, water, transportation, human resources, social justice, and public health. Ideally, each class would have a cross-disciplinary student demographic and would work both independently and collaboratively. Active participation by the administration, staff, and the public would be expected to help define existing conditions and review transforma-tional proposals. Collaboratively, the classes will develop a vision of our campus in the year 2028. Communication methods will be designed to reach the broadest audience in-cluding, but not limited to, the campus, the local community, and academia. • Develop academic and research real-life opportu-nities for students to work with Facilities Man-agement and allied professionals in the planning, design, and construction of the campus' built environment. • Expand the "Focus the U on Climate Change Teach-In." • Foster a culture of sustainability through our visible campus outreach efforts-from libraries and museums to theater and athletic events-to become a community model for sustainability. Research Focused, high-quality sustainability research will inspire University and community leaders to provide Andrew Revkin, blogger and former environmental reporter for The New York Times, gives his lecture "9 Billion People + 1 Planet" at the Suther-land Moot Courtroom in the College of Law. This presentation was made possible by a partnership with Environmental Studies Program, Environmental Humanities Program, Institute for Clean and Secure Energy, S.J. Quinney College of Law; and the Wallace Stegner Center for Land, Resources, and the Environment; and the Office of Sustainability. 24 Sustainability Research Center The Sustainability Research Center (SRC), headed by Kent Udell, is an incubator for creating a cadre of researchers, citizens, educators, business and community lead-ers who can play key collaborative roles in transforming how we use the Earth's resources and share them with both current and future generations. Through coopera-tion across disciplinary boundaries, SRC affiliates will tackle the challenges of the 21st century through a systemic under-standing of critical problems, while develop-ing a capacity to disseminate solutions to others around the world. In other words, the SRC mission is to foster a more sustainable future through interdisciplinary research, education, and outreach. The SRC will play an important research role in reducing the University of Utah's carbon footprint. The obstacles the University of Utah faces in moving to a carbon-free in-frastructure are found at all governmental, industrial, and community levels. As the SRC's affiliates develop sustainability-re-lated research programs, their findings will likely apply to University operations as well. Further, as attention is focused on changes that will accompany the University's com-mitment to reaching carbon reduction goals, the campus itself will serve as a research vehicle, allowing testing of ideas, technolo-gies, methodologies, and strategies. the long-term support for initiatives that prove to be effective in meeting the goal of carbon neutrality. As part of its research and teaching mission, the Uni-versity of Utah must create the knowledge required to meet its goal of carbon neutrality. Faculty, staff, and students with passionate interests in sustain-ability will be enrolled in this research effort through funded research, internships, community outreach, and scholarly work. Because this research will consider energy and material flows, and policy and human behavior in each community sector, the work will bridge all disciplines, support choices and opera-tions across departments, and help to direct resource allocations as appropriate in all colleges and in the campus libraries. Strategies • Identify sustainability-related research by Univer-sity of Utah investigators to identify areas that may attract funding and campus researchers. • Promote sustainability-related research incentives such as funded research programs, fellowships, financial support, and formal mentorship. • Promote sustainability-related in-class research such as class research papers, capstone projects, Undergraduate Research Opportunities Program (UROP) projects, master's theses and doctoral dissertations. • Strengthen the foundation for sustainability research by supporting library resources and services focused on sustainability. • Encourage interdisciplinary sustainability re-search in tenure and promotion considerations and implement procedures for faculty under promotion and retention consideration to report and highlight interdisciplinary sustainability research. • Create an active interface between the Sustain-ability Research Center and the Technology Commercialization Office to foster technology transfer and accelerate commercialization of technologies within the University of Utah. • Create integrated academic exercises based in the architecture, planning, and engineering schools that tie to ongoing projects managed by Facilities Management, Campus Planning, and Campus Design and Construction departments. 25 Sustainability Practicum for the Sutton Building In 2007, Professors Steve Burian (Engineering), William Johnson (Geology and Geophysics), and Fred Montague (Biology) launched a new interdisciplinary sustainability practicum course. Twenty students learned sustainability and green design principles and then applied them to the new Frederick A. Sutton Building, which was already under construction. The local architectural firm CRSA welcomed and assisted the student designers. Five projects were integrated into the final building design, including tubular skylights, a building energy dashboard, perimeter landscaping, and a xeriscaped green roof. These elements helped the building achieve LEEDTM Gold certifi-cation, the first on campus. 26 4B. Energy Efficiency Introduction: "You Can't Manage What You Don't Measure" More than 69 percent of campus greenhouse gas emissions are as a result of activities within our build-ings such as heating, cooling, lighting, and equip-ment needed to conduct the business of administra-tion, teaching, and research. This section addresses the opportunity to reduce emissions associated with buildings by addressing three important components: comprehensive metering of facilities to understand current use patterns, behavioral and administrative programs to address the human aspects of energy use, and changes to infrastructure and equipment in order to reduce the use of fossil-fuel based energy. Metering and Monitoring Reducing energy emissions requires baseline data as a foundation for setting goals and targets and mea-suring progress toward those goals. Conducting the assessment of campus facilities and interpreting the data are areas in which stakeholders will likely look to campus facilities professionals to provide leadership. Meters and monitors for equipment and buildings provide the tools needed to measure and gain a sense of the scope of the problem, the opportunities and the constraints for our institution in moving toward carbon neutrality. The University of Utah will implement a compre-hensive plan to baseline current campus-wide energy use accurately and to establish a method for ongoing assessment. Strategies On-going: • Install and automate all required power, gas, water, high temperature and chilled water meters necessary to assess individual building usage within five years. • Implement a comprehensive commissioning program for both new construction and retro-commissioning for existing buildings. The total annual greenhouse gas emissions related to buildings for the University of Utah in 2007 = 196,704 Metric Tons of CO2 equivalent. At sea-level pressure and temperature, the current annual contribution to the atmosphere is a cube of greenhouse gases 472 meters, or 1548 feet per side. 27 Near- & Mid-term: • Perform comprehensive energy audits, model-ing, and assessments of all campus buildings to prioritize and implement energy-efficiency work scopes within five years. • Upgrade outdated or inadequate building control systems and implement a plan for upgrading to Direct Digital Control (DDC). • Optimize existing building control systems to provide capacity for tracking key system com-ponents to initiate corrective action of poor-performing buildings in a timely manner. • Layer a meter map into the existing geographic information systems (GIS) database to help iden-tify areas in need of more extensive and sub-level metering. Incorporate historical meter data to support the building benchmarking database. Behavioral and Administrative Once existing energy use is understood and being tracked comprehensively, the University will begin to expand current programs to address the behavioral aspects of energy reduction. In some building types, human actions alone can reduce energy use by over 20 percent of the total. The University of Utah will increase faculty, staff, and student outreach programs about actions individuals can do to minimize the use of electricity and natural gas generated from fossil fuels. Strategies On-going & Near-term: • Implement the campus energy standard to require all new capital improvement projects to provide a minimum