| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 68.17 |
| Liaison | Ian Johnson |
| Submission Date | March 4, 2020 |
Colorado College
PA-2: Sustainability Planning
| Status | Score | Responsible Party |
|---|---|---|
|
4.00 / 4.00 |
Ian
Johnson Sustainability Director Office of Sustainability |
"---"
indicates that no data was submitted for this field
Part 1. Measurable sustainability objectives
Academics
Yes
A list or sample of the measurable sustainability objectives related to academics and the plan(s) in which they are published:
State of Sustainability Report
1. This plan will Increase STARS points under the Curriculum section. Additionally, adding to the list of approved classes is a critical step in creating a robust Sustainability Certificate at CC. Supporting this plan will provide students with a sustainability literacy as part of their education as well.
2. Supporting the sustainability certificate and broader participation further improves STARS performance. Additionally this plan contributes to the development of a broader stakeholder base and increased involvement in the certificate development and refinement process.
3. Center for Immersive Learning and Engaged Teaching
A steering group made up of 6-9 faculty and staff will begin the Center’s work by setting in motion specific pilot projects to demonstrate how the Center will contribute to the mission of the College in the future.
1. This plan will Increase STARS points under the Curriculum section. Additionally, adding to the list of approved classes is a critical step in creating a robust Sustainability Certificate at CC. Supporting this plan will provide students with a sustainability literacy as part of their education as well.
2. Supporting the sustainability certificate and broader participation further improves STARS performance. Additionally this plan contributes to the development of a broader stakeholder base and increased involvement in the certificate development and refinement process.
3. Center for Immersive Learning and Engaged Teaching
A steering group made up of 6-9 faculty and staff will begin the Center’s work by setting in motion specific pilot projects to demonstrate how the Center will contribute to the mission of the College in the future.
Engagement
Yes
A list or sample of the measurable sustainability objectives related to engagement and the plan(s) in which they are published:
State of Sustainability Report and Campus Strategic Plan
1. Increased communication and student participation in sustainability efforts will result in better environmental performance specifically an improved STARS performance and reduced carbon emissions. It will remove barriers to campus-wide participation in sustainability efforts, increase Office of Sustainability and Sustainability Council presence on campus, promote student involvement with sustainability efforts, and create project accountability.
2. The measurable objectives associated with tracking community service hours are; setting a goal to increase community service hours in the future (once current hours can be accurately tracked); Growing and encouraging a volunteer base; Creating awareness of differing social statuses; Fostering positive relationships with the outside community; and increasing STARS performance.
3. Synergy House: "Together, we strive to be a center for environmental awareness, education, and innovation on campus. In addition, we are always looking for new and different ways to carry out our daily activities in order to reduce our footprint and live together more cohesively."
The Synergy House is Colorado College's first net-zero energy building, designed as a prototype for students to study and discuss as the college moves toward carbon neutrality.
4. The Semester in Environmental Education will increase the number of environmental education certified students and solidify Colorado College's collaborative relationship with the Catamount Center. This semester has the potential to foster the creation of a Sustainability Literacy Assessment while also increasing the number of students exposed to this assessment. In the fall of 2015, all of the students at the TREE semester took this assessment.
5. The State of Sustainability Report is continually used as a reference manual for students, faculty, staff, and especially the Campus Sustainability Council. The report informs goals and decisions related to sustainability and directly impacts the STARS rating of the school as well as the number, type, and robustness of sustainability efforts. This report will continue to have tangible impacts into the future.
6. The State of Sustainability Report is an innovative step in improving the sustainable culture and involving the
entire college community; it will engage the college employees in demonstrating the commitment of the college community to the core value related to nurturing an ethic of
environmental sustainability; The students and local community would observe, experience, learn, and participate with college employees in changing the culture and setting examples for integrating sustainable practices into everyday work and living activities; and those positions with specific responsibilities for achieving sustainability related performance goals would have those relevant duties listed by supervisors.
7. The measurable outcomes include: Additional program staff would affect carbon neutrality goal and STARS Platinum goal through increased time to focus on and coordinate these efforts; Provide full-time assistance to sustainability director to oversee growing
sustainability efforts across campus; Ability to continue growth of sustainability efforts across campus; Improve ability to focus on and achieve carbon neutrality and STARS
Platinum; Paraprofessional position creates an interim career-track position
that sets a trajectory and provides professional experience and references
beyond the current sustainability intern positions; Paraprofessional position creates a peer bridge between students and Sustainability Director; Permanent manager position would allow for continuity in operations; Program growth further removes barriers to participation.
