PHILLIPS ACADEMY ANDOVER

TEAM

Sustainability Steering CommitteeFerd Alonso Assistant Head for Operations & FinanceClyfe Beckwith Assistant Head for Teaching and Learning Elizabeth Davis Associate Director of FacilitiesJenny Elliot Assistant Head for Residential Life / Dean of StudentsAllison Guerette Campus Sustainability CoordinatorNancy Jeton Special Assistant to Head of School Larry Muench Director of FacilitiesRaj Mundra Dean of StudiesPatricia Russell Dean of Studies (through FY2017)Rachel Skiffer Dean of Strategic Planning (through FY2018) Russell Stott Senior Manager – Campus Design, Sustainability, & Grounds (through FY2019)

Climate Action Plan Working GroupWilla B. Abel Instructor, Biology (through FY2017)Nancy E. Alpert Director of Information TechnologyElizabeth Davis Associate Director of FacilitiesJeffrey C. Domina Dean of FacultyAlexandra Driscoll Assistant Director, PALS ProgramAllison Guerette Campus Sustainability CoordinatorTom S. Hodgson Instructor, Philosophy and Religious Studies (through FY2017)Agatha G. Kip Nutritionist, Registered Dietician Karin Knudson Instructor and Chair in Mathematics, Statistics, and Computer Science (through FY2019)Brendan Mackinson Instructor, ChemistryGilbert R. Major Senior Manager, Operations and MaintenanceRussell Stott Senior Manager – Campus Design, Sustainability, & Grounds (through FY2019)

ConsultantsThe Green EngineerRiverstone Sustainability

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CONTENTS

Introduction

The Campus Footprint

Targets

Principles

Goals and Strategies by Principle

Case Studies

Launching the Climate Action Plan

Conclusion

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ENVIRONMENTAL POLICY STATEMENT We, the Phillips Academy community, embrace environmental sustainability as a natural extension of our non sibi ideal. We affirm our responsibility to serve and to lead as stewards of the natural world and to promote environmental awareness, global thinking, and local action.

In our academy operations, Phillips Academy will strive to:• Conserve and protect natural resources and support their sustainable use.• Conduct affairs in ways that safeguard the environmental health and safety of students, faculty, staff, and the widespread and diverse communities our actions affect. In our educational mission, Phillips Academy will strive to:• Ensure that all members of the academy have opportunities to learn about the environmental and health issues that are relevant to their roles in the community.• Encourage teaching, research, and service that deepen understanding of the environment.• Conduct teaching, research, and service in an environmentally responsible way.• Provide a forum for the academy community to discuss and study environmental issues in their relationship to other social issues. Our commitment to environmental stewardship requires an ongoing, evolving process – one that challenges us to find new ways to cooperate in setting measurable and achievable goals, assigning responsibilities, and evaluating progress.

On November 10, 2018, the Phillips Academy Board of Trustees adopted this Climate Action Plan (an institutional directive born from our 2014 Strategic Plan), which puts forth a community-wide approach for reducing greenhouse gas emissions, water usage, and waste on campus. It is a crucial step in further stewarding natural resources by leveraging school values and building on a number of initiatives already in progress.

Addressing the challenge of climate change involves educating our entire school community, adopting sustainable practices as policy, increasing the energy efficiency of campus buildings, and embracing renewable fuels and technologies.

If we are successful in our efforts toward a “whole school approach,” students will leave Phillips Academy with a greater understanding of the effects of climate change, as well as their roles as citizen advocates for a more climate-friendly future.

A TRACK RECORD OF SUCCESS

In 2006, Phillips Academy adopted its Environmental Policy Statement (see box). The statement promotes environmental stewardship, calling for conservation of natural resources, reduction of waste, and education on environmental issues.

In 2016, the Trustees endorsed a Campus Master Plan that, coupled with the 2015 Athletic Facilities Master Plan, guides the vision for buildings and grounds across 700 acres. It names “environment and sustainability” as one of its five guiding principles.

INTRODUCTIONAs we educate the next generation of environmental decision-makers, the Phillips Academy Climate Action Plan presents a whole school approach to engage on climate change. Our overarching goal is to reduce energy use, greenhouse gas emissions, water use, and waste on campus in a financially sustainable way.