of 40 percent savings beyond the required energy code. • Create senior administrative support for the estab-lishment of a Green Team in every campus depart-ment to act as the liaison between the department and the Energy Team and increase participation over time. Develop a feedback system to measure the success of campus awareness programs. • Increase communication regarding the impor-tance and benefits of turning off unused lights and equipment by expanding the Conservation Awareness Program's annual campaign in each department. • Implement a space heater swap-out program to minimize inefficient and unsafe energy use while addressing the comfort needs of building occupants. • Expand green information technology (IT) and computer management software to reduce un-necessary computer operation. • Create energy efficient data center(s) and consolidate facilities where appropriate. • Create a task force to develop space utiliza-tion standards to maximize efficiency of space throughout the campus and throughout the academic calendar. The U.S. Department of Energy estimates that by tracking a buildings performance and making energy saving modifications on an ongoing basis, up to 20 percent on annual energy costs can be saved. In addition, real-time feedback about current energy use helps building occupants reduce additional waste by alerting them to potentially wasteful patterns. 28 Green Computing The Information Technology department at the University of Utah has developed a website dedicated to educating the campus community on the best practices for green computing. These practices will result in a reduction in overall operating costs by reducing power use, using shared hardware resources, reusing similar systems, and reducing supplies such as toner, ink, and paper. Information about power-save set-tings and equipment consolidation can be found at www.it.utah.edu/leadership/green. • Create enhanced sustainability workshops for all new capital building projects to review all possi-bilities for minimizing energy use beyond required standards and include all necessary personnel. Near- & Mid-term: • Establish a University policy for all building renovations and retrofits to meet a minimum efficiency standard. Maximize opportunities during construction by utilizing the energy conservation loan fund and Sustainable Campus Initiative Fund for exceeding typical energy efficiency upgrades and methods. • Install building dashboards and feedback systems, enabling building occupants and facilities' staff to monitor and improve the energy usage of buildings. • Utilizing sub-level meters at the departmental level, initiate energy conservation competitions among users. Encourage conservation through a reward program. • Initiate a certification program for participating campus units to reward outstanding conservation behavior and initiative. Provide minimum stan-dards similar to the Salt Lake City Corporation's e2 Business program. • Develop education and training programs for all faculty, students, administrators, and staff on energy conservation issues. • Initiate a campus program to provide integrative analysis and assistance for sustainable lab practices. • Systematically review and adopt campus-wide purchasing policies and guidelines for the pro-curement of energy-efficient equipment. (See the Solid Waste, Purchasing, Food Systems, Water, and Grounds section for more details.) 29 Behavioral Program Success: Department- Based Green Teams The University of Utah's Behavioral Energy Program works closely with individual de-partmental and facilities' staffs to develop an understanding of the needs and usage pat-terns for every building. Having that knowl-edge helps University of Utah occupants make better-informed decisions in building scheduling and usage. People are often uncertain if they have per-mission to turn off machines, heat, lighting, and other energy-consuming equipment. This program is designed to identify areas where energy is being wasted and educate building occupants about reducing that waste. Awareness, responsibility, and autonomy are key components for success. The pro-gram uses positive peer pressure to encour-age an atmosphere of conservation. There are clear instructions for specific practices, participant commitments, and goal setting, and continual follow-through on conserva-tion measures identified for each building. Regular building reviews provide feedback for participants so they can see how well they are meeting their goals. To date, the program has had tremendous success by saving an average of over $1 million annually in each of the last six years in energy costs. According to the Energy In-formation Agency, this savings is equivalent to the amount paid to power, cool, and heat over 680 average Utah homes. Infrastructure The University of Utah will upgrade and replace existing inefficient and outdated energy systems and equipment in order to reduce energy consumption. Strategies On-going: • Retrofit and replace existing lighting in build-ings, exterior walkways, and parking lots to maximize efficiency levels. Use latest efficiency guidelines to set appropriate lighting standards and for information on appropriate technology. • Replace worn-out or inefficient heating, ventila-tion, and air conditioning (HVAC) equipment with new, high-efficiency models. Near-term: • Convert buildings using steam heat to a more efficient high-temperature hot water system. • Create a methodology to inventory and identify inefficient free-standing equipment and imple-ment a program to reduce plug loads. Mid-term: • Complete a feasibility study to review the po-tential for a second combined heat and power (CHP) plant for the University Hospitals and Clinics central plant. • Recover waste heat from stack exhaust at central high temperature plants and lab exhaust systems. Mark St. Andre, assistant dean of Undergraduate Studies, shows off the Sill Center's new dashboard console, which displays the energy harvested daily from the sun from their rooftop solar photovoltaic (PV) array. 30 4C. Renewable Energy and Offsets Introduction Thanks to a special student fee program and in-dividual donors, the University of Utah currently purchases Green-eTM certified renewable energy credits to compensate for about 11 percent of its electricity through renewable energy sources. Since 2008, the Energy Management Office has installed two 3-kilowatt (KW) solar photovoltaic (PV) systems on main campus. These installations are anticipated to be the first of many as the University strives for climate neutrality. As opportunities are explored to incorporate more renewable energy technologies into the portfolio, several strategies will be emphasized: • Regularly search for joint funding opportunities such as grants and donations to help offset the initial cost of alternative energy technologies. • Prioritize technologies and projects that reduce carbon emissions while factoring in cost-effec-tiveness and efficiency. • Be actively engaged in on-campus and campus-sponsored renewable energy research, including Net-Zero buildings, Seasonal Energy Storage, carbon capture, and storage and innovative financing mechanisms. • Seek out mutually beneficial partnerships with local governments, nonprofits and companies to create opportunities for ownership sharing. By 2050, the University of Utah will source the ma-jority of its energy from clean renewable sources such as solar, geothermal, and combined heat and power. Much of the power will be generated on site. Energy purchased from local power companies will be gener-ated through a diverse mix of low-carbon and renew-able energy sources. Students, faculty, and staff will actively participate in the existing renewable energy campaigns and other credit and offset programs that promote local reductions. In 2050, mitigation efforts will have resulted in 100 percent reduction in carbon emissions. Strategies Solar Photovoltaic (Pv) Near-term: • Seek matching funds to support roof- and/or ground-mounted solar installations. Continue to monitor installed cost of PV systems and proceed when full life-cycle cost analysis meets University criteria. • Within one year, create criteria for photovoltaic mounting system evaluation and require all new building projects to have "PV-ready" infrastruc-ture. The criteria should be flexible in order to meet rapidly changing technology. Combined Heat and Power: The cogeneration steam system supplies about 5 to 10 percent of the U's electricity needs and produces heat for most of lower campus and will reduce CO2 emissions by 63,000 tons annually. 