Chemical & Biological Engineering (CHBE) Sustainability Club
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Transcript of Chemical & Biological Engineering (CHBE) Sustainability Club
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Turning Indicators into Reality: Methodology and Results onAssessing the Sustainability in Large Campuses
Chemical & Biological Engineering (CHBE) Sustainability ClubUniversity of British Columbia – VancouverDora Ip, Alexandre Vigneault, James Butler
AASHE 2010 Conference Denver, October 10-12th
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Who are we?
• Since 2006, the CHBE Sustainability Club aims to serve as a model of sustainability for individual members and our community.
• Since 2007, we have been looking at ways to assess sustainability in our department, • Assess our strengths and weaknesses• Target Actions: to yield the most results
effectively
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Relevance of Department Level Assessment• Large university campuses are comprised of thousands of
students & employees spread out over many different dept & admin units– CHBE represents less than 0.7% of UBC community
• At UBC, a large portion of the administration is decentralized, with individual departments having autonomy over daily operations.
• Campus wide assessments are a significant time & resource commitment
• Campus wide results might not provide an accurate picture of the strengths and weaknesses for specific departments
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Why not wait for UBC to do it first?
We are here!
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What we have proposed
• 1st: Using surveys• Learn about habits of individuals, • Know their perceptions • Usually not studied in many campus
frameworks• 2nd: Department level
• Can be answered by an individual• Emphasis on “Yes/No” questions
• 3rd: Campus level• Done at higher level (Sustainability Office)• Follow STARS
• 3 level indicators framework
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Others at UBC and beyond
(no)
Our Method• Frameworks for indicators have been reviewed: • ie – CSAF, STARS, GRI, UBC Inspiration & Aspiration, College Sustainability
Green Card, Gross Happiness Index • Can we apply them to a department? Which ones are actually relevant?
Influence and or Interest (maybe)
Control (yes)
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• Rating system based on STARS, but with added “Community & Health”
• Total 144 indicators;
• 78 answered by surveys, separated by pop. categories (Undergrad, Staff, et al);
• Department level: 66 indicators; ~40 “yes/no” indicators;
• For the motivated: e.g. GHG Inventories, paper, electricity, water tracking;
• Questions with informative answers that are not rated;
Department Sustainability AssessmentSUMMARY: Chemical & Biological Engineering
Results Max Points
1. Education & Research 20 44Co-curricular EducationCurriculum 11,8 25,6Research 2,8 12,0
2. Operations 45 97Building & Grounds 1,1 3,3Dining and Food Services 5,4 15,0Energy and Climate 7,5 21,0Air Quality 6,0 9,5Materials, Recycling & Waste Minimization 9,4 18,8Purchasing 1,1 3,3Water 10,1 18,8Transportation 4,4 7,5
3. Planning, Admin & Finance 21 38Investment 0,6 1,5Governance & Planning 2,0 4,0Human Resources 11,1 18,0Affordability 7,7 14,0
4. Community & Health 25 49Diversity and accessibility 4,0 6,5Physical health 6,7 11,5Emotional Health 5,7 11,0Community Engagement 8,5 20,3
Total 111 227
2009-10
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Example: Research & Education: Curriculum Section
Sustainability Related Courses Taught by Department / total Courses 14 / 51
Sustainability Courses Required by Department 0
Surveys [0: least satisfied - 4: most satisfied]
Satisfaction with Non-Sustainability Courses 3.0
Satisfaction with Sustainability Related Courses 2.7
• Department level questions (green): What are we doing?• Survey questions (blue): Are we doing it well?
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Example: Operation: Water Section
Drinking Water Options (e.g. filtered water, fountain) Yes* 3/4*Undergrads don't have easy access to filtered tap water
Undergrad Graduate Faculty Staff RatingAmount of bottled water drank per person per week
0.8 0.1 0.3 0.3 3.1 / 4Usage of water fountains, coolers, filtration units
29% 48% 70% 46% 1.8 / 4
Perception of tap water quality on campus [0 = very poor, 4 = excellent]2.8 2.7 2.9 2.9 2.80 / 4
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Example: Operation: Transportation Section
Commuting Average Distance (km) 12.5 7.6 9.3 23.8
Undergrad Graduate Faculty Staff
What prevents you from biking/walking to campus?
Weather 41% 20% - -
Distance 59% 15% 30% 50%
Safety 7% 0% 20% 8%
Time 30% 20% 10% 17%
No Bike Facilities 5% 20% - -
Other 11% 30% 10% 25%
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Example: Community & Health Section
Undergrad Graduate Faculty StaffSense of Belonging to the Community [0 - None; 4 - Strong]
2009 1.7 2.4 2.9 2.7
2007 1.9 1.9 2.5 1.8
How stressed do you feel at school? [Not at all - 0 Extremely - 4] 2.3
Smoking [0 - Never; 1 - Occasionally; 2 - Weekly; 3 - Often] 0.1 0.2 0.0 0.3
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Conclusion• Measuring Sustainability at the Department is a great
tool to learn, educate and create real changes• Comparing trends from then to now to evaluate what
we can do to improve our department • We established a tool that can be utilized by all
departments across the entire campus to analyze their sustainable efforts that requires modest resources
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Thank you!• Please contact us:
• Tips, copy of surveys, excel tool• [email protected]• [email protected]
• Thanks to our supporters• UBC Sustainability Office• Department of Chemical & Biological Engineering
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Example: Admin & FinanceGraduate Faculty Staff
Number of Hours Worked per Week (h) 42.0 47.4 41.4
Undergrad Grad National Average
Students with Loans at Graduation 42% 45% 73%
Average Student Debt Load Estimate at Graduation $ 15 400 $ 14 450 $ 19 000
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2007 2009
Tonne CO2e / year Tonne CO2e / year in % of Total Per PersonScope 1: Direct
Natural Gas for Steam (Heating)a 733,9 843,6 58%Natural Gas direct use 95,7 7%Heating Oil for Steam 26,7 1,8%Fleet 1,9 0,1%
Total Scope 1 734 968 67% 2,7
Scope 2: IndirectElectricity from Grid 55,6 61,7 4%
Total Scope 2 55,6 61,7 4% 0,2
Scope 3: OthersAir Travel
Graduate Students 131,1 165 11% 1,4Faculty 90,0 115 8% 5,0
Sub Total Air Travel 221 281 19%
CommutingUndergrad Students 79,6 6% 0,4Graduate Students 6,4 0,4% 0,1Staff 37,6 3% 2,1Faculty 3,9 0,3% 0,2
Sub Total Commuting 89,4 127,4 9%
Paper 6,6 6,0 0,4% 0,02
Total Scope 3 317 414 29% 1,2
Total Emissions (Tonne CO2e / year) 1107 1444 100% 4,1
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Lessons learned • Surveys:
• Undergrad: paper great meet in classroom
• Grad, staff & faculty, in person contact essential. Email, close to useless
• Great education tools, some people might be angry
• Lead to action: examples of changes