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Berea CollegeEcological Indicators of Sustainability

I propose a different ranking system for colleges based on whether the institution and its graduates move the world in more sustainable directions or not.

-David Orr, Oberlin College

The CEPC’s charge

Charged by the faculty to develop a method for measuring the progress of Berea College toward ecological sustainability, the Campus Environmental Policy Committee (CEPC) oversaw a college-wide process to develop a set of indicators of ecological sustainability for the campus. Based on student, faculty and staff input from a series of workshops; a review of the literature; and an examination of similar efforts at other colleges, the CEPC compiled a set of 24 indicators reflecting college functions in the areas of energy, water, materials, ecological capital, food, and environmental literacy.

What is an indicator?

An indicator is something that helps you understand where you are, which way you are going and how far you are from where you want to be.

Indicators of sustainability help an institution to measure its progress toward sustainability, and to design policies to increase progress.

The performance goals and recommendations in this report are those of the authors. They are not official goals of Berea College.

Total energy use is one of the indicators of sustainability for Berea College.

Who prepared this report?

This report was prepared by the fall term 2004 SENS 100 and SENS 460 classes at Berea College.

Information on the indicators was supplied by Mike Bethurem, Sarah Botkin, Suzanne Lakin, Bradley Montgomery and Steven Jones, Berea College Utilities; John Blair and Carolyn Castle, People Services; Melvin Cooper, Printing Services; Josh Eckman and Connie Middleton, Food Services; Mark Hill, Brian Howard, Travis Rogers and Anthony Skees, Messer Construction; M. Scott Reynolds, cmta engineering consultants; Leslie Kaylor, Environmental Health and Safety; Suzi Kifer, International Center; Kevin Long, Recycling Program; Michael Panciera and Sean Clark, Agriculture and Natural Resources; John Perry, Forestry; Charley Spangler, Financial Affairs; Sharon Stone, Development; Debbie McKinney, Motorpool; Elizabeth Weintraut and Bev Penkalski, Labor and Student Life; Regina Williams and Randy Adams, Facilities Management.

Berea College Indicators of Sustainability 2004

Indicators arise from values (we measure what we care about) and they create values (we care about what we measure).

– Dana Meadows, Dartmouth College

How is Berea College doing?

There is no trend established yet for:

Motor pool fuel economy (#5)

The goal is a campus that is "a sustainable environment within which the use of land, design of facilities and methods of operation are conducted within established principles of sustainability."

-- Georgia Institute of Technology Campus Master Plan

We are becoming more sustainable as measured by:Total municipal water use (#7)Municipal water use per capita (#8)Construction and demolition waste recycled (#14)Amount of hazardous materials shipped off-site (#15)Percent of food purchased regionally (#19)

There is no change in our status as measured by:Total energy use (#1)Energy use per capita (#2)Proportion of energy from renewable sources (#3)Carbon dioxide emissions (#4)Adequacy of the municipal water supply (#9)Paper consumption (#16)Land in higher diversity vegetative cover (#17)Soil erosion (#18)Percent of food produced organically (#20)Proportion of food waste composted (#22)Student environmental literacy (#23)Faculty and staff environmental literacy (#24)

We are becoming less sustainable as measured by:Number of parking permits (#6)Water quality (#10)Proportion of campus in impermeable surfaces (#11)Operational solid waste per capita (#12)Recycling (#13)Food waste (#21)

The Berea College campus.

Moving toward sustainability?

Indicator #1Energy Use

Definition

The energy value (in BTUs1) of coal, natural gas, and electricity used on campus.

-Does not include student and faculty air miles

-Does not include gasoline or diesel fuel used on campus or during off campus travel

Performance Goal

-Long term goal: reduce total annual College energy use to 45% of the 1998-2002 baseline by 2015. -Short term goal: reduce total annual College energyuse by 5% each year.

Why this indicator?

Energy is an integral part of our daily lives. Berea College’s current energy use consists almost entirely of non-renewable fossil fuels. By definition, the use of non-renewable resources such as oil, natural gas, and coal is not sustainable. Use of fossil fuels is a primary cause of air and water pollution, landdisruption, and greenhouse gas emissions. Effects of coal mining and the combustion of coal in electric-generating plants have particularly degraded the Appalachian region. Increasing global demand and declining reserves, particularly for oil and natural gas, combined with the increasing reliance by the United States on imported energy, suggest uncertainties in the future supply and cost of energy for Berea College.

Energy use by Berea College has not significantly changed since 1998.

What are other colleges doing?

-Penn State University consumed 2.87 trillion BTU in 1999 2

Because colleges differ in size, a more useful comparison is energy consumption per square foot of building space:

-Berea College (00-01): 322,000 BTU/ft2

-Marquette University3: 88,000 BTU/ft2

-Purdue University3: 429,000 BTU/ft2

-University of Wisconsin-White Water3: 120,000 BTU/ft2

-Mount Holyoke College4: 127,000 BTU/ft2

Many colleges are working to reduce their energy use:

-The first year of a comprehensive conservation campaign at Michigan State University reduced energy use by 4% for a savings of $400,000. 5

-Despite a 19% increase in number of students since 1998, the University of British Columbia has reduced energy use in core and ancillary buildings by 8%. 5

What is Berea College doing?

-Implementation of the College Energy Master Plan, including replacement of the coal-fired heating plant with a natural-gas fired plant, building renovations, and energy retrofits, will reduce campus energy use by 45% by 2015.

-As incandescent bulbs burn out in residence halls they are being replaced with compact fluorescent bulbs.

Recommendations

- Improve the accuracy of energy use monitoring by developing a system for reporting of College air travel and other off-campus use of energy for College functions.

- Develop a campus-wide educational program describing steps taken to conserve energy, estimated energy savings, and actions that individuals can take to conserve energy.

The College’s coal-fired heating plant will be replaced by 2006 with a more efficient natural gas-fired unit.

References1 Coal: 22.87 million BTU per short ton. Department of Energy. Coal used for Electricity

Generation, 1999 Kentucky. 4 October 2004 <http://www.eia.doe.gov/cneaf/coal/statepro/imagemap/ky3p1.html>.

Natural gas: 1,027 BTU per ft3. Statistical Abstracts of the United States 2001, p.567Electricity: 10,350 BTU per kWh. <http://www.census.gov/prod/2002pubs/01statab/energy.pdf> Statistical Abstracts of the United States 2001, Section 19, p. 567 Fossil fuel steam-electric power plant generation factor.

2 Penn State Indicators Report. 22 November 2004 http://www.bio.psu.edu/greendestiny/publications/gdc-indicators_2000.pdf

3 Clayton, M. 2001. The drive for power. Christian Science Monitor, July 3, 2001, pp. 12-13.

4 Electricity & Power on Campus: Just the Facts Mount Holyoke College. 22 November 2004 http://www.mtholyoke.edu/proj/cel/cep/anjanette/powerfacts.htm

5 Campus Ecology. 2004. Energy projects. http://www.nwf.org/campusEcology/dspGreeningProjects.cfm?iID=4


Sustainability Trend

Berea College Energy Use

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1998-99 1999-00 2000-01 2001-02 2002-03 2003-04Fiscal Year

Bill

ion

BTU

s C

onsu

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Coal Natural Gas Electricity

Switching to compact fluorescent bulbs whenever possible will decrease energy use.

Indicator #2Energy Use per Capita

Definition

Total annual College energy use (Indicator #1) divided by the number of full-time students, staff, and faculty. 1

Performance Goal

Reduce annual per capita energy use to 45% of the year 1998-2002 baseline by the year 2015. The goal is 100 million BTU per year per capita.

Why this Indicator?

The population of the College varies; for example, spring enrollment of full-time students increased from 1320 in 1998 to 1453 in 2004.2 As numbers of students, faculty, and staff change, energy use may change. Expressing energy use on a per capita basis allows year-to-year comparisons corrected for population change and comparisons with other colleges that are larger or smaller than Berea. Energy use per capita also illustrates the role of each member of the college community as an energy user, and the importance of individual actions in reducing total College energy use.

Energy use per capita at Berea College has not varied much since1999.


-Penn State’s energy use in 1998-99 was 61 million BTUs per capita,3

considerably lower than Berea’s.

Reducing per capita energy use will require education as well as changes in infrastructure. Here’s what several other colleges are doing to educate students, faculty, staff, and community members:

-Oberlin College releases indicator status reports similar to those produced by Berea College. 4

-Penn State created a campaign to educate through public classrooms called Classrooms Without Walls. 5

-Students at Tulane University equipped a dorm room with energy star electronics and appliances as a demonstration of what individualstudents could do to save energy. 6

-New College students coupled an energy audit with an educationalprogram involving signage, tabling at community lunches, and word of mouth. 7


-The Campus Environmental Policy Committee will be posting monthly electricity use data in most campus buildings.

-As incandescent bulbs burn out in residence halls they are beingreplaced with compact fluorescent bulbs.

-Building renovations are increasing energy use efficiency.

Recommendations

- After determining an energy baseline, share monetary savings from additional energy conservation with the residents of each building.

- Distribute an informational flier that details the actions an individual can take to conserve energy on campus.