31 • Explore issues and possibilities for electric vehicle (EV) charging stations and develop a plan for implementation of campus EV infrastructure. Mid-term: • Explore building-integrated photovoltaic systems for all major renovations and new campus construction. • Create a campus standard for minimum per-centage of renewable energy on all major capital development projects and tie to LEED Energy and Atmosphere credit 2 "On-Site Renewable Energy." • Create a pilot program and develop financing strategies with Commuter Services for a special parking permit to install PV parking structures. Solar Thermal Near-term: • Research and identify opportunities to supple-ment domestic hot water in buildings with high summer hot-water demand (e.g., kitchens, resi-dence halls, hospitals/clinics, laboratories, pools, etc.), and initiate projects with life-cycle analysis benefits. • Analyze Building 093 (HPER) pool heating opportunities and initiate project if the life-cycle analysis and funding warrants action. • Require all new capital development projects to investigate opportunities to use solar thermal and storage as a source for building heat. Mid-term • Conduct a study to determine opportunities for the collection and storage of solar hot water to preheat at the Central Heating Plant. Energy Storage Near-term: • Research opportunities for diurnal, seasonal, and intermittent energy storage (e.g., interior build-ing mass, fuel cells, compressed air, flywheels, and seasonal energy) and initiate as possible. • Monitor success of Sill Center Ice Storage project. (See SIDEBAR.) V. Randall Turpin University Services Building Solar Array The photovoltaic (PV) array on the V. Randall Turpin University Services Building is a 10-KW system. The project was completed November 21, 2008, and was funded in part by a $30,000 grant from the State Energy Program. The system produces roughly 19,400 KWh annually, or approximately five percent of the power for the building- enough energy to power half of its computers. This array acts as a living laboratory for students, faculty, and staff, and demon-strates the future of clean-energy technol-ogy. It is also visible to the general public from the South Campus TRAX station. The array is the first of many solar installations planned for the University of Utah campus. 32 Fuels/Other Near-term: • Evaluate potential applications and technologies of alternative fuel sources (e.g., jet fuel for Air Med, shuttle fuels, central boilers, and peak load-shaving generators). Combined Heat and Power (Chp) Near-term: • Investigate opportunities and study the life-cycle cost implications of adding additional com-bined heat and power plants. Compare costs, greenhouse gas reduction, and energy savings from new CHP to load-reduction strategies in individual buildings to ensure the most effective approach. Renewable Energy Credits (Rec) and Offsets Overall goal: Increase Overall REC Purchases by 5 Percent Per Year Near-term: • Evaluate and expand the campus portfolio of certified renewable energy credits (RECs) and offsets. Within two years, develop a promotional campaign to increase participation and contribu-tions by 10 percent. • Seek opportunities to establish a transparent, local program to mitigate on-campus emissions that cannot be directly reduced or eliminated through avoidance or efficiency. • Create web-based opportunities for voluntary contributions to carbon-offset programs through air travel, vendors, and others. • Regularly evaluate electricity purchase options and change as appropriate. • Work with Rocky Mountain Power and campus administration to evaluate potential for purchas-ing Blue Sky credits with a portion of the volun-tary fund for renewable energy credits. Mid-term: • Investigate option for programs and activities to require internalized carbon mitigation costs by offsetting energy use (air travel, vendors, etc.). Seasonal Energy Storage for Carbon- Free Heating and Air Conditioning A new technology that uses seasonal ener-gy for building heating and cooling is being developed on campus. The idea is to chill soils in the winter to provide carbon-free air conditioning in the summer and eventually to store the heat of the summer in under-ground soils to provide carbon-free heat in the winter. Heat is inexpensively and effec-tively transferred to and from the soils with a patent-pending technology called Smart Thermosiphons. The installation of a Smart Thermosiphon array at the Sill Center to demonstrate the use of chilled subsurface soils for carbon-free summer air conditioning is an example of an opportunity to reduce fossil fuel energy use through innovation and research. Sys-tem performance monitoring and data anal-ysis will be the thesis research of graduate students. The site will become an operating laboratory, allowing graduate and under-graduate engineering education opportuni-ties for years to come. 33 Because humankind has a responsibility to re-duce CO2 in the atmosphere, carbon capture and storage (CCS) is one possible method to use to achieve this goal. The simple idea is to capture CO2 emissions from coal-fired power plants and other sources and store them deep underground, just as nature has stored natural gas and other gasses for millennia. Such CCS can buy us time to develop other technologies needed to move away from carbon-based energy. Geologic CCS is much closer to being ready for "prime time" than many other solutions that can have a significant impact on reducing car-bon emissions. The technology for injecting CO2 into the deep subsurface is mature. Evaluation of CCS feasibility is ongoing at the University of Utah. Dr. Brian McPherson, as-sociate professor of Civil and Environmental Engineering, is the principal investigator of the Southwest Regional Partnership on Carbon Sequestration, one of seven regional partner-ships funded by the U.S. Department of En-ergy to evaluate the science and technology of storage of atmospheric carbon in underground geological formations and in surface soil and vegetation. More information about the project is accessible at http://southwestcarbonpart-nership. org and http://CO2.civil.utah.edu. If University of Utah research demonstrates that CCS is feasible, this technology will have enor-mous benefits for Utah. For one, it will allow the many thousands of Utahns who are employed in the energy sector to continue to earn a living, while new technologies and jobs can be creat-ed. Likewise, Utah's geology provides excellent storage opportunities, which can bring revenue to the state, especially given that nearby states, like California, have fewer carbon storage op-tions. And, most important, CCS can give innovators working on renewable (and there are many such innovators in Utah) time to develop the technology we need to break our depen-dence on fossil fuels while maintaining the quality of life we have all come to expect. Carbon Capture and Storage A scientist participating in an International Energy Agency Green-house Gas R&D Program (IEAGHG) conference at the University of Utah stands next to the Crystal Geyser wellbore outside Green River, Utah. Crystal Geyser is a cold, CO2-driven geyser that erupts periodically throughout the day. 34 4D. Sustainable Transportation In 2050, personal mobility and accessibility to ser-vices at the University of Utah will not be dependent on the automobile. Most people will rely on walking, bicycling, transit, and carpooling rather than driving alone. The various academic, research, administrative, clinical, athletic, artistic, and public venues of cam-pus will connect by internal and regional public tran-sit, bikeways, sidewalks, and greenways. When people do need to drive, vehicles will be highly efficient and run on low-carbon and renewable fuels. By 2050, a combination of direct reduction and mitigation ef-forts will have resulted in a 100 percent reduction in net carbon emissions from transportation. University-related Transportation Emissions and the ACUPCC Under this plan, the University of Utah must quanti-fy, track, and reduce net emissions for several compo-nents of transportation which contribute nearly 40 percent of total University emissions. Components of the plan include commuter-generated emissions (21 percent), business air travel (17 percent) and Uni-versity fleet sources such as shuttles, vehicles, equip-ment, and AirMed helicopters (two percent). Providing a functional and sustainable transportation system will require cooperation and coordination among the University, and state, local, and regional government agencies and decision-makers. Efforts to reduce carbon emissions will also greatly benefit efforts to improve local and regional air quality by reducing regional criteria air pollution, especially fine particulates and ozone. The University's single occu-pant vehicle SOV trip reduction strategies, if success-ful, will help address both problems. In addition, neighborhoods adjacent to campus or in heavy commuter corridors will benefit from the implementation of this plan. Strategies Strategies to reduce carbon emissions from the trans-portation sector fall into several inter-related catego-ries for each sector (commuting, air travel, and fleet). • Improve data collection, measuring and monitor-ing methods for benchmarking, tracking, and assessment of progress. • Promote behavior change strategies to influence the use of alternative modes of transportation. • Continue to integrate the principles of environ-mental, social, and economic sustainability into campus planning and the design of the campus infrastructure. The total annual emissions related to transportation for the University of Utah in 2007 = 85,914 Metric Tons of CO2 equivalent. At sea-level pressure and temperature, the current annual contribution to the atmosphere is a cube of 358 meters or 