1. Increased communication and student participation in sustainability efforts will result in better environmental performance specifically an improved STARS performance and reduced carbon emissions. It will remove barriers to campus-wide participation in sustainability efforts, increase Office of Sustainability and Sustainability Council presence on campus, promote student involvement with sustainability efforts, and create project accountability.
2. The measurable objectives associated with tracking community service hours are; setting a goal to increase community service hours in the future (once current hours can be accurately tracked); Growing and encouraging a volunteer base; Creating awareness of differing social statuses; Fostering positive relationships with the outside community; and increasing STARS performance.
3. Synergy House: "Together, we strive to be a center for environmental awareness, education, and innovation on campus. In addition, we are always looking for new and different ways to carry out our daily activities in order to reduce our footprint and live together more cohesively."
The Synergy House is Colorado College's first net-zero energy building, designed as a prototype for students to study and discuss as the college moves toward carbon neutrality.
4. The Semester in Environmental Education will increase the number of environmental education certified students and solidify Colorado College's collaborative relationship with the Catamount Center. This semester has the potential to foster the creation of a Sustainability Literacy Assessment while also increasing the number of students exposed to this assessment. In the fall of 2015, all of the students at the TREE semester took this assessment.
5. The State of Sustainability Report is continually used as a reference manual for students, faculty, staff, and especially the Campus Sustainability Council. The report informs goals and decisions related to sustainability and directly impacts the STARS rating of the school as well as the number, type, and robustness of sustainability efforts. This report will continue to have tangible impacts into the future.
6. The State of Sustainability Report is an innovative step in improving the sustainable culture and involving the
entire college community; it will engage the college employees in demonstrating the commitment of the college community to the core value related to nurturing an ethic of
environmental sustainability; The students and local community would observe, experience, learn, and participate with college employees in changing the culture and setting examples for integrating sustainable practices into everyday work and living activities; and those positions with specific responsibilities for achieving sustainability related performance goals would have those relevant duties listed by supervisors.
7. The measurable outcomes include: Additional program staff would affect carbon neutrality goal and STARS Platinum goal through increased time to focus on and coordinate these efforts; Provide full-time assistance to sustainability director to oversee growing
sustainability efforts across campus; Ability to continue growth of sustainability efforts across campus; Improve ability to focus on and achieve carbon neutrality and STARS
Platinum; Paraprofessional position creates an interim career-track position
that sets a trajectory and provides professional experience and references
beyond the current sustainability intern positions; Paraprofessional position creates a peer bridge between students and Sustainability Director; Permanent manager position would allow for continuity in operations; Program growth further removes barriers to participation.
Operations
Yes
A list or sample of the measurable sustainability objectives related to operations and the plan(s) in which they are published:
Strategic Plan, Carbon Action Report
1. This goal will contribute to the carbon neutrality goal by 2020 while also reducing emissions and helping department who use funding for high-energy lab equipment.
2. The Robson Ice Arena will result in: Net zero building energy use; Net zero carbon emissions; Reduced annual energy costs; Reduced total building envelope performance; Reduced artificial lighting; A building that educates occupants about its sustainable features and how to properly use them; and a building that supports campus recycling practices all by the 2021 academic year.
3. This plan will result in improved central plant efficiency and reduced water use and cost within the next few years.
4. This plan will result in a decreased carbon footprint contributing to Carbon Neutrality by 2020 and education for students about PV solar power at the Baca Campus. The panels have already been installed.
5. The updated controls allow the College to apply more sophisticated logic and manage energy consumption more closely. In addition to updating controls, the project allows more space for archiving data and alarms. This data is essential for benchmarking continuous operational improvements. The plan is currently in phase 2 of 3.
6. This plan takes advantage of utility rebates; will improve lighting levels; and will reduce energy consumption. The project is on-going.
7. The project will result in increased security of the college's natural gas supply and up-to-date energy facilities for optimal performance. The project is in the construction phase.
8. The electrical services upgrades plan would result in reduced energy costs in the next few years as it is still in the planning phase of implementation.
9. The central plant controls upgrade will result in improved central plant efficiency, improved reliability, and improved after-hours response to campus emergencies. The project is in its planning phase of implementation.
10. The measurable objectives include: summer energy savings, improved system reliability, and improved occupant comfort. This plan is in the planning phase to be completed in the next few years.
11. The measurable objectives include: improved system reliability and comfort and improved occupant comfort. The project is in the design phase to be completed in upcoming years.
12. The measurable objectives of retro-commissioning are: reduced energy use and increased occupancy comfort. The project is in the planning phase to be completed in upcoming years.