- Hold an energy conservation competition between residence halls.

Clothes of Ecovillage residents hanging on the line to dry. By not using dryers the residents are conserving energy.

References1 Population data comes from Berea College’s Fact Book by Institutional Research, 3 November 2004.http://www.berea.edu/ira/pdf.files/fact.book.03/Student%20Enrollment%20&%20Characteristics/ci.fb03.sec.spring.enroll.tables.pdf2 Spring 2004 student enrollment information provided by Delphia Canterbury 3 Penn State Indicators Report 2000, Penn State Green Destiny Council. http://www.bio.psu.edu/greendestiny/publications/gdc-indicators_2000.pdf4 Dwyer, M., A. Mack, B. Masi, D. Orr, N. Palmer, K. Warren, and C. Wolfe. 1998. Oberlin and the Biosphere: Campus Ecology Report. Oberlin College, Oberlin OH. 5 The Classroom without Walls, Penn State Green Destiny Council. http://www.bio.psu.edu/greendes tiny/projects-ii.shtml6 Energy Efficient Dorm Room Appliances, Tulane University, 5 October 2004. http://www.nwf.org/campusEcology/files/Tulane University.pdf7 New College of California, Campus Energy Profile, 5 October 2004. http://www.nwf.org/campusEcology/files/newcollege%20energy%20FINAL.pdf


Berea College Energy Use per Capita

050

100150200250

1998-99 1999-00 2000-01 2001-02 2002-03 2003-04

Fiscal YearM

illion

BTU

s Pe

r C

apita

Informational signs describing monthly electricity use will be posted in most campus buildings.


Indicator #3Proportion of Energy Use From

Renewable SourcesDefinition

The fraction of the total energy used by the College (see Indicator #1) that is derived from renewable energy sources.

-Renewable energy includes electricity produced by photovoltaic panels, wind generators, hydroelectric generators, direct conversion of wind and hydrologic energy to mechanical energy (e.g., pumping water with a windmill); and combustion of sustainably-harvested biomass or fuels derived from biomass (for example, biodiesel).

Performance Goal

-Long term goal: 100% of the College’s energy from renewable sources.

-Short term goal: Meet 10% of the College’s energy needs from renewable sources by 2010.

Why this indicator?

All non-renewable sources of energy such as coal and oil will eventually run out. By definition a sustainable society or institution must convert to renewable energy sources.

In the short term, conversion to renewable energy sources reduces the pollution and land degradation (e.g., strip mining) associated with fossil and nuclear fuels, reduces dependence on politically unstable energy suppliers, reduces the flow of money out of the community, and buffers against volatility in price and supply. Most members of the Berea community are already familiar with the concept and definition of renewable energy, and could quickly react to it as an indicator.

Only 0.5% of Berea College’s energy needs are met by renewable sources (Kentucky Utilities’ use of hydropower contributes this small amount).


Almost one-quarter of colleges and universities meet some of their energy needs from renewable sources.1 For example:

-Hobart and William Smith Colleges in Geneva, New York, purchase five percent of their electricity from wind-power sources. 2

-In June 2000, the University of Vermont installed on campus a five-kilowatt photovoltaic panel, the largest solar installation in the state at that time. 3

-The Los Angeles Community College District pledged last year to generate ten percent of its new buildings' energy use from on-site renewable resources.4

-College of the Atlantic has a 20-year commitment to purchase only wind-generated electricity.5


-The student-led 10 by 10 initiative is working to get Berea to commit to providing 10% of the College’s energy from renewable sources by 2010, and to educate the campus about the benefits of renewable energy.

-The SENS House in the Ecovillage uses a photovoltaic panel to produce as much electricity as it uses. Through net-metering, the SENS House draws on the grid at night and exports electricity during the day. The SENS House also uses a solar water heating system.

Recommendations

-Add photovoltaic panels to the Ecovillage to meet its performance goal (10% renewable energy sources).

-Consider solar hot water systems as part of all future renovations. Solar hot water has the shortest payback period of any solar energy system.

-Encourage Kentucky Utilities to offer a green pricing program for its electricity. The East Kentucky Power Cooperative and Bowling Green Municipal Utilities offer customers the option of paying a premium to support electricity from renewable sources.

The photovoltaic panel at the SENS House can produce up to 8 to 11 kilowatt-hours per day.

References1 James, R. 2002. Colleges are already taking the ‘green’ path. Syracuse on-line, September 1, 2002. Available: <http://www.hws.edu/news/update/showwebclip.asp?webclipid=289> 2 Freile, V. 2002. Local employers to buy wind power. TheIthacaJournal.com, August 7, 2002. Available: <http://www.hws.edu/news/ update/showwebclip.asp?webclipid=125> 3 Thompson, G. 2001. University of Vermont Energy Profile. National Wildlife Federation Campus Ecology Program. Available: <http://www.nwf.org/campusecology/files/uvm_solar.pdf> 4GreenBiz.com. 2003. University of California passes clean energy policy. July 25, 2003 Available: http://www.greenbiz.com5 COA News and Events. 2004. Available: http://www.coa.edu/news/windpower.html


Proportion of energy use from renewable sources

Energy From Renewable Sources

Energy From Non-Renewable Sources


Indicator #4Carbon Dioxide Emissions

Definition

Carbon dioxide released as a result of the College’s use of coal, electricity, and natural gas (Indicator #1).

Performance Goal

Reduce carbon dioxide emissions 65% by 2015. This goal follows from an expected 45% decrease in total energy use (Indicator #1) combined with converting the heat plant from coal to natural gas, and an increase in the renewable energy portion of the energy mix.

Why this indicator?

Since 1959, the carbon dioxide concentration of the earth’s atmosphere has increased from 316 ppm to 376 ppm1 due in part to human activities such as clearing forests, agriculture, and burning fossil fuels. Carbon dioxide is a greenhouse gas that increases the ability of the atmosphere to trap heat. The average global temperature of the atmosphere near the earth’s surface has increased 1.1°F to 1.3°F since 1860, and is projected to increase an additional 2.5°F to 10.4°F by 21002. Associated with increasing temperature are likely to be changes in regional climates, rising sea level, and more severe weather events.

Annual carbon dioxide emissions by the College have been relatively constant since 1998.


-Lewis and Clark College (OR) is the first U.S. college to meet the Kyoto standards for greenhouse gas emissions.3

-Renovations underway at the University of British Columbia will reduce annual carbon dioxide emissions by 30,000 metric tons.4

-In 2004, the College of the Atlantic purchased green tags to off-set 100% of the carbon dioxide emitted in the production of the electricity used by the campus.5

-Middlebury College has adopted the goal of reducing their per capita carbon dioxide emissions 8% below 1990 levels by 2012.6


-Implementation of Berea’s Energy Master Plan including heat plant replacement, building renovations, energy retrofits, and educational programs will reduce campus energy use by 45% by 2015.

Recommendations

Make carbon sequestration a formal management goal for the College forest and farm. Carbon held in biomass and soils can offset some College emissions.

Berea should adopt the goal of the 10 by 10 campaign to acquire 10% of its energy from renewable sources by 2010, thus contributing to a reduction in carbon dioxide emissions.

Replacement of the coal-fired heating plant with an efficient natural-gas fired plant will reduce carbon dioxide emissions.

References1 Keeling, C.D. and T.P. Whorf. 2004. Atmospheric carbon dioxide record from Mauna Loa. Available http://cdiac.esd.ornl.gov/trends/co2/sio-mlo.htm2 Miller, G.T., Jr. 2004. Sustaining the Earth. Brooks/Cole, Pacific Grove, CA.3-6 Campus Energy Projects. Campus Ecology, Washington, D.C. Available: www.nwf.org/campusecology/dspGreening.cfm?iid=4


Solar panels on the SENS House heat water with no carbon dioxide emissions.

Carbon Dioxide Emissions

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1998-99 1999-00 2000-01 2001-02 2002-03 2003-04

Fiscal Year

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Indicator #5Fleet EPA Fuel Economy Rating

Definition

The average EPA fuel economy rating for the motor pool fleet.

Performance Goal

A fleet average fuel economy rating of 38 city/36 highway mpg. This corresponds to a fleet comprised of equal numbers of the most efficient mid-sized 2005 car and passenger van1.

Why this indicator?

Transportation is essential to the functioning of Berea College.The maintenance of a shared motor pool can reduce the number of personal vehicles on campus. A more fuel efficient motor pool fleet will have lower operating costs (particularly as gasoline prices continue to increase) and will emit less pollution. For 10,000 miles of driving, a 5 mile per gallon increase in fuel efficiency reduces each vehicle’s emission of CO2 by 40,000 pounds.


-Berea has purchased a Honda Civic Hybrid which has an average of 46.5 mpg in the city and an average of 49.3 mpg on highways.8-The college encourages car pooling for faculty and students using the motorpool vehicles.

Recommendation

-Motorpool should continue to replace old vehicles with vehicles with better fuel economy ratings.