1,175 feet per side. 35 • Develop offset programs to mitigate emissions that cannot be directly reduced or eliminated in the transportation sector. • Fleet specific strategy: Consider fuel type, fuel efficiency, emissions, and life-cycle costs in all vehicle purchasing decisions. For the near-term, the University will expand proac-tive and positive strategies, largely under the admin-istrative authority vested in Commuter Services. However, if SOV reduction goals are not on track by 2012-2014, a more comprehensive strategy will be considered. These strategies will likely require significant administrative leadership in efforts to gain the support of affected community members and decision-makers. Commuting Assessment Near-term: • Capitalize on University of Utah research and teaching resources to develop best practices, pilot studies, applied research projects, and statistically valid assessment methodologies. • Develop a pilot hand-held, device-based system to track and evaluate campus shuttle ridership information. • Conduct enhanced biannual Commuter Trans-portation Survey to track commuting patterns, needs, and methods of travel. • Create a user-managed "transportation profile" for students, faculty, and staff within the Campus Information Service (CIS). • Track and evaluate UTA ridership information collected using Ed-Pass Tap On/Tap Of, and other available data. Behavior Change / Mode Shift Near-term: • Promote all modes of alternative transportation, including carpooling, vanpooling, car sharing, bicycling and walking. • Develop marketing campaign(s) aimed at reinforcing positive benefits of using alterna-tive modes of transportation; promote making a sustainable choice the norm. • Educate new students, faculty, and staff regarding alternative transportation options and benefits. Mid-term: • Increase on-campus employment opportunities available to students to help minimize the num-ber of trips to and from campus. • Re-evaluate parking permit fees through the lens of price sensitivity, fairness, and an auxiliary unit self-funding business model to seek optimum fee levels to meet SOV plan reduction goals. Trip Reduction Near-term: • Promote and expand support for flextime and telecommuting for staff and faculty as appropri-ate to job duties and work environment. • Encourage faculty to utilize web-based technolo-gies and innovative teaching methods to reduce the number of class meetings that take place on campus. • Reintroduce van pooling and better promote both van and car pooling. Shuttle Tracker: The U's shuttle fleet is equipped with GPS tracking devices, enabling them to be displayed on-line in real time (http://www.uofubus.com/), which allows the campus community to know when a shuttle is expected to arrive. 36 Mode Shift Promotion: • Investigate ways to encourage people to live near convenient public transit (bus/rail) service hubs. • Re-institute and promote the Guaranteed Ride Home program (requires renegotiation of agree-ment with UTA and/or Commuter Services policy change). • Work with Salt Lake City, Salt Lake County, and UTA to improve public transit service, routes and access to and from campus continually, including those areas where working students are employed. • Promote TRAX use by students, staff, and faculty. • Evaluate ways to expand eligibility for the Ed- Pass program in fiscally sound ways. • Continue to look for ways to improve Campus Shuttle routes, including Research Park routes and UTA connecting service. • Work with ASUU, UTA, and Salt Lake City to upgrade and expand the U-Bike share/rental program. Infrastructure / Systems / Planning Near-term: • Work with Campus Planning and Campus • Design & Construction to implement applicable aspects of LEED-Neighborhood Development, "Complete Streets," and other policies for all new construction projects and major building renova-tions and additions. • Improve walkability and universal access through environmental design. Work with the Center for Disability Services, the Parking Committee Bicycle Subcommittee and Campus Planning to create accessible and safe routes throughout campus for all non-motorized users. • Complete new bicycling master plan in fiscal year 2011 and improve bicycle routes to campus by integrating campus bicycle routes with Salt Lake City routes and improving gateways to campus. • Design and construct new buildings with good bicycle parking and storage and bicycle rider amenities, and assess the need for new bicycle parking and secure storage at existing campus buildings using LEED-Neighborhood Design as a general guide. • Utilize technology to provide more information, maps, trip-planners and other transportation tools for users. • Work with Salt Lake City to develop plans for an urban streetcar system that would add another transit connection option for commuters. Landscape Maintenance recently purchased three electric vehicles to support repair and maintenance of campus irrigation systems. Dump beds carry landscaping materials around campus. 37 • Investigate opportunities for Electric Vehicle (EV) charging stations on campus and create fiscal model for reimbursement and internalizing GHG offsets during use. Mid-term: • Increase on-campus housing options for stu-dents, faculty, and staff. • Enhance connectivity between major campus destinations and on-campus intermodal hubs, including pedestrian, bicycle, and shuttle routes. • Construct one or more intermodal hubs on campus that will facilitate easy transfers between routes and from one mode of travel to another. Long-term: • Study needs and potential solutions to develop more efficient and cost-effective transportation option between major campus destinations and transit hubs. • Work with Salt Lake City and the Wasatch Front Regional Council to encourage high-density development within walking/biking distance of campus and at UTA transit nodes. The University Of Utah: A Leader In Sustainable Transportation Since 1991, the University of Utah has actively promoted options for commuting to campus that enhance the efficiency and accessibility of travel. The campus is situated on more than 1,300 acres on the northeast bench of Salt Lake City. While this provides a beautiful setting, it also poses some challenges due to sheer size, relatively low building density, and elevation changes from across campus. Commuter Services has worked steadily to enhance transit services in partnership with the Utah Transit Authority. For intra-campus travel, it operates a free shuttle service. Com-muter Services also promotes bicycling, walking, and carpooling. Thanks to its dedi-cated efforts for more than two decades, the University of Utah is a model employer in the region regarding transportation choice. Our successes provides a strong foundation for meeting the challenges and goals of this plan. Electric vehicle (EV) charging stations like these may soon be available on campus to help facilitate low-emission vehicles in use by the campus community. 38 The University of Utah has actively partnered with the Utah Transit Authority (UTA) since 1991 to improve transit service to campus. One crucial component has been a universal transit pass, known as the Ed Pass, available on an annual basis to all qualifying students, faculty, and staff. The Ed Pass allows users unlimited transit access to the entire UTA re-gional transit network. (The sole exception is seasonal bus service to area ski resorts.) Ed Passes are funded through a combination of dedicated student fees and a portion of parking fees, and there is no direct charge for users to obtain a pass. The Ed Pass contract also provides a predictable and consistent source of funding for UTA as a part of its overall passenger revenue stream. Overall transit ser-vice improvements have included new bus routes; improved express service at peak times; the construction of the University light rail line from downtown Salt Lake City; the introduction of commuter rail (Frontrunner) from Salt Lake to Ogden; and a new city transit hub to connect light rail, commuter rail, bus, and intercity bus service. Additionally University of Utah Commuter Ser-vices regulates parking, charges permit fees campus-wide, and provides a free campus shuttle-bus system. As a result, mass transit ridership has grown from approxi-mately 2,000 trips a day to more than 13,000. In 2009, almost 34 percent of the campus popu-lation commuted via mass transit. The Ed-Pass Program and Transit Use-A Success Story Swoop 39 Business Air Travel Near-term: Assessment • Upgrade University travel accounting system to streamline reporting and increase accuracy for tracking miles traveled. • Develop an Air Travel Calculator (similar to Cool Climate Calculator) to enable travelers to calcu-late the emissions generated by their air travel. The calculator should include a voluntary option to purchase carbon offsets. Behavior Change • Actively encourage University departments and employees to reduce air miles traveled, including choosing direct flights wherever possible. • Encourage the use of alternatives to air travel such as high definition video conferencing and webinars. • Promote ground transportation for shorter dis-tance trips where time- and cost-effective. Mitigation • Develop and implement a locally focused carbon offset program for air travel by faculty, staff, and students. Mid-term: Infrastructure / Systems / Planning • Construct high-definition custom video confer-ence room facilities at key locations on campus. University Of Utah Parking Services Director Improves Health Through Bicycle Commuting Alma Allred, director of Parking Services for the Commuter Services Department, has always been a cyclist, but not necessarily a regular bicycle commuter. Recently, how-ever, Alma's physician encouraged him to increase his activity levels in order to improve his cardiovascular health; as a re-sult, he decided to make the switch to bicy-cle commuting from his home several miles south of campus. This would allow him to incorporate his workouts into his daily trans-portation routine rather than finding time to hit the gym. He mapped out a good cycling route to campus on city streets, and a nearby bus route provided back-up transportation if necessary. He discovered that bike com-muting was easy and very enjoyable. And a year later, his physician is pleased to see that Alma has met his goals and vastly im-proved his health without the need for other interventions. 