Overall Rating Silver
Overall Score 58.68
Liaison Jennifer Palilonis
Submission Date July 21, 2021

STARS v2.2

Ball State University
EN-11: Inter-Campus Collaboration

Status Score Responsible Party
Complete 2.50 / 3.00 Robert Koester
Director of CERES
Center for Energy Research/Education/Service (CERES)
"---" indicates that no data was submitted for this field

Is the institution currently a member of a national or international higher education sustainability network?:
Yes

The name of the national or international sustainability network(s):

AASHE Association for the Advancement of Sustainability in Higher Education
ADPSR Architects, Designers, and Planners for Social Responsibility
ASES American Solar Energy Society
BTES Building Technology Educators Society
C2P2 Carbon Credit Purchasing Program (Second Nature)
ILBI International Living Building Institute
ISCN International Green Campus Network
NIBS National Institute of Building Sciences
SBSE Society of Building Science Educators
USGBC US Green Building Council
USUEIC US University Energy Institute Collaborative


Does the institution actively participate in a regional, state/provincial, or local higher education sustainability network?:
Yes

The name of the regional, state/provincial or local sustainability network(s):

IGCN Indiana Green Campus Network


Has the institution presented at a higher education sustainability conference during the previous year?:
Yes

A list or brief description of the conference(s) and presentation(s):

Examples:
Experiences with Race to Zero/Solar Decathlon Design Challenge
Residential Building Design and Construction Conference
Penn State
March 4-6 2020

ASHRAE Recognizes 2020 LowDown Showdown Modeling Challenge
October 2020

LEED® Lab™ Students as Collaborators on LEED Documentation
Green Build International
November 2020


Has the institution submitted a case study during the previous year to an external higher education sustainability resource center or awards program?:
Yes

A list or brief description of the sustainability resource center or awards program and submission(s):

ISCN and GULF Universities Share Best Practice Report at the World Economic Forum
Higher education institutions serve as a catalyst for change and the collection of case studies by members of the ISCN and GULF reflect the sophistication of sustainability in higher education institutions and their purposeful contributions to the SDGs to enhance the surrounding community, higher education sector, and world.

E.G., Recently submitted case study update

The Health Professions Building reflects a longstanding institutional commitment to social, economic, and environmental sustainability. The building’s design specifically supports inter-professional education and practice, an innovative learning experience in which Ball State’s College of Health faculty and students collaborate across academic disciplines to improve patient care. Some of its design features are:
• Photovoltaic System
• Green Roofs
• Underground storm water retention system
• Bio swales
• Fritted glass (Reduces bird casualty.)
• Solar shades
• LED lighting
• Direct Digital Controls
• CO2 sensor controls
• Motion sensors • Natural lighting
• Borrowed lighting
• High efficiency motors
• Variable speed drives
• Bicycle racks
• Low VOC emitting finishes
• Low flow water fixtures

Living Lab Approach
Higher education institutions are providing opportunities for students to engage with hands-on experience both on campus and more broadly to learn and solve critical issues of our society. At Ball State University students continue to turn brownfields to bright fields by analyzing the solar potential through a community-based course built around the theme of promoting a more sustainable community through analysis of the solar energy potential of existing brownfields in Delaware County, Indiana.

Download the full report:
https://www.international-sustainable-campus-network.org/downloads/general/478-sustainable-development-educating-with-purpose/file


Has the institution had employees or students serving on a board or committee of a sustainability network or conference during the previous three years?:
Yes

A list or brief description of the board or committee appointment(s):

Resilience Assessment Working Group
Second Nature, Boston

Developing tools by which campuses and communities can conduct an assessment of where the campus and community currently stand, so as to lay the groundwork for developing a Climate Action Plan that incorporates resilience. Specifically, Second Nature asks schools to consider each of these five dimensions of resilience:

Social Equity and Governance
The systems of governance on campus and in the community, levels of engagement among campus and community members, and the capacity of different groups to adapt and respond to climate change.

Health and Wellness
The ability of different groups on campus and in the community to fulfill their basic needs. This includes access to healthcare, food, water, housing, and sanitation.

Ecosystem Services
The environmental systems and services present in the campus-community. This may include the natural and geographic features of the region, city or town, and neighborhood.

Infrastructure
The physical structures built, owned, managed, and/or used by the campus-community. It also includes systems such as communication and public transportation.

Economic
The financial ability of the campus and community to proactively adapt to changing climate conditions and to respond positively to climate change events.

After completing the initial campus-community resilience assessment, schools then need to develop a Climate Action Plan (CAP) that includes goals for increasing resilience.


Does the institution have an ongoing mentoring relationship with another institution through which it assists the institution with its sustainability reporting and/or the development of its sustainability program?:
No

A brief description of the mentoring relationship and activities:
---

Has the institution had employees or students serving as peer reviewers of another institution’s sustainability data and/or STARS submission during the previous three years?:
No

A brief description of the peer review activities:

N/A


A brief description of other inter-campus collaborative efforts around sustainability during the previous year :
Website URL where information about the institution’s inter-campus collaborations is available:
Additional documentation to support the submission:
---

We established the Indiana Green Campus Network (IGCN).

The Indiana Green Campus Network builds on the ASE Green Campus Program in California. The program’s objectives are to save energy, infuse energy efficiency into academic curriculum, increase campus awareness of energy efficiency through outreach, and develop a green workforce. The Indiana Green Campus Network will build on this California model and continue to foster professional development in students, building pathways to green careers.
Member Schools
1. Ancilla College, Donaldson
2. Anderson University, Anderson
3. Ball State University, Muncie
4. Bethel College, Mishawaka
5. Butler University, Indianapolis
6. Calumet College of Saint Joseph, Whiting
7. DePauw University, Greencastle
8. Earlham College, Richmond
9. Franklin College, Franklin
10. Goshen College, Goshen
11. Hanover College, Hanover
12. Huntington University, Huntington
13. Indiana State University, Terre Haute
14. Indiana University, Bloomington
15. Indiana Wesleyan University, Marion
16. IUPUI, Indianapolis
17. Ivy Tech Community College of Indiana, Multiple
18. Manchester College, Manchester
19. Marian College, Indianapolis
20. Purdue University, West Lafayette
21. Rose-Hulman Institute of Technology, Terre Haute
22. St. Mary of the Woods College
23. Saint Meinrad, Saint Meinrad
24. Taylor University, Upland
25. University of Indianapolis
26. University of Notre Dame, South Bend
27. Vincennes University, Vincennes
28. Wabash College, Wabash

The website URL where information about cross-campus collaboration is available:
http://www.bsu.edu/sustainability

The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.