References1 Toyota Prius (60/51) and Chevrolet Astro 2WD van (16/21).

http://usgovinfo.about.com/od/consumerawareness/a/fueleco2005_p.htm2 Fleet composition provided by Debbie McKinney, Motor Pool.3 Gas Mileage Guide. www.fueleconomy.gov/feg/feg2000.htm4 Corporate Average Fuel Economy. http://ita.gov.doc/gov/td/auto/cafe.html5 UC of Bekeley. Alternative Transportation. http://public-safety.berkeley.edu/trip/carpool.htm6 University of Victoria. Facilities Management.http://web.uvic.ca/fmgt/Sustainrpt.pdf7 University of Minnesota. Transportation.

http://www.csbr.umn.edu/umn_sustainability8 Fuel Economy Headinghttp://www.epa.gov/greenvehicles/E-HONDA-CivicHybrid-04.htm


The sixteen motor pool vehicles for which data are available2,3

have an average EPA fuel economy rating of 22.5 mpg city/hwy which is slightly less than the US fleet average of 24 mpg4.


-The University of California in Berkeley has a website illustrating the benefits of car sharing and other alternative transportation, and has shuttles for student and staff transportation5.-The University of Victoria in Canada is working to reduce motor vehicle traffic around campus by increasing public transportation, cycling, and walking6. -The University of Minnesota provides shuttles for students and staff to reduce traffic. They also have a special project for hybrid cars7.

Part of the Berea College Motor Pool Fleet

2004 Honda Civic Hybrid.

Sustainability Trend?

Avg. 25.6 mpgAvg. 19.2 mpgTOTAL Average for Fleet:

Avg. 24 mpgAvg. 17 mpgVanFord19971

24 mpg18 mpgSiennaToyota20001

Avg. 30.67 mpgAvg. 20.3 mpgImpalaChevrolet20012

Avg. 18.4 mpgAvg. 14.4 mpgVan 3500Chevrolet20011

29 mpg20 mpgCentury Buick20021

29 mpg20 mpgMalibuChevrolet20023

Avg. 24.13 mpgAvg. 18 mpgCaravanDodge20031

Avg. 18.4 mpgAvg. 14.4 mpgVan 3500Chevrolet20035

Avg. 49.25 mpgAvg. 46.5 mpgCivic HybridHonda20041

No DataNo DataSprinter 2500Dodge20042

EPA Rated Hwy mpg

EPA Rated City mpgModelMakeYear

Number of Vehicles

Indicator #6 College Parking Permits

Definition

The number of full-year parking permits issued to faculty and staff, and full-time residential and non-residential decals issued to students. Temporary and visitor permits are not included. The numbers do not include unregistered student, faculty, or staff cars.

Performance Goal

Not to exceed 1202 parking permits (total full-year parking permits issued in 2002-2003).

Why this indicator?

Each U.S. car requires on average 0.18 acres of paved land for roads and parking.1 Making the round-trip from Berea to Richmond, the average car will emit about 20 lbs of carbon dioxide and smaller amounts of other pollutants, while consuming more than one gallon of gasoline. The average monthly cost of owning and operating a car – $600 – is a major financial drain on members of the College Community.1

As of November 2004, permits for 04-05 were up 17% from the previous year, but were only 4% higher than in 02-03.2


-In 1997, the University of British Columbia made a commitment toimprove transportation options on campus. By reducing city transit fares, offering rewards for 3+ carpools, and enhancing campus shuttles and cycling programs, they have reduced single-occupancy vehicular traffic by 20%.3

-The College of Wooster provided a fleet of 12 community bikes with hopes of decreasing excessive automobile use on campus and reducing parking needs.3

-The University of South Carolina runs a biodiesel shuttle around campus and town. The “Carolina Shuttle” is free for students, faculty, and staff, and logs an average of 2,550 miles per week.3


-Because Berea is a residential college, the number of students needing cars to commute is small.

-Berea limits the number of student parking permits, and penalizes students found with cars on campus illegally.

-Berea Bikes is a fleet of community bicycles available for free student use on campus. Proposed by HEAL in 2003 and expected to be in action by spring 2005, this project will decrease the need for cars.

-The Ecovillage’s Prius is available to all Ecovillage residents for local errands. Carpooling is encouraged with a waiver of mileagefees if two or more people ride together.

Recommendations

-Increase the frequency of college shuttle vans going to Richmondand Lexington.

-Provide more on-campus services to reduce the need for cars. The Student Government Association has proposed that the College open a small bowling alley, convenience store, and beauty/barber shop on campus.

-Maintain the availability of faculty rental housing near campus.

-Facilitate and provide incentives for faculty/staff car pooling.


Berea College Parking Permits

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2002-03 2003-04 2004-05

Year

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ber o

f Par

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Town Student

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Faculty

The student parking lot behind Facilities Management.

References1 The Real Costs of Car Ownership. Available:

www.bikesatwork.com/carfree/cost-of-car-ownership.html2 Berea College Public Safety3 Campus Ecology. 2004. Transportation.

http://www.nwf.org/campusecology/dspGreeningProjects.cfm?iID=10

SustainabilityTrend

The coveted parking decal.

Municipal water use at Berea College has declined 10% since 1998. Particularly low consumption in 2000-2001 and 2002-2003 was likely the result of having several buildings off-line for renovations.2

Definition

The total volume of municipal water used in college operations. Rainwater, greywater and sewage treated on-campus and re-used are not included.

Municipal Water Use


-Brown University has developed a water conservation program that includes the installation of low-flow showerheads, low-flush toilets, and a campus water audit.3

-At the University of North Carolina-Chapel Hill, 300 water-free urinals were installed to reduce campus water use by 12 million gallons annually. Closed loop systems have also been installed to cool distilled water in the five largest water consuming labs on campus and save millions of gallons annually. An infiltration bed and 70,000 gallon cistern for stormwater is used for irrigation.4

Why this indicator?

Rapid population growth in southern Madison County is increasing the demand on the Berea water system. Eastern Kentucky experienced drought conditions for some portion of each of the last five years, and the variability of precipitation may increase as a result of global climate change. Reductions in water used by the college will reduce demand on the water system while leaving more water for natural aquatic systems.

Recommendations

-Low-flow showerheads, low-flush toilets, high efficiencywashing machines, and laser censored sinks should beinstalled as part of all campus renovations.4

-Campus-wide competitions and/or incentives for dorms using the least amount of water per capita should be held each year.

-Water reduction tips and reminders should be placed inbathrooms and shower rooms. Dorm programs should have an educational focus on ways to reduce water use.

-All rooftops on campus, where practical, should provide rooftop rainwater catchment systems for toilet flushing and landscape irrigation.

Performance goal

Reduce total college water use by 50%. Using1998-2000 use as the baseline puts this goal at 33million gallons per year.


-As part of Draper’s renovations, a rainwater collection system was installed to provide water for all toilets, urinals, and landscaping. The total catchment area of the roof is 19,842 square feet. Water collected from the roof is stored in a 12,000-gallon underground cistern for use in the building.

-The Sustainability and Environmental Studies House uses all of its bathroom greywater to grow plants in an attached greenhouse. The house is designed to meet its water needs with rainwater.

-The Berea College Ecovillage is designed for a 75% reduction in water use with low flow showers, low flush toilets, washing machines that use 50% less water, and waste water recycling.

References

1 Botkin, Sarah. Berea College Utilities.

2 Brown is Green Water Conservation. 2004 http://www.brown.edu/Departments/Brown_Is_Green/big/BrnIsGrn.html#Water

3 University of North Carolina at Chapel Hill. Campus sustainability initiative. http://sustainability.unc.edu/Documents/SOSAwardApp2003.doc

4 Keniry, J. 1995. Ecodemia, Washington, D.C.: National Wildlife FederationThe ecological machine, a biological wastewater

treatment system at the Ecovillage, treats 3000 gallons of waste water per day, 350 gallons of which are recycled for flushing toilets.

Indicator #7SustainabilityTrend

Studying the biology of a Berea College reservoir

Total Annual Use of Municipal Water by Berea College

40,000,00045,000,00050,000,00055,000,00060,000,00065,000,00070,000,000

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

Fiscal YearTo

tal G

allo

ns


Berea College Indicators of Sustainability 2004 Series

Definition

The total annual College use of municipal water (Indicator #7) divided by the total average number of students, staff, and faculty during that year.


-EcoLogic, a student organization at Rensselaer Polytechnic Institute in Troy, N.Y., works with faculty to develop class projects centered on water conservation, and distributes Green Guides that teach water-saving practices.2

-Medical University of South Carolina is testing waterless urinals in a classroom building accompanied by signage explaining their operation and benefits.3

-Penn State’s 16-year average per capita water use of 24,800 gallons is less thanBerea’s current use.4

Why this indicator?

While this indicator reflects trends in Indicator 7, the recalculation of the value on a per capita basis emphasizes the role of individual habits in water use. It allows each member of the campus community to evaluate his or her own contribution to water conservation efforts and allows comparison of Berea’s water use efficiency with other schools.

Recommendations

- Prominently display each building’s monthly water use with appropriate benchmarks for comparison.

-Implement campus-wide education programs on methods to reduce individual water use.

-Provide prizes for the dorms using the least water per capita, and return half of the money saved to the dorm program fund.

-Place brightly colored prompts and reminders to conserve water in all bathrooms and laundry facilities.