40 Supply Constraints, Global Markets, and Commuting One key variable that affects how the stu-dents, faculty, and staff commute to campus is entirely outside the control of the Univer-sity: the cost of various transportation fuels. In 2008, when the cost of gasoline rose to $4 per gallon, Commuter Services and UTA not-ed a dramatic increase in transit ridership and a corresponding decrease in single occupant vehicle (SOV) trips. When the price of gaso-line fell, the mode shift partially reverted back toward SOV trips. Given likely global crude oil supply constraints in the future, price increas-es are difficult to predict but likely to occur. Fuel cost increases also create a significant burden on fleet operators, skewing budgets for shuttle and campus fleet operations as well as for transit agencies. During the 2008 price spike, UTA imposed transit pass fee in-creases tied to the cost of fuel, which in turn resulted in a parking permit cost increase to cover this surcharge. Actions taken now to increase fleet efficiency and shift to lower-carbon and lower-cost fuels (principally com-pressed natural gas) will reduce institutional risk and operational costs over time. Vehicle Fleet Near-term: Assessment • More closely monitor and track fleet fuel con-sumption and emissions data. Evaluate campus fleet vehicle utilization and needs annually to determine the number of fleet vehicles needed. Procurement And Policy • Promote current no-idling policy to the entire campus. • Encourage departments to consider moving away from cars and trucks to low-carbon alternatives such as golf carts, electric vehicles (EV), bicycles, etc. for intra-campus needs. • Replace at least two standard-sized, diesel-pow-ered shuttle buses with compressed natural gas (CNG) powered buses annually. Capture savings and reinvest in cleaner fuel fleet enhancements over time and complete the phase-in of com-pressed natural gas-fueled shuttle buses by 2018. • Increase fuel economy by purchasing smaller, more fuel efficient fleet vehicles. Consider life-cycle vehicle costs, not just direct purchase costs, in procurement decisions. The Ultimate Icebreaker: The Department of Public Safety's Segway electric vehicles not only lessen the carbon footprint, they promote positive interactions with the campus community. 41 4E Solid Waste, Water, Grounds, Purchasing, and Food Systems Buildings and transportation emissions account for over 98 percent of the University's greenhouse gas footprint. This section deals with the remaining practices that directly affect carbon emissions but also indirectly impact the resources that sustain our quality of life. These practices include solid waste, water use, landscaping and grounds maintenance, purchasing for equipment and supplies, and food sys-tems. Although they are small in overall greenhouse emissions scope, activities in these areas can also have a profound impact on how our campus community understands and participates as global citizens. Solid Waste We seek to achieve a 25 percent waste reduction in five years by implementing a more efficient and com-prehensive record of all campus-based waste flows, improving education, and forging steps towards a zero-waste campus. Strategies The University will enhance waste-reduction pro-grams by adopting efforts that leverage supply-chain sustainability practices related to purchas-ing, policy decisions, and service. The University will also reduce its waste-stream volume through avoidance, durability and reuse, diversion, and aggressive recycling. Policy/Procedure/Purchasing Near-term: • Implement "Solid-Waste Engineering Principles" to prioritize waste minimization and source re-duction. Remove procedural and administrative barriers that discourage the donation and re-sale of surplus products. • Prioritize reuse and renovation of existing build-ings to avoid demolition. If removal is required, develop standards to deconstruct rather than demolish buildings. • Implement an Environmentally Preferred Pur-chasing (EPP) Policy to minimize the generation of waste by procuring products with re-usable packaging, and that feature enhanced durability and long-term use. The University of Utah seeks to avoid waste production at all levels of operations. When the FAMB business building was deemed unsuitable for current needs, it was deconstructed carefully in order to minimize the demolition waste sent to the landfill. Most build-ing materials were separated and sent to appropriate facilities to be reused where possible (rather than downcycled). 42 Marriott Library Waste Pod Solution In 2008, Director Joyce Ogburn of the J. Willard Marriott Library convened a staff task force to develop recommenda-tions for enhancing sustainable practices in the library. The report led to the forma-tion of a standing Green Committee and many positive changes. In the spring of 2010, the library expanded its recycling program by implementing centralized waste stations in its staff areas. These waste pods make it convenient for staff and faculty to deposit and sort all waste from workspaces into separate contain-ers for aluminum, cardboard, papers, and plastics. Additional drop-off points were also designated for battery recycling in both public and staff areas. Waste pods and additional drop-off points make recy-cling easy and encourage staff to throw away less and recycle more. The library continues to recycle, re-purpose, and re-use items such as furniture, Styrofoam, packing materials, and telephone books. Systems & Infrastructure Near-term: • Maintain the existing comprehensive waste management job position and provide staff suffi-cient to manage an integrated waste management system campus-wide. • Optimize the use of electronic technologies and innovations to reduce paper usage. Near & Mid-Term: • Consolidate waste-collection and recycling pro-grams campus-wide (and across business units) offering a more consistent collection program to enhance efficiency and consistency and increase program participation. Education and Awareness On-going & Near-term: • Re-establish a campus-wide recycling core com-mittee and expand integrated education and awareness program. 43 "What Goes Around Comes Around" Campaign Since 2008, students living on campus at the Residential Halls have had the op-portunity to reduce their end-of-the-year waste totals through a student-led initia-tive called "What Goes Around Comes Around." At the end of spring semester, student volunteers in partnership with the Office of Sustainability, ASUU, and The Lowell Bennion Community Service Center collect reusable, quality pre-owned goods including clothes, electronics, lamps, couches, and pillows. All items are donat-ed to the local charities. Electronic Waste The University of Utah will work towards achieving a more efficient, responsible, and comprehensive electronics waste collection program. This program will offer e-waste collection services to the com-munity at large, with collection facilities created at strategic locations to enhance participation. Strategies General • The University will implement strategies to ex-pand existing electronic waste, create standardized policies for electronic waste disposal, and provide opportunities to educate the campus community about responsible electronics recycling. Policy/Procedure/Purchasing Near-term: • Reinforce and strengthen University Policies to send used and unwanted equipment to Univer-sity Surplus and Salvage for appropriate process-ing, recycling, and salvaging. Near-term: • Process all computers through a central campus IT department for servicing of re-sellable ma-chines and the destruction of sensitive informa-tion. • Create policies to require that all electronic waste be handled by certified recyclers through e-Stew-ards Initiative or similar program. On-going • In 2010, the University sends only batteries and monitors to a certified e-steward recycling com-pany. The University will seek to expand process-ing of e-waste to include all electronic items. Mid-term & Long-term: • Increase public access to the campus Surplus and Salvage operation by providing adequate transit access and vehicle parking. • Evaluate the feasibility of a surcharge on Univer-sity- funded electronics or computer purchases to cover increased recycling processing fees. • Create a single, consolidated processing center to increase efficiency and effectiveness of the program. 