Monchrief Cochran Bird Sanctuary4

“Non sibi—imprinted on the school

seal—speaks to the generosity of

spirit to which Andover students,

faculty and staff, and alumni

aspire. This ethic asks us to think

beyond ourselves to the needs of

the community.”

—Strategic Plan 2014

The Working Group, SSC, and students in the EcoAction Club, collaborated to set targets for emissions reductions, water conservation, and waste reduction and diversion. These groups also developed three principles with associated strategies to guide campus climate action. These targets, principles, and strategies are described in the remainder of this plan.

CLIMATE ACTION PLANNING PROCESS

Phillips Academy began the multi-year process of developing a Climate Action Plan in spring 2016. The Academy worked with The Green Engineer and Riverstone Sustainability to inventory and benchmark energy, water, and waste across campus. Audits of selected buildings and of the Central Plant, which produces steam to heat campus buildings and generates electricity as a by-product, allowed the team to better understand current operations and opportunities for reductions.

The primary steps taken to develop this plan were:

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Benchmark emissions, water use, and waste across campus

Audit buildings to better understand energy and water use

Study Central Plant operations and technology efficiency

Generate suite of energy, water, and waste measures

Analyze cost and benefit of measures

Propose moderate and aggressive investment and GHG emissions, water, and waste reduction scenarios

Gain consensus on achievable targets with associated mitigation strategies, management plans, financial mechanisms, and systems for tracking progress

SUSTAINABILITY STEERING COMMITTEE

The Sustainability Steering Committee (SSC) includes senior administration representing facilities, finance and administration, Dean of Studies Office, and residential life. The SSC has oversight over sustainability education and engagement, green building, renewable energy, and sustainable dining and materials procurement.

CLIMATE ACTION PLAN WORKING GROUP

The Climate Action Plan Working Group was convened during the FY17 school year and was made up of faculty and staff. Its charge was to provide recommendations and develop programs for reducing energy use, conserving water, and reducing and diverting waste on campus.

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THE CAMPUS CLIMATE FOOTPRINT

Phillips Academy has tracked Scope 1 direct emissions, Scope 2 indirect emissions, energy use, and total building square footage since 2005.

Scope 1 emissions are greenhouse gases emitted on campus. The largest source of Scope 1 emissions is the Central Plant’s combustion of natural gas to provide steam for heating and hot water for many buildings on campus. Other sources are combustion from building-level boilers, the campus-owned vehicle fleet, and escaped emissions from refrigerants.

Scope 2 indirect emissions are greenhouse gas emissions from purchased electricity produced offsite.

Phillips Academy does not currently track Scope 3 indirect emissions, which include employee commuting, business travel, off-site waste management, and energy distribution and transmission losses.

GREENHOUSE GASES AND ENERGY USE

The Great Elm

GHG Emissions by SourceFY2018

49%Cogen

29%Electricity

1%

Mobile(Fleet)

2%

Fugitive(Refridg)

19%

Other stationarycombustion*

*Primarily building-level heating

Square Feet Energy GHG

Change in GHG Emissions, Energy and Square FeetFY2005-2018

32.5

21.5

10.5

0-0.5

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016

-1-1.5

-2-2.5

-32017 2018

Perc

ent Ch

ange

(%

)

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WATER USE

WASTE GENERATION AND DIVERSION

Phillips Academy has tracked water usage since 2005 in the following categories:

Service Water Use – Tap water, indoor flush and flow fixtures, outdoor spigots on homes, and laundry units

Process Water Use – Building cooling and heating, Central Plant, natatorium, and laboratory use

Irrigation Water Use – Landscaping and athletic field maintenance

Phillips Academy has been tracking the total weight and method of disposal for its waste and recycling since 2009. In that time period, the Academy has seen a slight decrease in the total waste generated, but a more than 50 percent increase in the recycling rate.

75%

15% 10%

Service Water Use

Process Water Use Irrigation Water Use

Annual Water UseFY2018

Waste CharacterizationFY2018

30%

Single StreamRecycling

Trash

42%

2%Donatable Goods2%

Electronics

17%Compost

5%Wood

2%Metal

Tons

Trash and Recycling FY2009-2018

600

700

800

500

400

300

200

100

02009 2010 2011 2012 2013 2014 2015 2016 2017

Recycling Trash

Year

600

900

2018

Year

Mill

ions

of G

allo

ns

Water Usage FY2005-2018

30

35

25

20

15

10

5

02005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018

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TARGETS Targets were set for emissions, water, and waste reduction following rigorous benchmarking and analysis of the campus footprint. Baselines were chosen based on the availability of historical data.