-The Berea College Ecovillage is designed for a 75% reduction in water use with low flow showers, waste water recycling, and rain water catchment. Residents are informed of their monthly water use along with information on ways to help conserve water.

-The Sustainability and Environmental Studies House monitors weekly averages of water use and posts them to promote awareness with residents and tour groups.

References

1 Data provided by Sarah Botkin, Berea College Utilities.

2 EcoLogic Water Conservation Initiative. 1997. Available: http://www.nwf.org/campusEcology/files/rennselaer%2Epdf

3 Waterless Urinal Pilot Project. 2001. Available: http://www.nwf.org/campusEcology/files/rennselaer%2Epdf

4 Penn State Green Destiny Council. 2000. http://www.bio.psu.edu/greendestiny/publications/Gdc-indicators_2000.pdf

Low-flow showerheads and “two-button” low-flush toilets reduce water use in the Ecovillage

Energy and water efficient washing machines, using only 28 gallons per load, are installed in Ecovillageapartments.

Indicator #8Per Capita Water Use

Performance goal

Reduce annual average per capita use by 50%. Using 1998-2000 as a baseline puts the goal at 18,000 gallons per person per year.

SustainabilityTrend

After significant reductions from 1998 through 2000, the College’s use of water increased. Per capita water use has declined 16% since 1998.1

Berea College Annual Per Capita Water Usage

20,000

25,000

30,000

35,000

40,000

1998-1999

1999-2000

2000-2001

2001-2002

2002-2003

2003-2004

Fiscal Year

Tota

l Gal

lons

/Per

son

Indicator #9 Adequacy of Water Supply

Definition

Adequacy of the municipal water supply as determined by the number of months in which water level measurements are taken at the Berea College Utilities reservoirs. Water levels in the reservoirs are only recorded during periods of noticeably low water levels.

Performance Goal

Zero months requiring water level monitoring

Why this indicator?

-Berea College uses approximately 50 million gallons of water per year. The sustainability of the College is dependent on our access to water for drinking, cleaning, heat plant operation, and agriculture.

-Our water supply is limited to the amount of rainfall that can be collected within the watersheds of the College reservoirs.

-Precipitation is highly variable. Berea’s annual average precipitation is 47 inches, but only 24 inches fell in 1930. Each year 1998-2003 had at least one month classified as hydrological drought.1

-The population of the city of Berea increased 10% from 2000 to 2003, and surrounding county areas served by Berea College Utilities also grew rapidly.2 Projected demand may exceed supply within 10-15 years.

Only during two of the past seven years have water levels in theCollege reservoirs fallen low enough to trigger monitoring.

What are other colleges doing?-- University of California San Bernardino’s Water Resources Institute holds educational events and conferences on water issues in Southern California.3

-The University of North Carolina Water Resources Research Institute encourages government to preserve high-quality water sources.4

- The Auburn University Water Conservation and Management Program works to prevent local water shortages.5

- University of Arizona’s Water Sustainability Program aims to strengthen research, outreach, and education efforts in water resource to help ensure a sustainable, high-quality water supply for economic development and enhanced quality of life for all ofArizona.6


-Berea College maintains 4 reservoirs within the 8,000 acres of forest owned and managed by the college. These have a total capacity of 750 million gallons.

-Although the College recently sold the Berea College Utilities to the city of Berea, the College will retain ownership of the watersheds and reservoirs.

-The College recently purchased 150 acres adjacent to Owsley Fork reservoir to enhance its control and protection of the watershed.

-The College was considering tapping into the Kentucky River for backup supplies through a state consortium of water utilities, but decided not to do so.7

Recommendations

-Maximize the use of rainwater catchment and cisterns on campus (as done with Draper Hall) to reduce dependence on (and cost of)municipal water.

-Encourage the city and county to develop stringent water conservation standards for all new developments, to make approval of new developments contingent on water availability, and to offer incentives for existing households to conserve water.

A watershed owned by Berea College.

References1 Palmer Hydrological Drought Index, Bluegrass Region. Available:

http://kyclim.wku.edu/climate/

2 Kentucky State Data Center. 2004. City Population Estimates. Available: http://ksdc.louisville.edu/kpr/popest/subco2003bycounty.xls

3 WRI-California State University. 22 November 2004. http://wri.csusb.edu/

4 The Water Resources Research Institute. 22 November 2004. http://www2.ncsu.edu/ncsu/CIL/WRRI/reports/ report222.html

5 Alabama Water Quality Information Systems. 22 November 2004. http://www.aces.edu/waterquality/ themes/conservation.htm

6 University of Arizona Water Sustainability. 22 November 2004. http://uawater.arizona.edu/

7 Jones, Steven. Berea College Utilities. Personal Communication, 18 November 2004.


02003

32000

02001

02002

61999

01998

01997

Number of months – by year –during which low water levels prompted monitoring of the College reservoirs7

SustainabilityTrend

Indicator #10Violations of Water Standards

Definition

Annual number of violations of state and federal water quality standards in the Berea College water supply.

Performance Goal

Water quality that meets or exceeds drinking water standards as defined by zero violations of state and federal regulations.

Why this indicator?

Municipal water quality links ecological health directly to human health. In natural systems that bear an increasing chemical load, new issues arise in drinking water safety every year. This single indicator responds to a variety of environmental contaminants including bacteria and organic and inorganic chemicals.


-Cornell University monitors the ecological health of tributaries to its reservoirs, and initiated a stormwater management program to reduce soil erosion and groundwater contamination.2

-Michigan State University conducts programs to educate students, faculty, and staff on protection of water quality. MSUwater meets or surpasses all federal and state drinking water standards.3


-The Berea Utilities water treatment plant is pilot-testing an activated carbon filter to remove dissolved organic matter from the reservoir water. Dissolved organics react with the chlorine disinfectant added to the water to form TTHMs and HaloaceticAcids.

-Professor Paul Smithson and students are conducting research on the amounts and sources of dissolved organic matter in the reservoirs.

-To protect water quality, the College bars development and limits access to the reservoir watersheds and manages the watershed forests to minimize erosion.

Recommendations

-Continue the program of stream bank stabilization for streams feeding into the reservoirs.

-Institute an on-going undergraduate research program on the hydrology, geology, ecology, and chemistry of the watersheds andreservoirs.

References1 2003,2004 Water Quality Reports. Berea College Utilities, Berea College2 Cornell University. 2004. Cornell Sustainable Campus. http://www.sustainablecampus.cornell.edu/pollution-prevent.htm. Sept. 26, 20043 Michigan State University. 2004. MSU Committee/Office of Campus Sustainability. http://www.ecofoot.msu.edu. Sept. 26, 2004


720033200201999-2001

# of Violations

B Lake, one of the College reservoirs.

Water filter at the Berea water plant.

In 2002, Maximum Contamination Levels for some pollutants were lowered, including Total Trihalomethanes (TTHM’s) and Haloacetic Acids. These stricter standards triggered violations for TTHMs and Haloacetic Acids.1

SustainabilityTrend

Indicator #11Proportion of Campus Covered by

Impermeable Surfaces (%)Definition

The proportion of the central campus covered by buildings, roads, parking lots and other impermeable surfaces.

Performance Goal

No net increase in impermeable surfaces.

Why this indicator?

Impermeable surfaces increase peak flows and pollutant loads to receiving streams. The first flush of runoff from roads and parking lots may be as polluted as sewage. Stormwater runoff from campus enters one of three streams-Brushy Fork, Silver Creek, or Walnut Meadow Branch. Impermeable surfaces reduce infiltration, groundwater recharge, and water purification1.

Permeable surfaces, which are usually vegetated, cool the local climate and provide green space that improves the aesthetics of the campus.


-The Campus Master Plan Committee is considering a proposal to convert the site of the College heating plant to greenspace when the replacement system comes on-line in 2006.

Recommendations:

-Develop a Geographic Information System with digital maps of allCollege lands to facilitate land-use planning and monitoring.

-Conduct a hydrologic study of the campus to quantify stormwater amounts and routes.

-Reduce the negative hydrologic effects of existing impermeable surfaces by landscaping with swales, retention basins and other features that will increase infiltration of runoff before it enters a stream.

-Install rain barrels on gutter spouts to capture rain for use inlandscape watering.

References1 National Research Council. Ecological Indicators for the Nation. 2002. National

Academy Press: Washington, D.C., (9-11).2 University of Georgia. http://www.uga.edu/seeds/Vision_UGA_Watershed.htm3 Evergreen State University http://www.psat.wa.gov/Publications/LID_studies/

new_redevelopment.htm4 Pennsylvania State University

http://www.b io.psu.edu/greendestiny/publications/gdc-indicators_2000.pdf


Pathways surfaced with permeable materials reduce runoff.


What are other Colleges doing?

-The University of Georgia is actively concerned with the protection of its local watersheds and is implementing measures that will limit impervious paving in favor of permeable paving materials2. -Evergreen State University in Washington has implemented measures to increase the use of permeable paving to help protectthe watershed surrounding the university3. -Pennsylvania State University4 tracks this indicator. Penn State has implemented the use of permeable paving in the new construction of some of the parking lots on campus.