1. This goal will contribute to the carbon neutrality goal by 2020 while also reducing emissions and helping department who use funding for high-energy lab equipment.
2. The Robson Ice Arena will result in: Net zero building energy use; Net zero carbon emissions; Reduced annual energy costs; Reduced total building envelope performance; Reduced artificial lighting; A building that educates occupants about its sustainable features and how to properly use them; and a building that supports campus recycling practices all by the 2021 academic year.
3. This plan will result in improved central plant efficiency and reduced water use and cost within the next few years.
4. This plan will result in a decreased carbon footprint contributing to Carbon Neutrality by 2020 and education for students about PV solar power at the Baca Campus. The panels have already been installed.
5. The updated controls allow the College to apply more sophisticated logic and manage energy consumption more closely. In addition to updating controls, the project allows more space for archiving data and alarms. This data is essential for benchmarking continuous operational improvements. The plan is currently in phase 2 of 3.
6. This plan takes advantage of utility rebates; will improve lighting levels; and will reduce energy consumption. The project is on-going.
7. The project will result in increased security of the college's natural gas supply and up-to-date energy facilities for optimal performance. The project is in the construction phase.
8. The electrical services upgrades plan would result in reduced energy costs in the next few years as it is still in the planning phase of implementation.
9. The central plant controls upgrade will result in improved central plant efficiency, improved reliability, and improved after-hours response to campus emergencies. The project is in its planning phase of implementation.
10. The measurable objectives include: summer energy savings, improved system reliability, and improved occupant comfort. This plan is in the planning phase to be completed in the next few years.
11. The measurable objectives include: improved system reliability and comfort and improved occupant comfort. The project is in the design phase to be completed in upcoming years.
12. The measurable objectives of retro-commissioning are: reduced energy use and increased occupancy comfort. The project is in the planning phase to be completed in upcoming years.
Administration
Yes
A list or sample of the measurable sustainability objectives related to administration and the plan(s) in which they are published:
In the 2018/2019 academic year, Colorado Colelge underwent an externam review on racism and pledged to try to become an anti-racist institution.
The External Review of Racism is posted here:
https://www.coloradocollege.edu/offices/presidentsoffice/pres-announcement/final-report-external-review-of-racism.html
The goals highlighted in the plan:
- Establish antiracism, equity, and inclusion as foundational to
our community expectations
- Invest in student antiracism resources and efforts
- Support and engage all faculty and staff in antiracism work
- Make antiracism a central value in CC’s academic and cocurricular programs
- Increase compositional diversity of CC community
- Make antiracism central to CC’s communication
The steps that went into creating the Anti-RAcism plan went as follows:
Education: The CC Board of Trustees, Cabinet, faculty, and staff participated in diversity and inclusion workshops. The board, Student Life and Admission divisions, and invited members of the Colorado Springs Police Department worked with a national expert in diversity and inclusion, and Dr. Paul Buckley, assistant vice president and director of the Butler Center, led multiple workshops for employees all summer. Nearly 200 employees — 150 staff and 44 faculty — attended the new workshops titled “Toward a Daily Anti-Racist Agenda.” Now, 53 percent of faculty and 34 percent of staff have completed the Excel at CC “Good to Great: The Journey to Inclusion” program. Workshop opportunities will continue during the academic year; registration information is forthcoming.
New Student Orientation: The Butler Center and Accessibility Resources provided incoming students with a session, “Sense of Community: Developing Solidarity,” to teach skill building and dialogue practice and share a common vocabulary used in social justice work. The session gave new students the history and context of last spring’s racist email, and informed students of the anti-racist work CC is pursuing. Students were encouraged to engage in teaching and learning opportunities around these issues and pursue social opportunities for intercultural exchange, identity development, and ideology interrogation, and were asked to be responsive when issues arise and seek support when needed.
History: The Butler Center, Communications, and two interns worked this summer to envision and begin a project to give voice and visibility to members of CC’s community of color, telling their stories — the pain and difficulty as well as the strides and achievements. We must acknowledge, listen to, and learn from both positive and negative experiences. These stories will appear on our website and in other communications soon.
Anti-discrimination process: In response to student concerns, a new anti-discrimination process has been adopted. The goal is to provide a consistent process for everyone, and to be as transparent as possible. Our anti-discrimination policy applies to all constituents at the college: faculty, staff, students, and visitors. In the past, student reports regarding any non-gender or sex-based discrimination were made to Student Life, the Butler Center, and other offices, and handled in various ways. Now those seeking informal resolutions and those filing formal complaints alleging discrimination of any form can access the same process.