44 Campus Recycling The U of U has already implemented a num-ber of initiatives to reduce solid waste sent to the landfill. It has done so by enhancing the recycling programs and broadening the capture of plastic, paper, cardboard, alumi-num, and scrap metal waste. Campus initiatives include: Recycling at campus events such as athletic competitions, concerts, and graduation cer-emonies. Recycling bins are distributed throughout campus. (There are over 10,000 bins of vari-ous sizes and types.) Facilities Management has installed scales to keep a monthly record of waste as well as materials destined to be recycled. Plant Operations conducts a biannual waste analysis for a more comprehensive under-standing of waste flows and efficient man-agement and reduction practices. Education and Awareness On-going • Continue to offer e-waste collection once a year for the campus community in partnership with the city's own e-waste recycling campaign. Evalu-ate opportunities to move forward on biannual collection basis. Near-term: • Raise awareness of electronic waste principles and campus resources through public informa-tion/ education sessions, lectures, electronic media, and public service announcements. Purchasing Sustainable purchasing demonstrates the University's commitment to buying goods, materials, and ser-vices in a manner that reflects the core values of fiscal responsibility, social equity, community, and environ-mental stewardship. We will implement a comprehen-sive and environmentally preferred purchasing policy. Strategies The University of Utah will decrease waste generated through purchasing by implementing strategies and policies that track purchases, edu-cate students, faculty, and staff about sustainable purchasing practices and prioritize sustainability in purchasing. 45 Policy/Procedure/Purchasing Near-term: • Implement a comprehensive and environmen-tally preferred purchasing policy based on federal standards. Systems/Infrastructure Near-term: • Create a centralized tracking system to account for purchases made by the campus community and to enhance opportunities for sustainable purchasing compliance. Education/Awareness Near-term: • Create an education team to reach out to the campus community and provide guidance on sustainable purchasing. Food Systems All campus-based food vendors and members of the campus community will seek to close food waste cycles by 25 percent by reducing food waste, enhanc-ing energy-efficient technology, and purchasing more local foods between 2010-2015. Dining Services: Strategies Policy/Procedure/Policy Near-term: • Revise vendor contracts to implement stricter sustainability practices and delineate incentives for waste minimization. Systems & Infrastructure Near-term: • Replace existing dining preparation equipment with energy-efficient upgrades when life-cycle cost assessment analysis shows effective alterna-tives. Education and Awareness On-going • Increase education efforts to promote behavioral change to healthy and sustainable food choices. Taking A Watershed Perspective Towards A Water-Neutral Campus The campus rests in a high desert grassland eco-system along the foothills of the Wasatch Mountains. With only 15 inches of water fall-ing every year, the University of Utah must be conscious of and responsible for use of this limited resource. In addition, water process-ing and transportation is tremendously energy intensive. While the carbon footprint from wa-ter use is not included in our greenhouse gas inventory, we still must be conscious of the impact. In light of an ever-increasing popu-lation demanding more resources, increased urbanization pressures, and increased trends of drought due to climate change, our limited water sources have the potential to become severely stressed, demanding more sustain-able water conservation measures. To this end, the Facilities Management Division is as-sessing the feasibility to achieve "water neu-trality" in the future, so that the campus would consume on an annual basis the equivalent of the average rainfall volume estimated to fall on campus. 46 • Initiate collaborative efforts with on-campus food service vendors, College of Health and other campus and community groups. • Support and develop additional opportunities to integrate Project Clean Plate to measure and conduct weekly food waste audits • Fully Integrate Project Green Thumb initiative to promote waste minimization. Sustain waste re-duction and elimination and look for additional opportunities to expand incentives. Near-term: • Initiate "Bring Your Own Plate" campaign to promote the elimination of disposable dinner ware wherever possible. • Increase purchases of local/organic food. Campus Food Production: Strategies Policy/Procedure/Purchasing Near-term: • Establish written principles with adaptable poli-cies and procedure for maintaining the campus gardens. Systems/Infrastructure Near-term: • Expand and maximize production of existing gardens. • Apply winter gardening strategies to create year-round interest and build soil quality. • Collect base numbers of food grown and develop harvest management strategies to record amount harvested. • Recruit and hire a campus garden coordinator to facilitate a year-round harvest of crops. • Institute a market garden program in which a portion of produce is sold directly to dining ser-vices and U Farmers Market, with the remaining portion donated to local pantries. Education/Awareness On-going • Create educational tools to promote urban agri-culture and generate neighborhood and commu-nity interest in urban agriculture initiatives. • Engage students, offer internships, and incorpo-rate various disciplines into the context of the garden. • Emphasize service learning component. Water and Grounds By 2020, the University of Utah seeks to achieve water neutrality and to minimize waste from grounds operations through composting. The University of Utah will implement strategies that use the latest technologies and innovative approaches for water conservation and grounds maintenance with an em-phasis on place-based solutions. Water: Strategies Policy/Policy/Purchasing Near-term: • Revise and enhance purchasing policy to include water-efficient appliances and tools. The primary dining services provider, Chartwells, makes good on its corporate commitment to supporting local suppliers through the Farm to Fork program in the cafeterias as well as at their booth at annual campus farmers market. 47 Systems/Infrastructure Near-term: • Develop a plan for water capture and conserva-tion, seeking to reduce the volume of annual storm water runoff beyond campus boundaries by 50 percent within five years and by more than 75 percent within 10 years. Near-term & Mid-term: • Create and implement a 10-year plan for en-hanced water conservation efforts. Plan to include interior water-conserving fixtures and potential for re-use, design standards for land-scaping to minimize high water-use ornamental plantings, opportunities for non-potable irriga-tion water, and efficient irrigation methods. Education/Awareness Short-term: • Create and sustain a general education campaign for water conservation campus-wide. • Establish an administrative structure to facilitate campus-wide water-conservation and reuse. Mid-term: • Explore opportunities to integrate water-efficient landscaping and technologies into course work and provide opportunities for students, faculty, and staff to be involved in maintenance of those projects. Grounds: Strategies Policy/Procedure/Purchasing Mid-term: • Revise landscaping policies to promote more water efficient turf, landscaping and irrigation policies. Evaluate various design standards (such as LEED and Sustainable Sites Initiative) for applicability on campus. Systems/Infrastructure Mid-term: • Explore alternatives to ice-melting salts on side-walks and roads while maintaining safety and evaluating life cycle costs of material, personnel, and unintended consequences of ice-melting salts. • Explore alternatives to reduce synthetic fertilizer and herbicide use for lawns. On-going: • Plant more poly-culture gardens to enhance diversity of plantings that offer multiple benefits such as food, pest resistance, enhance soil fertility and provide shade. Mid-term: • Compost 100 percent of garden waste. Investigate potential for composting and the use of vermi-culture (worm husbandry) throughout the campus community. • Investigate the opportunity for students to provide maintenance through academic credit or service hours Education/Awareness On-going • Create an education campaign about sustainable landscaping practices among grounds staff and the campus community. Near-term & Mid-term: • Explore opportunities to integrate grounds main-tenance into the curricula of select classes. The Sill Center Organic Garden is one of two gardens at the U. The gardens not only produce nutritious food, but are used as living laboratories for teaching students the skills and benefits of organic gardening methods. Through hands-on application of various organic gardening techniques, students learn the basics of how to feed themselves, about healthy nutrition and most importantly recognize the imperative for growing our food more sustainably and locally. 