| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 74.59 |
| Liaison | Chris Adam |
| Submission Date | Sept. 7, 2020 |
| Executive Letter | Download |
Dawson College
OP-19: Waste Minimization and Diversion
| Status | Score | Responsible Party |
|---|---|---|
|
4.68 / 8.00 |
Chris
Adam Coordinator Sustainability Office |
Figures needed to determine total waste generated (and diverted):
| Performance Year | Baseline Year | |
| Materials recycled | 60 Metric tons | 69 Metric tons |
| Materials composted | 20 Metric tons | 0 Metric tons |
| Materials donated or re-sold | 0 Metric tons | 0 Metric tons |
| Materials disposed through post-recycling residual conversion | 0 Metric tons | 0 Metric tons |
| Materials disposed in a solid waste landfill or incinerator | 149 Metric tons | 202 Metric tons |
| Total waste generated | 229 Metric tons | 271 Metric tons |
A brief description of the residual conversion facility, including affirmation that materials are sorted prior to conversion to recover recyclables and compostable materials:
Start and end dates of the performance year and baseline year (or three-year periods):
| Start Date | End Date | |
| Performance Year | July 1, 2018 | June 30, 2019 |
| Baseline Year | July 1, 2012 | June 30, 2013 |
A brief description of when and why the waste generation baseline was adopted (e.g. in sustainability plans and policies or in the context of other reporting obligations):
n/a
Figures needed to determine "Weighted Campus Users”:
| Performance Year | Baseline Year | |
| Number of students resident on-site | 0 | 0 |
| Number of employees resident on-site | 0 | 0 |
| Number of other individuals resident on-site and/or staffed hospital beds | 0 | 0 |
| Total full-time equivalent student enrollment | 7,970 | 7,300 |
| Full-time equivalent of employees (staff + faculty) | 795 | 720 |
| Full-time equivalent of students enrolled exclusively in distance education | 0 | 0 |
| Weighted campus users | 6,573.75 | 6,015 |
Total waste generated per weighted campus user:
| Performance Year | Baseline Year | |
| Total waste generated per weighted campus user | 229 Metric tons | 271 Metric tons |
Percentage reduction in total waste generated per weighted campus user from baseline:
Percentage of materials diverted from the landfill or incinerator by recycling, composting, donating or re-selling, performance year:
Percentage of materials diverted from the landfill or incinerator (including up to 10 percent attributable to post-recycling residual conversion):
In the waste figures reported above, has the institution recycled, composted, donated and/or re-sold the following materials?:
| Yes or No | |
| Paper, plastics, glass, metals, and other recyclable containers | Yes |
| Food | Yes |
| Cooking oil | Yes |
| Plant materials | Yes |
| Animal bedding | No |
| White goods (i.e. appliances) | Yes |
| Laboratory equipment | Yes |
| Furniture | Yes |
| Residence hall move-in/move-out waste | No |
| Scrap metal | Yes |
| Pallets | No |
| Tires | Yes |
| Other (please specify below) | Yes |
A brief description of other materials the institution has recycled, composted, donated and/or re-sold:
Batteries & ink cartridges (recycled), eye-glasses (donated), cell phones (refurbished and donated or recycled), garden perennials (donated), computers (limited quantity donated), sports equipment and jerseys (donated), cement cylinders from engineering labs (donated).
Materials intended for disposal but subsequently recovered and reused on campus, performance year (e.g. materials that are actively diverted from the landfill or incinerator and refurbished/repurposed) :
Does the institution use single stream recycling (a single container for commingled recyclables) to collect standard recyclables (i.e. paper, plastic, glass, metals) in common areas?:
Does the institution use dual stream (two separate containers for recyclables, e.g. one for paper and another for plastic, glass, and metals) to collect standard recyclables (i.e. paper, plastic, glass, metals) in common areas?:
Does the institution use multi-stream recycling (multiple containers that further separate different types of materials) to collect standard recyclables (i.e. paper, plastic, glass, metals) in common areas?:
Average contamination rate for the institution’s recycling program (percentage, 0-100):
A brief description of any recycling quality control mechanisms employed, e.g. efforts to minimize contamination and/or monitor the discard rates of the materials recovery facilities and mills to which materials are diverted:
Campaigns were implemented to increase coffee mug use and decrease contamination by coffee. Areas were created for staff and students to empty liquid coffee before disposing of their coffee cup.
A brief description of the institution's waste-related behavior change initiatives, e.g. initiatives to shift individual attitudes and practices such as signage and competitions:
Awareness campaigns by students during the year; displays with specific recyclable material during events; composting and recycling stations are shown in orientation videos and part of Living Campus Tours; facilities employees give workshops to classes and teacher groups.
A brief description of the institution's waste audits and other initiatives to assess its materials management efforts and identify areas for improvement:
Students are involved with waste audits every year and results help raise awareness and direct troubleshooting activities. This data is incorporated into waste management guideline documents for the college.
A brief description of the institution's procurement policies designed to prevent waste (e.g. by minimizing packaging and purchasing in bulk):
Electronics purchasing has asked for less packaging when ordering many similar products and Dawson is part of a college collective that purchases paper and other products as a multi-college group purchase.
A brief description of the institution's surplus department or formal office supplies exchange program that facilitates reuse of materials:
A large storage area at the College contains used furniture for reuse.
A brief description of the institution's platforms to encourage peer-to-peer exchange and reuse (e.g. of electronics, furnishings, books and other goods):
The library has a display in the hallway where used books are given away. An electronic repair day is also sponsored by the Facilities Management to encourage staff to bring in their electronic equipment, have it repaired and be encouraged to reuse it or give it away to someone in need.
A brief description of the institution's limits on paper and ink consumption (e.g. restricting free printing and/or mandating doubled-sided printing in libraries and computer labs):
Double-sided printing is the default option in the printshop. all public printers for student use have fees per page. teachers are encouraged to ask for on-line copies of assignments and on-line books and especially "course packs"are now options for students.
A brief description of the institution's initiatives to make materials (e.g. course catalogs, course schedules, and directories) available online by default rather than printing them:
The annual report, view book and Dawson program brochures have all been moved on-line. This has saved approximately 150,000 brochures from being printed and 5,000 view books (20-30 pages each). The registrar's office has also reduced paper consumption by 1.3 million sheets by emphasizing on-line options.
A brief description of the institution's program to reduce residence hall move-in/move-out waste:
N/A
A brief description of the institution's programs or initiatives to recover and reuse other materials intended for disposal:
Batteries, cell-phones, ink cartridges are all collected at a central permanent recycling station that is accessible to staff and students at a "high traffic" area.
The website URL where information about the programs or initiatives is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
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.