There has been a slight net increase in impermeable surfaces since 1996.

37.4 %36.4 %Impermeable Surfaces

62.6 %63.6 %Permeable Surfaces

20041996Surface Type

Status

The proportion of campus that is covered by impermeable surfaces has increased due to construction and renovations at the following locations: the Route 595 widening and bike path, Berea College Ecovillage, the field house building, sidewalks and parking lot at the Athletic Fields (Mill Street), Presser building walkway and parking lot and the Art building renovations and additions. Other areas such as the Agriculture Mechanics Shop have reverted to a permeable surface. The motor pool parking lot is one of the campus

areas paved since 1996.

Indicator #12Annual Net OperationalSolid Waste Per CapitaDefinition

Operational solid waste is generated by the normal daily operations of the College and differs from capital solid waste, which results from capital improvements and renovations. Net operational solid waste per capita is the amount of waste remaining after recycling and composting divided by the number of faculty, staff, and students.

Performance Goal250 pounds per person per year or about 1 pound per

person per day during the fall, short and spring terms.

Why this indicator?

-Because it is a per capita measure, this indicator shows how much individual faculty, student, and staff members waste annually.

-Each pound of operational waste represents raw materials that are being lost from the industrial cycle.

-Each dumpster load picked up by Rumpke garbage trucks costs the College money.

-One of Berea’s Great Commitments includes the goal “to encourage in all members of the community a way of life characterized by plain living.”1


-Humboldt State University has a Solid Waste Reduction Program that first tries to prevent waste, then promotes reusing products, and then recycling.3

-The University of South Carolina-Columbia and the University of North Carolina-Greensboro have end-of-term programs to collect useable items that students moving from the dorms would otherwise discard. The collected items are donated to charity orsold at low cost.4

-The screen saver on all public computer terminals at Iona College reads “Think before you print.” The default for all printing jobs at Duplicating Services is double-sided.5


-Berea’s recycling program (Indicator 13) is the main step being taken to reduce net operational solid waste. There are no major programs to reduce consumption of goods (source reduction) at Berea College.

Recommendations

-Host Residence Hall Move-out collections to stop the trashing of usable but unwanted goods as students move out at the end of school years

-Host Residence Hall Move-in distributions of goods collected at the end of the previous school year, to discourage students from buying new products when they can reuse old ones.

-Promote the plain-living commitment of the college to incoming students to make it a part of their college experience.

-Each building or department on campus should institute a waste-reduction program including educational programs for faculty, staff and students on reducing consumption.

References1 Berea College Faculty Manual. <http://www.berea.edu/dadf/facultyManual/

greatcommitments.asp>2 Kevin Long “Berea College 2003 Recycling Report.” 2003 showed 358.1 tons of net

operational waste in 2003.3 Humboldt State University Solid Waste Reduction Program Status Report 1995.

<http://www.humboldt.edu/~swrp/general/pdfs/statu95.pdf>4 Campus Ecology. 2004. Waste reduction projects.

http://www.nwf.org/campusEcology/dspGreeningProjects.cfm?iID=11


Annual net operational solid waste per capita has increased approximately 30% since 2000.2

Net Operational Solid Waste

0

100

200

300

400

500

600

700

2000 2001 2002 2003

YearW

aste

Per

Per

son

(lbs)

SustainabilityTrend

A full dumpster with assorted waste.

Indicator #13Percentage of Gross Operational

Solid Waste RecycledDefinition

The percentage of the College’s total operational solid waste that is collected by the College recycling center and sold or given to a recycled materials dealer.

Performance Goal

50% of gross operational solid waste will be recycled.

Why this indicator?

-The generation of any kind of solid waste results in more land, labor, and capital devoted to waste processing and disposal.

-Replacement of the products that make up our waste requires the use of nonrenewable resources, such as minerals and petroleum, and potentially renewable resources such as wood.

-Processing raw materials into finished goods often requires more energy than reusing/recycling goods, so greater waste indicates greater energy use in future production.1


-Seattle University diverts 54% of its waste through recycling and reuse programs. 3

-Michigan Tech has a subcommittee on Education/Public Relations whose primary goal is to raise awareness of local recycling activities and programs, and increase participation inrecycling by the university community.4

-Brandeis University has a goal of recycling 50% of their waste stream. They have an extensive program educating students on recycling, and making recycling easy.5


-Berea College, Facilities Management presently collects paper, cardboard, paperboard, plastic (#1-6), aluminum, steel, and glass on campus.

-There is a college wide recycling program that started in May 2003. This requires all residence hall house councils to have elected Recycling Chair positions, and every dorm room offered a recycling bin.

-Every building has recycling bins in strategically located positions.

Recommendations

-Contests and financial incentives should be instituted to increase recycling by dormitories and other buildings.

-Outdoor recycling bins on campus should be more visible and easier to differentiate from trash cans.

-Produce a recycling video for use in freshman orientation.

References1 About Environmental Issues. 6 April 2003 http://environment.about.com. National

Recycling Coalition. Homepage. 6 April 2003 http://www.nrc-recycle.org. 2 Kevin Long “Berea College 2003 Recycling Report.”3 Campus Ecology. 2004. Waste reduction projects.

http://www.nwf.org/campusEcology/dspGreeningProjects.cfm?iID=114 Don’t Waste a Superior Place. ESC @ MTU.

http://www.esc.mtu.edu/WhatTheESCDoes/educationPR/Default.htm5 Brandeis University Recycling Program. <http://www.brandeis.edu/burp/index-a.html>6 Five-year average of SENS 100 garbage studies.


21%2002

21%2003

22%2001

25%2000

Percent of Waste Recycled by Year2

SustainabilityTrend

A recycling bin full of plastic, aluminum, and glass. Forty to fifty percent of the “garbage” that Berea

sends to the landfill is comprised of recyclable materials.6

Indicator #14Construction and Demolition Waste Recycled or Reused

Definition

-Construction and demolition (C&D) waste includes waste generated during demolition, construction, and renovation of buildings, roads and other structures owned by the College.

Goal

-Recycle or salvage 50% of C&D waste produced on campus.


- University of Oregon has an extensive recycling program that includes C&D waste. Their program extends to University properties outside the campus. Instead of demolishing an apartment complex, the University facilitated the relocation and renovation of the apartments for affordable housing.4

-When renovating a main laboratory and classroom building, the University of Michigan maximized the reuse and recycling of C&D waste including the salvage of thousands of paver bricks for re-use in a new plaza.5

Recommendations

Install educational signage in each renovated building that identifies materials that have been reused and explains the environmental and economic benefits of the reuse.

References1 USEPA. 2004. C&D Debris Fact Sheet. Available: http://www.epa.gov/epaoswer/non-hw/debris/about.htm2 Data provided by Randy Adams, Facilities Management3 James Hall reuse is underestimated because weight of reused slate not included in totals. 4 University of Oregon, Campus Recycling Program. http://darkwing.uoregon.edu. Nov 2004 5 University of Michigan. 2004. The greening of Dana. Available: http://www.snre.umich.edu/greendana/construction/waste_management.php

Why this Indicator?

Recycling of C&D waste is tracked separately from recycling of the College’s municipal solid waste (Indicator 13) because C&D waste production is episodic and extremely large, and would distort trends in the College’s daily recycling program.

-More than 136 million tons of C&D waste are generated in the US every year. Between 25% and 45% of all materials taken to landfills are C&D waste.1

-Recycling and reuse of C&D waste can reduce the College’s costs for waste hauling and disposal and eliminate costs for certain new materials.


SustainabilityTrend


Berea’s renovation and construction standards require that at least 50% of capital solid waste be recycled or reused.

The College works with contractors to develop plans to maximize recycling and reuse of construction waste, and requires that contractors keep a record of the weight of materials recycled/reused and discarded.

Berea College C&D Waste Disposal2

A waste reduction program was in place during construction of the Child Development Laboratory.

Materials removed from Lincoln Hall during renovation and set aside for reuse rather than disposal.

59%(500000 lbs)

41%(340500 lbs)3James Hall

43%(71840 lbs)

57%(97069 lbs)

Child DevelopmentLaboratory

42%(224483 lbs)

58%(310000 lbs)

Lincoln Hall25%75%Ecovillage

Land filledRecycled/ Reused

Recent College construction and renovation projects have averaged well above the goal of 50% recycling and reuse of C&D waste.

Indicator #15Hazardous Materials

Shipped Off SiteDefinition

Hazardous materials are defined as the materials shipped off campus for disposal that must be reported by Berea College to The Kentucky Division of Waste Management, Hazardous Waste Bureau.1 Hazardous materials include any solid, liquid, or gas that can harm human health and/or the environment due to flammability, corrosiveness, or toxicity (e.g. neurotoxins, mutagens, carcinogens, etc.). Some hazardous materials are necessary for basic college functions and operations. These materials are used for a wide variety of purposes in many areas of the College: research, academics, agriculture, motor pool, building and landscape maintenance, craft industries, and utilities.

Performance Goal

-Limit the total hazardous material shipped off site to a four-year rolling average of less than 500 pounds per year, which is less than 50% of the 1998-99 to 2001-02 average.