Dr. Paul Buckley will join the Anti-Discrimination Team (formerly the Title IX Team) to oversee student cases that don’t involve Title IX. That team is comprised of Professor Gail Murphy-Geiss, Title IX coordinator; Rochelle Mason and Barbara Wilson, deputy Title IX coordinators; the sexual assault response coordinator; and Dr. Buckley. The team meets blockly to monitor the policy, process, use, access, problems, etc. and to manage cases together. The same trained investigators will be used for all cases across the college.
Email investigation: We are working with the Denver law firm Davis Graham & Stubbs to investigate the anonymous email that was sent to some members of the campus community in the spring. By issuing a civil warrant to HushMail, we have learned that the email was sent from a public computer in Denver; the firm is working with CSPD to determine if we can identify who was using the computer at the time the email was sent.
We have many more efforts coming this academic year, including:
External review: We will conduct an examination of racism at CC to audit our policies, practices, structures, and communications, as well as our academic and co-curricular programs. I have assembled a steering committee of students, faculty, staff, and alumni to guide this yearlong effort. This group is considering proposals from national firms and planning the work to begin this fall. Thanks to these committed members of our community.
Everyone who helped out on this initiative are:
Faculty
Claire Garcia, professor of English
Neena Grover, professor of biochemistry, Faculty Executive Committee chair
Christina Leza, associate professor of anthropology
Shawn Womack, associate professor and chair of the Department of Theatre and Dance
Mario Montano, associate professor and chair of the Department of Anthropology
Administration and Staff
Alan Townsend, provost
Paul Buckley, assistant vice president, director of the Butler Center
Mike Edmonds, vice president for student life, dean of students
Felix Sanchez ’93, assistant vice president for communications
Maggie Santos ’86, director of campus safety and emergency management
Students
Precious Cooper ’20
Alexandra Rivas ’19
Cameron Mongoven ’21
Alumni
Nancy Hernandez ’96, equity specialist coordinator, Western Educational Equity Assistance Center, Metropolitan State University of Denver
Sonlatsa Sunshine Jim-Martin ’94, Native American alumna and activist
Tafari Lumumba ’05, trustee, associate attorney, Gibson, Dunn, and Crutcher LLP
More information on the report can be found here:
https://www.coloradocollege.edu/offices/presidentsoffice/letters/docs/building-a-diverse-inclusive-community.html
The External Review of Racism is posted here:
https://www.coloradocollege.edu/offices/presidentsoffice/pres-announcement/final-report-external-review-of-racism.html
The goals highlighted in the plan:
- Establish antiracism, equity, and inclusion as foundational to
our community expectations
- Invest in student antiracism resources and efforts
- Support and engage all faculty and staff in antiracism work
- Make antiracism a central value in CC’s academic and cocurricular programs
- Increase compositional diversity of CC community
- Make antiracism central to CC’s communication
The steps that went into creating the Anti-RAcism plan went as follows:
Education: The CC Board of Trustees, Cabinet, faculty, and staff participated in diversity and inclusion workshops. The board, Student Life and Admission divisions, and invited members of the Colorado Springs Police Department worked with a national expert in diversity and inclusion, and Dr. Paul Buckley, assistant vice president and director of the Butler Center, led multiple workshops for employees all summer. Nearly 200 employees — 150 staff and 44 faculty — attended the new workshops titled “Toward a Daily Anti-Racist Agenda.” Now, 53 percent of faculty and 34 percent of staff have completed the Excel at CC “Good to Great: The Journey to Inclusion” program. Workshop opportunities will continue during the academic year; registration information is forthcoming.
New Student Orientation: The Butler Center and Accessibility Resources provided incoming students with a session, “Sense of Community: Developing Solidarity,” to teach skill building and dialogue practice and share a common vocabulary used in social justice work. The session gave new students the history and context of last spring’s racist email, and informed students of the anti-racist work CC is pursuing. Students were encouraged to engage in teaching and learning opportunities around these issues and pursue social opportunities for intercultural exchange, identity development, and ideology interrogation, and were asked to be responsive when issues arise and seek support when needed.
History: The Butler Center, Communications, and two interns worked this summer to envision and begin a project to give voice and visibility to members of CC’s community of color, telling their stories — the pain and difficulty as well as the strides and achievements. We must acknowledge, listen to, and learn from both positive and negative experiences. These stories will appear on our website and in other communications soon.