From 2005-2018, Phillips Academy reduced CO2e emissions by 18.5%.

From 2005-2018, the amount of water used on Phillips Academy campus has remained relatively constant.

From 2009-2018, Phillips Academy more than doubled the amount of trash it diverted through its recycling program.

EMISSIONS WATER

reduction ingallons ofwa ter used

WASTE

waste definedas 90%diversion

reduction inMetric tons ofCO2e

GH

G P

roje

ctio

ns(M

TC02

e)

GHG Mitigation 2005-2030 by Principle16,211

20,000

15,000

10,000

5,000

--FY05 Emissions FY05-18 Reductions Principle 1: Education Principle 2

(Existing Infrastructure)Principle 2 (New Buildings)

Principle 3: Energy 2030 Emissions

3,001

245 662508 457 11,338

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Memorial Bell Tower

INFRASTRUCTURE

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2

EDUCATION

GENERATE AND USE CLEANER AND RENEWABLE ENERGY ON CAMPUS.

INCREASE THE SUSTAINABILITY OF CAMPUS BUILDINGS AND INFRASTRUCTURE; CONSERVE ENERGY, REDUCE WATER USE, DECREASE AND DIVERT WASTE.

EDUCATE AND ENGAGE THE ENTIRE COMMUNITY ON CLIMATE CHANGE AND INCORPORATE SUSTAINABILITY THROUGHOUT THE ACADEMY.

ENERGY

PRINCIPLES Principles were established through an iterative process by the Climate Action Plan Working Group and Sustainability Steering Committee

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OVERVIEWPhillips Academy is educating the next generation of environmental decision-makers – entrepreneurs, business leaders, scientists, policy-makers, voters, and consumers. Educating about climate change and inspiring innovative solutions will help shape the global response to this issue.

Education and engagement on climate change will also lead to community action to conserve energy and water and reduce waste. “Principle 1- Education” calls for programs to model sustainable behaviors and incorporate climate change and sustainable development into campus classrooms, programming, and other activities. Principle 1 also establishes subgoals for interdisciplinary climate change education and sustainable dining and procurement.

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Moncrieff Cochran Bird Sanctuary

EDUCATION

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GOALS STRATEGIESENERGY

SUBGOALS

1. Foster all students’ working knowledge of climate change

2. Engage entire community in sustainability programming • Establish an eco-representative program for residence halls and day student cohorts

• Establish an adult eco-representative program for departments and offices

• Offer courses focusing on climate change and sustainable development

• Offer programming to engage the entire community, e.g., Green Cup Challenge

1. Establish a campus center for climate change research, study, and teaching

2. Install and operate a campus learning garden

3. Track the sustainability of purchases campus-wide, and set standards and targets for purchasing environmentally- preferred products

4. Establish sustainable dining principles and goals, a roadmap for achieving them, and mechanisms for tracking progress

5. Develop an implementation plan to ban plastic water bottles and other one-time use items on campus

WATER

WASTE

• Conduct water conservation programs for dormitories, offices, departments, and faculty homes

• Challenge community to take shorter showers and turn off the tap when brushing teeth and shaving

• Offer a “Green Cup Challenge” for water

• Conduct recycling and waste reduction programs for dormitories, offices, departments, and faculty homes

• Host community waste audits

• Offer a “Green Cup Challenge” for waste

2%REDUCTION IN GREEN-HOUSE GAS EMISSIONS

2% WATER USE REDUCTION

15% WASTE DIVERTED

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OVERVIEWPhillips Academy comprises 700 acres of land, 156 buildings, and miles of underground utilities. The Campus Master Plan proposes an increase to the built square footage of the campus.

“Principle 2- Infrastructure” emphasizes the importance of growing the campus with sustainability and environment as key priorities established in the Campus Master Plan. It calls for improvements to existing buildings that will help the campus conserve energy and water and reduce waste.

Principle 2 also establishes subgoals for the campus – green building standards and a campus–wide building energy management system.