Why this indicator?

- The College’s Environmental Health and Safety Department prepares annual reports on hazardous materials shipped off-site for disposal, so the data for this indicator is readily available.

-Reducing purchases and use of hazardous materials on campus, and increasing the efficiency with which they are used, may result in a decrease in the amounts shipped.


-The Environmental Health and Safety Department maintains a master chemical product list for all buildings and departments. EHS tracks the location of all chemicals in the Science Building, and conducts regular chemical inventories of Agriculture, Art and Psychology labs.

-The College gardens use organic production techniques.

-The College farm minimizes pesticide use by adopting a pasture-based livestock system.

-Professor Larry Blair is leading the Chemistry Department in adopting green chemistry lab exercises to reduce the production of hazardous wastes.

Recommendations

-The College should consider a campus-wide system under which all purchases of hazardous materials would be regularly reported and tabulated. This would provide a more accurate indicator of the potential impact of the College’s use of hazardous materials than the current indicator of amounts shipped off site.

-EHS should continue and expand as needed its programs to identify and encourage the use of less hazardous alternatives to currently used chemicals.

-Where possible, use biodegradable solvents in Printing Services and in the Art Department.

-Use only non-toxic cleaning products in all campus buildings.

References1 Reports supplied by Leslie Kaylor, Director, Environmental Health and Safety, Berea College.2 Keniry, J. 1995. Ecodemia. National Wildlife Federation, Washington, D.C.3 Roth, J. 2001. Art Supplies. Campus Ecology.http://www.nwf.org/campusEcology/files/pratt.pdf


Hazardous Materials Shipped Off-Site

0

1000

2000

3000

4000

5000

1998-99 1999-00 2000-01 2001-02 2002-03Fiscal Year

Pou

nds


-The University of Minnesota and Hendrix College have instituted Green Chemistry practices to reduce the amount of hazardous chemicals used in laboratory experiments.2

-Pratt Institute has developed a handbook describing toxic materials associated with its art programs, and ways to reduce the use and impact of hazardous materials.3

SustainabilityTrend

Hazardous chemicals are used by several departments for teaching and research.

Indicator #16Paper Consumption

Definition

The total amount of paper purchased by Berea College Printing Services for use on campus, divided by the number of full-time students, faculty, and staff.

Performance Goal

Reduce paper use by 25% relative to the 2000/2001 fiscal year use, a reduction to 35 pounds/person/year.1

Why this indicator?

-The use of paper as a medium for information exchange and storage is fundamental to any educational institution.-The harvesting and processing of wood for paper production can have substantial local and regional environmental impacts, including water and air pollution.2-In this country, paper and paper products make up about 40% of the solid waste stream, a percentage that is expected to reach nearly 50% by 2010. In university offices, paper makes up nearly half of the waste stream3,4.


-New copiers that allow double-sided copying have recently been installed in many buildings on campus. Directions explaining how to make double-sided copies have been posted by most copiers. -Paper consumption by the students went down from 715,000 pages in 2001/2002 academic year to 526,000 pages in 2002/2003 when students were charged six cents per page for printing at print release stations5.

Recommendations

-Use electronic mail whenever possible. The College’s anti-spam policies should be clarified so as not to discourage legitimate use of campus-wide emails.-The default copying method at Printing Services should be double sided.-Printing double-sided or using scrap paper should cost less than single-sided or new paper printing. -All new printers should print double-sided as the default. -Start under-printing handouts and encourage people to share. Put materials on reserve rather than making handouts.

Asking students to pay for printing has drastically reduced the number of pages printed from public printers.

References1 Data on paper use from Melvin Cooper, Printing Services.2 World Watch. Cutting the Costs of Paper: Saving Forests, Water, Energy…and Money. 6 April 2003 <http://www.worldwatch.org/alerts/991211.html>.3 Creighton, Greening the Ivory Tower, 2124 Sierra Club. Pulp Facts: The environmental impact of wood and paper Consumption. http://www.sierraclub.org/sustainable_consumption/factsheets/forestproducts_factsheet.asp#intro5 Data Supplied by Bill Ramsa of the Berea College Computer Center6 National Wildlife Federation. People and Nature: Our Future is in the Balance. http://www.nwf.org/campusecology/files/Iona%20college%20Final.pdf Spring 2003.7 The State University of New York at Buffalo UB Green Programs. Purchasing Recycled Paper. http://wings.buffalo.edu/ubgreen/content/programs/recyling/recyledpaper.html8 Brown is Green. Brown is Green Program. http://www.brown.edu/Departments/Brown_Is_Green/big/BrnIsGrn.html9 Closing the Loop: Recycled Paper Purchasing and Office Paper Recycling at UW-Madison. http://www.nwf.org/campusecology/html/dspresearchflows.cfm#5.310 Student Task Force Hopes to Convince Campus to Buy Recycled. http://www.nwf.org/campusecology/html/dspresearchflows.cfm#5.3



-Iona College instituted an online “Think Before You Print or Copy” sweepstakes6.-University of Buffalo uses a 100% post consumer fiber recycled paper which is “process chlorine free.”7

-Brown University is testing different percentages of post consumer waste recycled paper to determine which is the best8.-UW-Madison is studying inflows and outflows of paper to reveal opportunities both for purchasing more recycled-content paper and for using less paper9.-Duke has a task force of students that research paper purchasing and use on campus10.

Paper Consumption

0102030405060

2000-01 2001-02 2002-03 2003-04

Fiscal Year

Lbs

per C

apita


References1 Groombridge, B. 1992. Global Diversity: Status of the Earth’s Living Resources. Compiled by the World Conservation Monitoring Centre.Chapman & Hall: New York.2 Perry, John. Personal Interview. 20 Sept. 2004.3 National Wildlife Foundation. 2004. State of the Campus Ecology. 1 November 2004. http://www.nwf.org/campusecology/html/stateofthecampusreport.cfm

Definition

Higher diversity vegetative cover (HDVC) includes forestland, pasture, and naturalized landscapes. Intensively managed lands include lawns, athletic fields, fields that have limited vegetative diversity, and monoculture croplands. College lands that have no vegetative cover include buildings, roads, parking lots, and sidewalks.

Performance goal

The proportion of college land in HDVC to be greater than or equal to the 2002 value.

Why this indicator?

Higher diversity land provides a variety of ecological services including oxygen production, carbon storage, ground water storage, climate moderation, waste treatment, and food and raw material production.1

Managing for higher diversity generally requires lower inputs of energy and chemicals. The amount of land covered by higher diversity vegetation is a relative measure of the College’s ecological capital in terms of natural resources and biodiversity.


-Naturalized landscape projects have been instituted at Goshen College, Concordia University, Arizona State University, and Baldwin-Wallace College among others. In addition, California State University at Monterey and Clemson University have on-campus groups working to put native plantings in parks and at public schools. 3

-A National Wildlife Federation survey of colleges and universities measured the sustainability of campuses within several categories. The category of Landscape (which includes issues related to HDVC) received an overall grade of B-. 3

What is Berea doing?

-Several areas of land have been planted with native prairie grasses and wildflowers. These plantings offer a valuable habitat and food source to wildlife, require little maintenance, and are as aesthetically pleasing as monoculture lawns. This project has had little effect on the proportion of College land in HDVC, but it has demonstrated a means of converting land from low to high diversity. 2-Higher diversity forest and pasturelands are the basis for the College’s sustainable agriculture and forestry programs, generating food and fiber.

Recommendations

-Measure each land use type (campus, farm, and forest) separately so that changes are not hidden by the relative size of some areas.-Naturalized landscapes such as prairie should be expanded on campus. Two areas could be naturalized: one on the north end of the campus, bordering Ellipse St. and Route 595 (“the glade”), and the second on the south end of campus, enclosed by the cross-country running trail. -Areas of College forest and farm land with particularly high ecological and productive values could be placed under permanent conservation easements, which would ensure that they would never be developed.

The College Forest is one example of HDVC

Prairie planting along Route 595



Percent of College Land in Higher Diversity Vegetative Cover

0102030405060708090

100

Forest Farm Campus TotalLand Area

Perc

enta

ge

20022004

Indicator #17Proportion of College Land in

Higher Diversity Vegetative Cover

The percentage of Berea College lands in higher diversity vegetative cover has not changed much since 2002.

Indicator #18 Soil Erosion From College Lands

Definition

Measured in tons per acre per year, it is the movement of soil components, especially surface litter and topsoil, from one place to another. This indicator measures the amount of soil that is eroded from the campus, farm, and forest.

Performance Goal

Soil loss on all college lands should be less than or equal to the maximum sustainable soil loss allowed under USDA guidelines for a given soil type.

Why this indicator?

-Soil erosion rates from College lands reflect how well the College is caring for its ecological resources. Eroded soils function less well in water filtration and absorption, crop and forest production, nutrient cycling, and carbon storage.-The runoff of sediment can pollute and clog waterways.