48 4F Carbon Neutrality Action Plan Return On Investment Strategies "To make progress, a climate action plan needs to be embedded in sound business logic and a policy environment that removes obstacles that raise risk and thwart success." - Wendell C. Brase (NACUBO Critical Path Issues on the Way to Carbon Neutrality) The majority of the strategies contained in the CNAP provides a net financial return on investment or are cost-neutral in the long term. In addition, many provide a hedge against the future risk of fluctuating energy prices, potential for carbon tax or other opera-tional unknowns. While many of these strategies can be completed without monetary resources, some may require up-front financing to initiate the potential for future paybacks. To meet its goal of climate neutrality, the University of Utah will require significant internal commit-ment. However, financing carbon-neutrality should not require tremendous strain on internal budgets as many of the initial strategies have the potential to be financed through the savings created. In order to gain internal financial commitment to this approach, the University will need to implement the use of direct measurement devices for metering and monitoring to verify savings capture and payback. Two actions will be essential to financing the Carbon Neutrality Action Plan. Convene a task team to examine CNAP financing options and barriers; prepare a funding plan. Study the potential to create an internal financing mechanism capable of receiving corporate, staff, and faculty contributions with the intent to finance investment in energy efficiency and renewable energy. Investigate the potential to reinvest paybacks from investments in additional campus projects. Financing Options The finance task team should consider the following possible financing strategies (and others) in order to maximize CNAP funding Donations Students, faculty, staff, and alumni express growing interest in dedicating donations towards sustainabili-ty- related investments and programs. The University of Utah already has in place a Renewable Energy Campaign established for individual contributions. Institutional Budgets Many of the strategies in the plan may be paid for directly through the University's operating budget since they involve basic maintenance and operations. In addition, energy efficiency and renewable energy projects have a quantifiable payback, low risk and provide a predictable income flow. Revolving Loan Fund A revolving loan fund uses interest and principal pay-ments on outstanding loans to issue new loans. This 49 option is a primary source of funding for projects with a quantifiable and measureable payback. The Energy Performance Contract and SCIF utilize a similar structure but should be deemed an entirely separate strategy from a revolving loan fund. Energy Performance Contracts An energy performance contract (EPC) is a vehicle for procuring energy-related equipment and services through an energy service company (ESCO). Energy Conservation Initiatives executed by the University of Utah have already resulted in considerable savings from large Energy Performance Contracts, a behav-ioral program, and Energy Office retrofit projects. Currently, the ESCO provides an annual savings of more than $300,000 and 1.2M KWh per year. ESCOs provide some of the best opportunities for funding large-scale, energy-efficiency projects. Power Purchase Agreements The University will explore opportunities for power purchasing agreement partnerships. A power pur-chase agreement (PPA) is an agreement between the owners of a power-generating facility and a power purchaser, whereby the purchaser agrees to purchase energy and/or capacity at a specified price for a specified term. Through the use of power purchase agreements, the University can capitalize on incen-tives that are otherwise only available to commercial entities. PPAs will provide the University with the opportunity to expand renewable energy technologies such as solar, wind, biomass, and geothermal. Utility Incentives & Rebate Programs Both Rocky Mountain Power and Questar Gas provide financial incentives for energy saving projects. Many of the projects proposed in the Carbon Neutrality Action Plan may qualify for rebates and incentives. The University of Utah can also get rebates from Questar by purchasing energy efficient appliances and equipment. In the future, the University of Utah will work to identify all rebates and incentives through Rocky Mountain Power and Questar Gas in order to maximize savings for new projects and purchases. Sustainable Campus Initiative Fund Approved in the spring of 2009, the Sus-tainable Campus Initiative Fund (SCIF) collects a $2.50 student fee per semester to go towards projects in sustainability. Seventy percent of the fund is directed towards projects with a monetary pay-back and the other 30 percent is dedi-cated to grants. SCIF has already funded several projects on campus and will con-tinue to be a source for strategies in the future. SCIF will be up for re-approval in the spring of 2012. 50 Assessment The strategies in the plan will be implemented by appropriate departments and campus entities respec-tive of each individual strategy. The Office of Sustain-ability will assist and support campus departments as needed in order to ensure implementation suc-cess. Ultimately, the Office of Sustainability will be responsible for monitoring the progress of the plan. The University of Utah recognizes the need for an aggressive target for climate neutrality. By creating a reduction target of climate neutrality by 2050, the University of Utah assumes that the Carbon Neutral-ity Action Plan will be regularly re-evaluated and that 5. Implementation 51 goals will be readjusted as necessary. Since the effects of greenhouse gases are long-term, the President's Sustainability Advisory Board has also emphasized the importance of interim targets. Consequently, the minimum goals to be achieved are real reductions of 25 percent by 2020 and 50 percent by 2030, with the optimal goal of 50 percent reductions by 2020. This report should be viewed as a "living docu-ment," progressing with improvements in technol-ogy, changes in energy costs, and other factors. This plan will be tracked annually and a new plan will be developed every three years. Future plans will take into consideration updated emissions projections and campus growth. The 2007 Greenhouse Gas Inventory Baseline used in the 2010 Carbon Neutrality Action Plan is only as accurate and comprehensive as the data available to generate it. Future inventories may be expanded to include additional Scope 3 emissions from sources previously omitted in the 2007 inventory such as in-direct supply-chain emissions from food, solid waste, water delivery and use. While these new additions may contribute to a higher carbon footprint, we feel it is our responsibility to be as comprehensive as pos-sible in on our path to carbon neutrality. Oversight and Reporting The ACUPCC requires that institutional structures be in place to guide the development and imple-mentation of the plan. The Office of Sustainability, along with the President's Sustainability Advisory Board, will provide oversight, direction, tracking, and reporting and will meet regularly to ensure continued progress. Together, these groups will conduct periodic reviews. An annual progress report will be prepared and circu-lated throughout the campus community with open houses held for community input and response. The annual report will include the current GHG invento-ry, and projects and strategies that were accomplished in the previous year. Each year, the Office of Sustainability will host a Climate Action Summit centered on climate change awareness, education, and University efforts. At the summit, the Office of Sustainability will deliver progress reports and provide an opportunity for the campus community to ask questions and comment on the plan. new building energy standard 2007 2009 2013 2015 2019 2023 2025 2031 2033 2035 2037 2039 2041 2043 2049 GHG Emissions Strategies 2007-2050 100,000 200,000 300,000 400,000 500,000 600,000 700,000 800,000 2011 2013 2017 2021 2027 2029 2045 2047 remodeled space energy standard energy efficiency fund SCIF revolving loan fund transportation reductions behavioral efficiency program co-generation plant building renovations Offsets - Renewable - ongoing remaining emissions business as usual projection to become carbon neutral in 2050 - A projection to become carbon neutral in 2050 - C Greenhouse Gas Reduction Wedges: This graphic shows the impact of current programs' effectiveness in reducing the University's GHG footprint. By growing these programs where possible and implementing additional strategies in this document, the path to carbon neutrality will be realized. 