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Flagstaff Courtyard

INFRASTRUCTURE

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GOALS STRATEGIESENERGY

SUBGOALS

1. Target LEED certification for new buildings and major renovations

2. Address efficiency of existing building stock

3. Make energy and water conservation and waste reduction easier for building occupants

• Establish green standards and life cycle accounting to ensure sustainability is an early and prominent priority of project development and design

• Target a portion of existing building stock on an annual basis for weatherization, pipe insulation, LED lighting, and high efficiency energy systems

• Install electric vehicle charging stations and electrify the campus vehicle fleet

1. Develop and adopt green building standards for use by the Office of Physical Plant and all outside contractors

2. Work towards a campus-wide building energy management system and dedicated energy manager

WATER

WASTE

• Target a portion of existing building stock on an annual basis to install low flow water fixtures

• Explore “smart” irrigation systems

• Install consistent bins and labels

• Offer recycling for additional waste streams

• Expand composting programs

6%REDUCTION IN GREEN-HOUSE GAS EMISSIONS

2% WATER USE REDUCTION

15% WASTE DIVERTED

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OVERVIEWPhillips Academy uses both fossil fuels and renewable energy to heat, cool, and provide electricity to campus buildings.

• The Central Plant uses primarily natural gas to produce steam to heat and provide hot water to many campus buildings.

• The Central Plant is a cogeneration facility, producing electricity as a by-product of the steam-making process.

• Solar panels on the Snyder Center, Abbot Gymnasium, and Phelps House provide additional renewable energy to campus.

“Principle 3- Energy” addresses the energy that is currently used on campus at the Central Plant and in individual buildings and calls for the generation of additional renewable electricity onsite. It also proposes the electrification of the campus vehicle fleet.

Principle 3 subgoals address financial mechanisms for greening campus energy, namely purchasing renewable electricity and the associated Renewable Energy Credits (RECs) from the New England power grid.

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Snyder Center Solar Array

ENERGY

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GOALS STRATEGIESENERGY

SUBGOALS

1. Decrease emissions and water use associated with electricity use, heating, and cooling on campus

2. Generate renewable energy on campus• Increase efficiency of Central Plant, steam distribution system, and cooling plants on campus

• Install solar panels on all new buildings and appropriate existing buildings

• Identify an on-campus or off-site location for a small-scale solar farm

1. Commit to purchasing 100 percent of electricity from renewable energy and retain the associated RECs*

2. Purchase and retire the equivalent renewable energy credits (RECs) for electricity purchased through a power purchase agreement (PPA) or net metering credit arrangement*

*Emissions reductions associated with RECs were not used to project a pathway to our emissions target

WATER

• Explore replacement of water cooled chillers with air cooled heat pumps

• Increase efficiency of steam production and distribution

• Enhance the existing steam trap maintenance program

3%REDUCTION IN GREEN-HOUSE GAS EMISSIONS

2% WATER USE REDUCTION

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INFRASTRUCTURE

LEED

The US Green Building Council’s Leadership in Energy and Environmental Design (LEED) program provides certification for building projects that incorporate sustainable design, construction, and operations. LEED ratings are certified, silver, gold, and platinum, representing increasing levels of stringency. There are three LEED buildings on campus.

• Snyder Center is LEED platinum. It features an acre of solar panels on the roof, producing electricity for the Snyder Center and the adjacent ice arena. • Rebecca M. Sykes Wellness Center is LEED Gold and has 19 geothermal wells connected to heat pumps that heat and cool the building. • Paresky Commons is LEED Silver, in part due to its innovative pre and post consumer composting system.

LIBRARY WASTE BINS

In 2016, new blue bins for mixed recycling and black bins for trash with pictorial labels were installed in Oliver Wendell Holmes Library. Pre and post audits of a week’s worth of waste demonstrated that recycling increased 10 percent and contamination decreased 30 percent with the easy-to-use bins and labels.

CASE STUDIESEDUCATION

GREEN CUP CHALLENGE

In February, 2017, Phillips Academy residence halls participated in their ninth annual Green Cup Challenge to reduce electricity use. Cumulatively, residence halls reduced electricity use by 6.5 percent, saving over 9,000 kWh of electricity, $1,200 in electricity bills, and nearly three metric tons of carbon dioxide equivalent.

In preparation for the Green Cup Challenge, the EcoAction Club launched an education campaign about the connection between energy use and climate change. The club encouraged residence halls to: turn off lights when leaving a room; take the stairs instead of the elevator; set up sleep mode on computers; and unplug electronic devices when not in use.