The College cannot currently quantify the amount of erosion from its lands. According to Michael Ross of Facilities Management, erosion on campus is minimal except for construction and renovation sites. Michael Panciera of the Agriculture Department states that erosion on the college farms is minimal and has likely improved since two years ago. The causes of erosion on the farm include some tillage as well as livestock having access to the waterways. John Perry of the Forestry Department estimates erosion from forest lands averages 0.3-0.5 tons of soil per acre per year, the worst occurring from stream bank erosion near the college water plant, as well as ATV trespass on College lands.

Recommendations

-Continue the excellent erosion control management on the College farm with next steps to include fencing Walnut Meadow Creek from cattle, expanding the wooded buffer zones along the creeks, and fencing Hunt Acres Lake from livestock.-Follow LEED standards or equivalents for erosion control in any new campus construction projects.-Follow the recommendations for Indicator #11 (impermeable surfaces) to reduce erosion related to stormwater runoff.-Continue the installation of water bars and other erosion control technologies along hiking trails and logging roads in the College forest.-Provide the forestry program with additional resources to address the problem of ATV trespass and the associated erosion.


-Edgewater College (WI) is installing “rain gardens” around campus to reduce erosion while increasing biodiversity.1-The University of Michigan’s Occupational Safety and Environmental Health Plan includes construction of stormwaterretention basins to filter runoff, and extensive anti-erosion procedures implemented at all construction sites.2-The Environmental Compliance Office at Cornell University oversees a stormwater management program to reduce erosion from campus activities.3

References1 Alternative Stormwater Management Plan – Rain Gardens. http://www.nwf.org/campusEcology/files/edgewood%2Epdf2 University of Michigan. 2004. OSEH Plan. http://www.oseh.umich.edu//iswqoc.html3 Cornell Sustainable Campus. 2004. Stormwater Management Program. http://www.sustainablecampus.cornell.edu/pollution-prevent-stormwater.htm


“Soil erosion is minimal and has likely improved on the college farms.” -Michael Panciera, ANR

“ATV trespass onto college lands and stream bank erosion near the college water plant have worsened the soil erosion for the forest.” -John Perry, Forestry


Hillsides on the farm are kept in permanent pasture.

ATV and 4-wheel drive traffic contribute to erosion at the head of Owsley Fork Reservoir.

Indicator #19Regionally produced food

Definition

Percentage of food purchased by Berea College food service that is produced in Kentucky.

Performance Goal

30% regional food purchases in 5 years and 50% in 10 years

Why this indicator?

-Local foods are fresher, more nutritious, and tastier.

-Partnerships with local growers will reduce the energy used for transportation and provide Berea with a more secure food supply.

-Regional food purchases support the local economy by keeping money in the region, which fits with Berea’s commitment to serve its region.


Hendrix College was able to increase regional food purchases by 20% in six years.2

Middlebury College has relationships with 30 local vendors, and 10% of its food is grown or processed in Vermont.3

The University of Northern Iowa has formed a purchasing power alliance with 10 other local food buyers as part of a local food project that has spent more than $600,000 on local food purchases thus far.4

Nineteen colleges and universities including University of Portland, Albertson College, and Macalester College contract for food services with Bon Appetit, a company that emphasizes cooking from scratch with seasonal, locally-grown foods.5

Recommendations

Restructure the food service contract to promote local food purchases.

Begin a record keeping system that simplifies tracking food origins.

Sponsor events each year that promote local foods. For example, on Mountain Day meals could be served using ONLY locally purchased produce and meals could be labeled so that students, faculty, and staff know they are eating local foods.

Develop links between the College farm and gardens and food service.

Prepare an inventory of local growers.

Place interns at Warren Wilson College, University of Northern Iowa, and other schools with significant local food systems.


The Berea College Local Food Initiative (BCLFI), a group of students, faculty, and staff, began working in the Fall of 2004 to increase Berea’s participation in the local food system. The BCLFI advocates that the College food service use meat and vegetables produced by the College farm, and that it purchase food grown by local farmers.6

References1According to email correspondence with Josh Eckman, Food Service Director.2 Valen, Gary. 1992. “Hendrix College Local Food Project.”In The Campus and Environmental Responsibility. Jossey-Bass Publishers: San Francisco.3 Middlebury College. 2002. Know your food.

http://cr.middlebury.edu/es/localfoods/Local_Foods.htm4University of Northern Iowa Local Food Project.http://www.uni.edu/ceee/foodproject/#d

5 Bon Appetit. www.bamco.com

6 Berea College Local Food Initiative. Contact:[email protected]

89%94%Out-of-State

11%6%In-State

20042002

Food Purchases by Source

The college nearly doubled in-state food purchases due to the shift away from frozen vegetables toward fresh produce. 1

The Berea College Gardens located across from the soccer fields on Scaffold Cane Road could be used as a source of local food for the College.

SustainabilityTrend

Indicator #20 Organically Grown Food

DefinitionThe percent of food (based on dollar value) purchased by Berea College food services that is certified organic.

Recommendations

Purchasing goals for organically grown foods incorporated into contracts with food service providers.

Expansion of College gardens to provide in-season organic produce to food service.

The College or a student group should conduct a survey of local sources of organic foods and a cost analysis of buying organic produce.

Performance Goal

Ten percent of food purchases by food services will be certified organic.

Berea College Indicators of Sustainability 2004 Series


Warren Wilson College’s organic vegetarian CowpieCafé has been in operation since 2000 under the college’s food service provider, Sodexho.2

Yale’s Berkeley College is maximizing the use of local, organically-grown food in its dining hall.3

Thirty to forty percent of the food purchased by Bates College dining services is local and organic.4

Middlebury College incorporates 15 organic items into its food service on a regular basis.4

University of Wisconsin-Madison uses only local, organic beef in its hamburgers.4


While Berea does not serve any organic food, the Berea College Local Food Initiative5 is examining the feasibility of the college purchasing responsibly grown local food, some of which could be organic.

References1 Sean Clark, Berea College Professor Department of Agriculture

and Natural Resources. December 2002.

2 Warren Wilson College, Campus Profile, 2003, Campus Ecology. http://www.nwf.org/campusEcology/files/Warren%20Wilson%20Dining%20Services%20FINAL.pdf

3 Organic menu at Yale. Yale Bulletin & Calendar 31(6), 2001. http://www.yale.edu/opa/v31.n6/story3.html

4 The New Rules Project. 2004. http://www.newrules.org/agri/collegefood.html

5 B.C. Local Food Initiative. Contact [email protected]

Why this indicator?

Increasing the percentage of organically grown foodpurchased by the College will support farmers usingproduction methods aimed at protecting environmentalintegrity and minimizing risks of environmental pollution andadverse human health effects. Organic techniques improve soil health, prevent topsoil loss, preserve biodiversity, conserve water and protect water quality.

Berea College purchases noorganically-grown food

Organic food purchases in the United States are increasing by 20% each year. If this trend continues, within 10-15 years organic foods will make up 10% of total food purchases1.

The supply of organic food is increasing.


Indicator #21Food Waste

Definition

Total amount of food waste produced by food service including both pre- and post-consumer waste, expressed as pounds per capita (standardized to three meals per student per day). This does not include waste from the Crossroads Café or Boone Tavern.

Pre-consumer food waste includes all foods prepared but not distributed to the students, as well as non-edible materials, such as peelings, seeds, and damaged or spoiled food. Post-consumer food waste is what remains on plates and trays after the meal.

Performance GoalTo reduce gross food waste to .25 pounds per student per day.

Why this indicator?Less food waste equals:

- Less wasted energy-More efficient use of farmland-Reduction in water use-Lower term bills (due to Sodexho not buying food that

is simply thrown away)

Large amounts of food waste demonstrate:-Misuse of land for food production-Unnecessary depletion of the environment-Poor energy use (water use, harvesting, packaging, and especially shipping, as most food travels up to 1,000 miles from farm to table).


Portland State University collects all food waste and sells it to local farmers as compost – a practice that is both sustainable and profitable! 2

Penn State collects all pre- and post-consumer waste. It is mixed with wood clippings, fallen leaves and cow manure from the college farms, and then used as fertilizer for campus gardens3.

The University of Portland collects post-consumer waste from the cafeteria for breakfast and lunch and displays it in a clear plastic container for all to see4.

A Berea student disposes of food.

Pre-consumer waste is collected each day for composting.

References1Berea College 2003 Indicators Report. Food waste per student: 0.91 (2000), 0.93

(2002)2 National Wildlife Foundation’s Campus Ecology site.

http://www.nwf.org/campusEcology/dspGreeningProjects.cfm?ilD=3.3Penn State Indicators Report, 2000.

http://www.bio.psu.edu/greendestiny/publications/gdc-indicators_2000.pdf4Bon Appetite. 2004. University of Porland: A model account.

http://www.bamco.com/website/bravo.pdf5B.C. Local Food Initiative. Contact [email protected].


Recommendations

-Educate students about where their food comes from and where the waste goes.

-Survey students on what food they would like to see in food service – the more appealing the food is to them, the less they will waste.

-Distribute smaller serving sizes or explore the option of a fixed plate meal versus the current buffet style.

-Give on-campus students a “no meal plan” option, which would reduce the amount of unconsumed food.


-Berea College has no major projects specifically to reduce food waste.

-The Berea College Local Food Initiative is beginning a program to inform students about the sources of their food5.