52 CONCLUSION President Michael K. Young's pledge to meet the Presidents' Climate Commitment has resulted in a multifaceted and comprehensive process, bring-ing together the best and brightest students, faculty, administration, and staff in a dynamic and evolving process. Not only has a path been identified to reduce carbon emissions, but implementation of this plan will also help mitigate financial risks associated with rising energy costs. The Energy and Environmental Stewardship Initia-tive: 2010 Climate Action Plan integrates the princi-ples of social, economic, and environmental sustain-ability into campus planning, design, and operations, administration, curriculum, and community engage-ment. A carbon-neutral campus will ultimately be highly efficient, resilient, and innovative. Although this plan represents much work and analy-sis, it must be restated that each of the strategies is an abstract idea and needs full analysis and a set of actions to move forward and be fully implemented. It is a vision for practices, policies, and actions that will lead to a sustainable campus. The University of Utah is embracing these new chal-lenges with thoughtful and sophisticated strategies that will adequately prepare Utah's forthcoming tech-nologists, policymakers, and leaders for a transforma-tional future. In following its mission as a resourceful and cutting-edge research institution for the state of Utah, the University is taking this opportunity to chart a sensible and enduring path. The University is preparing world citizens to comprehend complex systems and to value sensible economic progress through collaborative innovation. While continuing its commitment to new research, new technologies, and enrichment of human health, the University is also reaffirming its responsibility toward environ-mental stewardship and keeping local communities thriving and resilient. photo by Lawrence Boye 53 Appendix A: Contributors and Preparers Contributors The Energy and Environmental Stewardship Initiative: 2010 Climate Action Plan represents the work of many dedicated members of the University of Utah community. Formal members of the planning teams are listed below. Many others contributed expertise and ideas over the course of the year, but they are too numerous to name in-dividually. We would like to thank all participants for their contributions to the development of this plan. Office of Sustainability Office staff coordinated the overall planning effort, supported the individual teams, and assembled the final plan draft. Jennifer Colby, Sustainability Coordinator, Office of Sustainability Marie Martin, Outreach & Education Coordinator, Office of Sustainability Whitney Williams, SCIF Coordinator, Office of Sustainability Myron Willson, Director, Office of Sustainability President's Sustainability Advisory Board The President's Sustainability Advisory Board guided the plan's development, reviewed plan drafts, and made recom-mendations to the president regarding key decision points and overall direction. Members Chair: Dr. David Chapman, Professor, Geology & Geophysics, College of Mines and Earth Sciences Jerry Basford, Associate Vice President, Student Affairs Erica Brown, Sustainability Coordinator, 3form Norm Chambers, Assistant Vice President, Auxilary Services Bruce Gillars, Director, Space Planning and Management Talley Goodson, CEO, 3form Joan M. Marcotte Gregory, Librarian, Spencer S. Eccles Health Sciences Library Dr. Chris Hill, Distinguished Professor, Biochemistry, School of Medicine Laura Lincoln, Alumna, MBA, David Eccles School of Business Dr. Brian McPherson, Associate Professor, Civil & Environ-mental Engineering, College of Engineering, and Senior Scientist/Manager, Energy & Geoscience Institute Dr. Robert Newman, Dean, College of Humanities, and As-sociate Vice President, Interdisciplinary Studies Alexandra Parvaz, Co-Founder, SEED Student Group, and MS Student, Master of Science & Technology Jon Wilkey, MS Student, College of Engineering Task Teams Teams of faculty, staff and students from a wide range of campus departments met over the course of the 2010 academic year. They worked together to brainstorm, refine, and research action item ideas and write their sections of the plan. Communication Nancy Carruthers, Chair Graduate Student, Geography/ Union Reservations Brenden Kendall, Doctoral Student, Communication Joan Gregory, Librarian, Eccles Health Science Library Kristin Wann Gorang, Alumni Relations Director, Health Sciences Development Ross Chambless, Graduate Teaching Assistant, Environmental Humanities Andrew Reich, Computer Professional, Office of Information Technology Remi Barron, Public Relations Specialist, Marketing & Communications Stephen Goldsmith, Associate Professor, City and Metropolitan Planning Karren Nichols, Administrative Assistant, Marriott Library Drew von Lintel, Graduate Student, Environmental Humanities Elise Lazar, Community Member Curriculum & Research Bruce Gillars, Chair, Director, Space Planning and Man-agement Laura Lincoln, Alumna Natasha Seegert, Program Manager, Environmental Studies Program Kent Udell, Director, Sustainability Research Center Stephen Tatum, Professor, English Dan McCool, Director, Environmental Studies and Political Science Mark St. Andre, Assistant Dean, Undergraduate Studies Phil Emmi, Professor, College of Architecture+Planning Erin Silva,Visiting Instructor, College of Architecture+Planning Vicky Newman, Assistant Professor, Communication Drew von Lintel, Graduate Student, Environmental Humanities Justin Reuter, Graduate Student, Educational Leadership and Policy Maura Hahnenberger, Graduate Research Assistant, Atmospheric Sciences Andrew Jorgenson, Assistant Professor, Sociology Energy Efficiency Bianca Shama, Chair, Behaviorial Energy Program Specialist, Facilities Management Kent Udell, Director, Sustainability Research Center Erika Brown, Sustainability Coordinator, 3form Kevin Emerson, Alumnus; Policy Associate, Utah Clean Energy Scott Hartwig, Engineer, Facilities Management Ryan Smith, Assistant Professor, School of Architecture Nancy Carruthers, Graduate Student, Geography Angel Moreno, Energy Manager, Facilities Management Steve Laraway, Mechanical Engineer, Campus Design and Construction Matt Yurick, Associate Director, Space Planning and Management Steve Panish, Assistant Vice President, Health Sciences Joerg Ruegemer, Assistant Professor, College of Architecture +Planning Chamonix Larsen, Energy Program Director, Division of Facility and Construction Management, State of Utah Paulette McGhie, Policy Associate, Utah Clean Energy Mark Case, Engineer, ETC Group Frank Sitton, Associate Director of Facilities, Housing and Residential Education Dave Burt, Director, ASUU Board of Sustainability Renewable Energy Cheri Daily, Chair, Director, Corporate and Foundation Relations, Development Office Chris Hill, Distinguished Professor and Co-Chair, Biochemistry Dan Sweeney, Graduate Student, Mechanical Engineering Matt Yurick, Associate Director, Space Planning and Management Cory Higgins, Director, Plant Operations, Facilities Management Kent Udell, Director, Sustainability Research Center Angel Moreno, Energy Manager, Facilities Management Jack Hamilton, Manager, Utah Engineering Experiment Station John Stratton, Computer Administrator, Student Affairs John Leisek, Undergraduate Student, Physics Transportation Norm Chambers, Chair, Assistant Vice President, Auxiliary Services Carol Werner, Professor, Psychology Department Alma Allred, Director, Commuter Services Michael G. Perez, Associate Vice President, Facilities Management Brian McPherson, Associate Professor, Civil and Environ-mental Engineering Chad Mullins, Student, Osher Institute Jennifer Reed, Administrative Officer, Auxiliary Services Dave Rees, Manager, Motor Pool, Facilities Management Tami Cleveland, Planner, Facilities Management Eric Browning, Planner, Facilities Management Leo Stanko, Academic Program Support Specialist, Registrar's Office John McNary, Director, Campus Design and Construction Barbara Brown, Professor, Family and Consumer Studies Kori Dehaan, Manager, Travel Darrin Robertson, Accountant, Travel Chad Larsen. Commuter Services Solid Waste, Water, Grounds, Food Alexandra Parvaz, Chair, Graduate Student, Master of Science and Technology Reggie Conerly, Manager, Chartwells Sue Pope, Supervisor, Grounds, Facilities Management Steve Burian, Associate Professor, Civil and Environmental Engineering Cory Higgins, Director, Plant Operations Matt Yurick, Associate Director, Space Planning and Management Samuel Allen, Graduate Student, Director Environmental Action Team Tami Cleveland, Campus Planner, Facilities Management Eric Browning, Campus Planner, Facilities Management Justin Reuter, Housing Nancy Carruthers, Union Reservations Drew Thompson, Undergraduate Student, English Isaac Winter, Undergraduate Student, Biomedical Engineering Design Team University Marketing & Communications for final documents and outreach materials. Special thanks to: Joan Levy, Director, Creative Services David Meikle, Graphic Designer David Titensor, Art Director Jeff Juip, Design Architect, MHTN Architects 54 55