TRAYLESS DINING

Paresky Dining Commons underwent a major renovation in 2009. The renovation resulted in sustainable building features and operations, including trayless dining.

Trayless dining saves water and energy and discourages taking more food than is needed. Students have been inspired to further reduce food waste in the dining hall through “clean plate” challenges.

Phelps House

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ENERGY

UTILIZING WASTE HEAT

At the same time, a new field house - the Snyder Center - was being designed, the adjacent ice arena needed to replace the refrigeration system used in the ice-making process. The new heat pump refrigeration system was designed to allow for the capture and reuse of the resulting waste heat that would normally be vented outside. The waste heat is pumped underground to the Snyder Center and used to heat the building. Additional features at the Snyder Center further minimize thermal energy demand. For example, 27 destratif ication fans circulate the warm air that rises in the high-ceil inged track area downwards in cooler months, reducing the need to operate the large building air handlers.

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3

PV ARRAY NET-ZERO ENERGY

GEO-EXCHANGE NET-POSITIVE ENERGY

NET-POSITIVE ENERGY

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ICE ARENA

SNYDER CENTER

WASTE HEAT 50% ENERGY EFFICIENCY IMPROVEMENT

Waste heat from ice-making at the ice arena is used to heat Snyder Center

A 1778 panel rooftop solar array produces electricity for the building and ice arena.

Energy systems were designed for eventual pairing with a future geothermal well field.

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IMAGE BY PERKINS + WILL

WASTE HEAT RECOVERY AND REUSE - SNYDER CENTER

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LAUNCHING THE CLIMATE ACTION PLAN

Peabody Museum Class18

The three climate action plan principles work

in concert to achieve meaningful reductions of

greenhouse gas emissions, water use, and waste

from 2019-2030.

While the Sustainability Steering Commitee

will lead implemention of this multi-faceted

Climate Action Plan, the entire Phillips Academy

community must participate to reach the school’s

aggressive targets.

WHOLE SCHOOL APPROACH

Many of the programs and building practices will require culture shifts; therefore, work done to educate, engage, and encourage when the plan is first launched will lead to success throughout the plan period. Regular assessment and refocusing will help to achieve and sustain the reductions needed to achieve targets by 2030.

The Phillips Academy Climate Action Plan is a major step to make the campus more sustainable and mitigate its contribution to climate change. Over the plan period (FY 2019-2030), the school will need to plan for a continued climate action and longer term, more aggressive targets. This entails identifying additional areas to conserve energy and water and reduce and divert waste. It also will require a long-term planning process to move the campus away from conventional fossil fuels and toward renewable energy sources.

(MTC

02e)

Greenhouse Gas (GHG) Emissions20,000

15,000

10,000

5,000

02005 2018 2030

30% Reduction

Mill

ion

Gallo

ns W

ater

Water Use (Actual and Targeted)33

32

31

30

29

2005 2017 2030

4% Reduction

10% Reduction

28

27

18.5% Reduction

Tons

Waste Diversion900

800

700

600

500

2005 2018 2030

60% Diversion

400

300

24% Diversion

200

1000

90% DiversionPlus Reduction in

Total Waste

Trash

Recycling

Trash

Recycling

Recycling

Trash

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Armillary Sphere on the Great Lawn20

ACHIEVING OUR TARGETS

GHGEmissions

WaterUse

WasteDiversion

Progress to Date -19%

Education

Infrastructure

Energy

1

2

3

-4% +60%

-2% -2% +15%

-6% -2% +15%

-3% -2%

2030 TARGET 30%Reductionof GHGs

10%Reduction ofWater Use

90%Waste Diversion(Zero Waste)

Cochran Chapel

CONCLUSION

The Climate Action Plan affirms Phillips Academy’s commitment to address climate change by reducing energy use and greenhouse gas emissions, conserving water, and reducing and diverting waste. Addressing climate change embodies the non sibi (not for self) ideal that has steered campus decision making since the school was founded in 1778.

We are setting high standards for our community. By reaching our 2030 targets, we will reduce about 5,000 metric tons of CO2e annually (the equivalent of removing 1,100 cars from the road). We will reduce water usage by three million gallons per year. We will reduce waste going to landfills and incinerators by about 550 tons per year.

In addition to education and engagement, the school will lead by example by making changes to the campus infrastructure and energy supply. We believe these local impacts will have global reach. We are empowering today’s students to help the world mitigate and adapt to a changing climate.

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