Anti-discrimination process: In response to student concerns, a new anti-discrimination process has been adopted. The goal is to provide a consistent process for everyone, and to be as transparent as possible. Our anti-discrimination policy applies to all constituents at the college: faculty, staff, students, and visitors. In the past, student reports regarding any non-gender or sex-based discrimination were made to Student Life, the Butler Center, and other offices, and handled in various ways. Now those seeking informal resolutions and those filing formal complaints alleging discrimination of any form can access the same process.
Dr. Paul Buckley will join the Anti-Discrimination Team (formerly the Title IX Team) to oversee student cases that don’t involve Title IX. That team is comprised of Professor Gail Murphy-Geiss, Title IX coordinator; Rochelle Mason and Barbara Wilson, deputy Title IX coordinators; the sexual assault response coordinator; and Dr. Buckley. The team meets blockly to monitor the policy, process, use, access, problems, etc. and to manage cases together. The same trained investigators will be used for all cases across the college.
Email investigation: We are working with the Denver law firm Davis Graham & Stubbs to investigate the anonymous email that was sent to some members of the campus community in the spring. By issuing a civil warrant to HushMail, we have learned that the email was sent from a public computer in Denver; the firm is working with CSPD to determine if we can identify who was using the computer at the time the email was sent.
We have many more efforts coming this academic year, including:
External review: We will conduct an examination of racism at CC to audit our policies, practices, structures, and communications, as well as our academic and co-curricular programs. I have assembled a steering committee of students, faculty, staff, and alumni to guide this yearlong effort. This group is considering proposals from national firms and planning the work to begin this fall. Thanks to these committed members of our community.
Everyone who helped out on this initiative are:
Faculty
Claire Garcia, professor of English
Neena Grover, professor of biochemistry, Faculty Executive Committee chair
Christina Leza, associate professor of anthropology
Shawn Womack, associate professor and chair of the Department of Theatre and Dance
Mario Montano, associate professor and chair of the Department of Anthropology
Administration and Staff
Alan Townsend, provost
Paul Buckley, assistant vice president, director of the Butler Center
Mike Edmonds, vice president for student life, dean of students
Felix Sanchez ’93, assistant vice president for communications
Maggie Santos ’86, director of campus safety and emergency management
Students
Precious Cooper ’20
Alexandra Rivas ’19
Cameron Mongoven ’21
Alumni
Nancy Hernandez ’96, equity specialist coordinator, Western Educational Equity Assistance Center, Metropolitan State University of Denver
Sonlatsa Sunshine Jim-Martin ’94, Native American alumna and activist
Tafari Lumumba ’05, trustee, associate attorney, Gibson, Dunn, and Crutcher LLP
More information on the report can be found here:
https://www.coloradocollege.edu/offices/presidentsoffice/letters/docs/building-a-diverse-inclusive-community.html
Part 2. Sustainability in institution’s highest guiding document
Yes
The institution’s highest guiding document (upload):
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Website URL where the institution’s highest guiding document is publicly available:
Which of the following best describes the inclusion of sustainability in the highest guiding document?:
Major theme
Optional Fields
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Website URL where the institution's sustainability plan is publicly available:
Does the institution have a formal statement in support of sustainability endorsed by its governing body?:
No
The formal statement in support of sustainability:
---
The institution’s definition of sustainability:
The Colorado College mission commits us to providing the finest Liberal Arts education in the country by embodying our core values. Among our core values are to live with integrity; serve as stewards of the traditions and resources of Colorado College; nurture a sense of place and an ethic of environmental sustainability; encourage engagement and social responsibility at local, national and global levels; and seek excellence, constantly assessing our policies and programs. Sustainability isn't optional for the Colorado College community; it's who we are and how we have defined ourselves. We aspire to make Colorado College a model for campus and community sustainability - an academic village that instantiates a commitment at all levels to a sustainable and desirable future, not only for the human economy but for the larger ecosystem in which it is embedded.
Is the institution an endorser or signatory of the following?:
| Yes or No | |
| The Earth Charter | No |
| The Higher Education Sustainability Initiative (HESI) | No |
| ISCN-GULF Sustainable Campus Charter | No |
| Pan-Canadian Protocol for Sustainability | --- |
| SDG Accord | --- |
| Second Nature’s Carbon Commitment (formerly known as the ACUPCC), Resilience Commitment, and/or integrated Climate Commitment | Yes |
| The Talloires Declaration (TD) | No |
| UN Global Compact | No |
| Other multi-dimensional sustainability commitments (please specify below) | No |
A brief description of the institution’s formal sustainability commitments, including the specific initiatives selected above:
Colorado College has made a formal commitment to second nature to become carbon neutral by 2020.
Website URL where information about the institution’s sustainability planning efforts is available:
Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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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 or simply email your inquiry to stars@aashe.org.