Due to a limited sample period, the results for 2004 are not as reliable as those from earlier years. Additional sampling is needed to determine if a real increase in food waste hasoccurred. 1

Food Waste Generated Per Student

00.20.40.60.8

11.21.41.61.8

2000 2002 2004

Year

lbs/

stud

ent/d

ay

SustainabilityTrend

Indicator #22% Food Waste Composted

Definition

The proportion of total food waste (pre- and post-consumer) from the campus dining hall that is composted. Pre-consumer food waste includes all foods prepared but not distributed to the students as well as non-edible materials, such as peelings, seeds, and damaged or spoiled food. Post-consumer food waste is what remains on plates and trays when returned for washing.

Performance Goal- 100% of food waste composted

Why this indicator?

Composting food wastes completes the nutrient cycle, returning nutrients to the soil instead of sending them to a landfill or into the sewer. Applying compost to the College gardens improves soil quality and reduces fertilizer costs.

Samples show that less than 50% of the dining hall food waste iscomposted.


-Middlebury College composts 75 percent of the food waste from its dining operations 1

- University of Massachusetts Amherst composts seven to ten tons of food waste each week 2

-Clemson University established a “Worm Wigwam” composterfor cafeteria waste 2

-By composting food waste in a state-of-the-art facility, Ithaca College saves more than $10,000 per year 2

-Colorado College has installed an Earth Tub, an industrial-sized composting machine, directly behind their dining hall. The closeproximity of the machine allows Sodexho employees to integrate composting into their daily food service operations. 2


-The Berea College greenhouse composts all pre-consumer food wastes and uses the compost as a fertilizer for growing organic produce.

-A program to collect post-consumer food waste for composting by having students scrape their plates into a collection barrel failed due to contamination of the waste with silverware, platesand other non-organic materials.

Recommendations

-Provide student labor to scrape plates into compost barrels so post-consumer food waste can be composted.

-Weigh one day’s food waste each week and provide pre- and post-consumer results to students on a board in the cafeteria

-Provide information to students and employees about composting and why it is important to compost

-Increase menu variety and quality to reduce food waste

References1 Barlett, Peggy F, and Chase, Geoffrey. Sustainability on Campus. USA: Library of Congress, 2004.2 Campus Ecology. 2004. Composting projects. www.nwf.org/campusEcology/dspGreeningProjects.cfm? iId=3.


The majority of food composted at Berea College goes to this compost pile at the College gardens.

43%47%44%% food waste composted

434409468Average daily post-consumer waste (lbs.)

332358357Average daily pre-consumer waste (lbs.)

1 day1 week1 semesterSample period

200420022000YEAR


Compost produced from College food wastes is used to grow seedlings in the College greenhouse.

Indicator #23Student Environmental Literacy

Definition

Environmental literacy “means understanding how human actions and decisions affect environmental quality and acting on that understanding in a responsible and effective manner.” 1

For Indicator #23, environmental literacy is quantified as the percentage of correct responses on a six question quiz addressing basic environmental knowledge. The quiz is administered to randomly selected GSTR 100 and GSTR 475 classes.

Performance GoalAverage score of at least 80% on the quiz by each graduating class.

Why this indicator?

-One of the Common Learning Goals for all members of the Berea College community is “to understand the interconnectedness of our natural, fabricated, and human worlds” including “the workings of our natural environment and the consequences of human interventions.” 2

-The transformation of Berea College into a sustainable campus will require not only changes in the physical infrastructure, but changes in the behavior of students and other members of the campus community. Knowledge precedes changes in behavior.

What was on the quiz?

1. What is the current population of the world?2. Which one of the following is the source of Berea College’s water?

a. groundwater wells in Richmondb. Mount Vernon reservoirc. Owsley Fork reservoird. Brushy Fork Creeke. Kentucky River

3. Name one renewable and one non-renewable energy source.4. List two actions that Berea College is currently taking to increase the sustainability of the College.5. Name two greenhouse gases.6. Name two native tree species on the Berea College campus.


-The Sustainability and Environmental Studies (SENS) Program offers a variety of courses within SENS and within the General Studies Program.

-Many of the courses offered by Biology, Chemistry, and other departments contribute to environmental literacy.

-SENS House – the SENS labor program – puts on workshops, seminars, and other educational programs for the campus. One of the SENS House positions is dedicated to outreach and campus education.

-HEAL, a student environmental and social justice organization, runs a variety of campaigns around environmental issues, and incorporates student education as a part of the campaigns.

-The Green Team – a Campus Life staff and student undertaking – is developing educational programs for residence halls.

Recommendations

-In the absence of specific requirements for environmental literacy in the new General Studies Program, environmental issues should be incorporated whenever possible in the core General Studies courses and in relevant perspectives.

-Presentations on environmental issues should become a regular part of the convocation program.

-Orientation for incoming freshmen should include a description of the College’s sustainability goals and actions, and information on how students can contribute to achieving those goals.

-As quiz scores improve, gradually increase the complexity and difficulty of the quiz to better represent the level of environmental literacy required to support a sustainable campus and society.


References

1 Archie, M.L. 2003. Advancing Education through Environmental Literacy. ASCD. Danvers, MA.2 Berea College. 2004. Being and Becoming: Berea College in the 21st Century. (October draft)


Average Environmental Literacy Scores

0

10

20

30

40

50

60

70

2002 2004

YearP

erce

nt

FreshmanSeniors

Senior studying for a SENS course.

The results from an environmental literacy quiz administered in two separate years indicate the need for increased environmental education at Berea.

Indicator #24Environmental Literacy

of Staff and FacultyDefinitionEnvironmental literacy “means understanding how human actions and decisions affect environmental quality and acting on that understanding in a responsible and effective manner.” 1 For Indicator #24, environmental literacy is quantified as the percentage of correct responses on a six question quiz addressing basic environmental knowledge. The quiz is given to randomly selected staff and faculty.2

Why this indicator?

-There is an irreducible body of knowledge that all students should know, including how the earth works as a physical system, basic knowledge of ecology and thermodynamics, the vital signs of the earth, the essentials of human ecology, the natural history of their own region, and the kinds of knowledge that will enable them to restore natural systems and build ecologically resilient communities and economies. Accordingly, the reeducation of teachers, administrators, and boards of trustees must be a high priority. Those presuming to shape the minds that will shape the future must comprehend what the future requires of them.3

-As Berea transforms itself into a sustainable campus, much of the learning will be experiential as students participate in and observe the transformation. Thus, much of the teaching will be done not by faculty, but by the staff who oversee the operations of the sustainable campus.

The Quiz1. What is the current population of the world?2. Which one of the following is the source of Berea College’s water?

a. groundwater wells in Richmondb. Mount Vernon reservoirc. Owsley Fork reservoird. Brushy Fork Creeke. Kentucky River

3. Name one renewable and one non-renewable energy source.4. List two actions that Berea College is currently taking to increase the sustainability of the College.5. Name two greenhouse gases.6. Name two native tree species on the Berea College campus.


-A series of seven workshops for faculty, staff and students led to the development of the set of 24 Indicators of Ecological Sustainability for Berea College.

-Staff and Faculty have attended Second Nature workshops, which strive to “help institutions of higher education integrate sustainability as a core component of all education and practice.”

-Staff and faculty regularly attend the Greening of the Campus conferences at Ball State University, and a faculty/staff group attended the EFS West Sustainability in Higher Education conference fall 2004.

-“Dinner at the SENS House” invites faculty and staff to enjoy food and conversation with students about sustainability.

References

1 Archie, M.L. 2003. Advancing Education through Environmental Literacy. ASCD. Danvers, MA.2 In 2002 the sample represented 10% of the faculty/staff population; in 2004 5%.

3 Orr, D. 2004. Earth in Mind. Island Press, Washington, D.C., pp. 126-127.4 The Center for Water and Environmental Sustainability. Oregon State University. http://cwest.oregonstate.edu/5 Campus Ecology. 2002. Environmental Literacy Projects.http://www.nwf.org/campusEcology/files/Ball%5FState%5FLiteracy%2Epdf


Recommendations

- Have more convocations devoted to environmental issues.

-Distribute a monthly email newsletter to all College employees describing steps that the College is taking to become a sustainable campus and the rationale for those actions.

-Orientation for new faculty and staff should include a description of the College’s sustainability goals and actions, and information on how faculty and staff can contribute to achieving those goals.

-As quiz scores improve, gradually increase the complexity and difficulty of the quiz to better represent the level of environmental literacy required to support a sustainable campus and society.

-Increase support and opportunities for faculty professional development in incorporating environmental issues into existing courses.



-The Center for Water and Environmental Sustainability at Oregon State University publishes a bimonthly newsletter describing sustainability activities on campus and around the region.4

-More than 20% of the faculty at Ball State University have attended the “Green for Green” workshop, 15-20 hours of education in environmental and sustainability issues and how to incorporate them into the classroom.5

65%2004

66%2002

Average Score of Staff and Faculty on a Six

Question Environmental Literacy Quiz

Performance Goal

Average score of at least 80% on the quiz.

Faculty and staff at Ecovillage design charette.