Lane Community College
PA-2: Sustainability Planning

Infusion of Sustainability across the Curriculum
Develop methods for promoting sustainability professional development opportunities for College
employees to access using existing professional development funds, including methods for
rewarding and tracking employees who participate.
Develop methods for encouraging faculty who participate in sustainability professional
development to modify courses to include sustainability content, or intentionally built them to
incorporate sustainability principles. Develop methods to encourage academic divisions to apply
for curriculum development funds for sustainability infusion in annual unit plans. Apply for grants
and seek other opportunities to fund sustainability curriculum development.
Plan to complete:
2018-2020: Increase the number of sustainability-focused courses and develop methods for
encouraging faculty to submit applications for sustainability course status.
2018-2019: Improve visibility of courses and designate sustainability-focused courses in print
and online catalogs.
These objectives are listed in LCC's CAP 2.0
https://www.lanecc.edu/sites/default/files/sustainability/lane_community_college_cap_2.0.pdf

6.3 Increased Collaboration with College Departments & Groups
Access, Equity, and Inclusion
The Institute for Sustainable Practices plans to increase collaboration with Access, Equity and
Inclusion staff to form links between diversity and sustainability. One of the key takeaways from
information sessions is the need to fold cultural awareness into sustainability at Lane though imagery, language, and driving philosophy.
Plan to complete:
2018-2019: Collaborate with the Associate Vice President of Equity and Inclusion on a project
or speaker series about the links between access, equity, inclusion, and sustainability. Identify
funding sources. Begin conversations with the ASLCC Multicultural Program Coordinator and the
ASLCC Gender and Sexual Diversity Advocate to identify links between sustainability and cultural, gender, and sexual diversity. Request additional guest appearances at Diversity Council to
discuss links, actions, and takeaways.
2019-2020: Develop a Speaker series or project about the links between access, equity, and
inclusion and sustainability kickoffs, targeting all members of the College and Lane County communities. Perform follow-up survey or interviews about effectiveness of speakers and content.
Seek to have Sustainability Coordinator become a member of the Diversity Council. Invite Diversity Council members and ASLCC Diversity Team to sustainability events, such as Earth Day and
Welcome Week.
2019-2020: With the assistance of the Diversity Council; the Access, Equity, and Inclusion
staff; and ASLCC Diversity Team, begin to develop information, campaigns, and presentations
that deepen the links between sustainability and diversity.
Professional and Organizational Development
Much of the content in emotional intelligence, growth mindset, and appreciative inquiry
professional development offerings features direct links to sustainability. The ISP could also use
the Professional and Organizational Development (POD) department to craft and deliver specific
courses and trainings about sustainability aimed at developing faculty and staff competencies
and growth.
Plan to complete:
2018-2019: Leverage existing trainings offered by POD. Increase involvement in Aspiring
Leaders Program, training future College leaders to develop styles of leadership that promote
and practice the awareness necessary to lead through uncertainty and develop habits that exhibit leadership that embodies social sustainability. Continue to offer presentations about change
management and leadership that have direct connections to sustainability.
2019-2020: Begin to develop content-specific trainings on sustainability. Use training in
emotional intelligence, appreciative inquiry, growth mindset, and institutional coaching to
develop a framework to train leaders in sustainability at the staff, faculty, managerial, and
executive levels. Offer two trainings internally and present concept or training at one
national conference.
2019-2022: Improve content-specific trainings. Offer two to three internal trainings per year.
Consider offering trainings to other colleges and universities.
Student Sustainability Cohorts
Faculty are not the only means of communicating sustainability in courses. Faculty demands
require they move deliberately through content to achieve learning outcomes. A classroom is a
community. The student sustainability cohort action seeks to educate and empower students to
be active participants in the classroom community.
Plan to complete:
2018-2019: Recruit a cohort of six students. Provide training and coaching on how to
properly interact with classes and instructors to ask probing questions about the relationship of
the course content and a related aspect of sustainability. The goal will be to engender
conversations to explore sustainability in the learning environment. Follow up at mid-term and
finals week to debrief and evaluate the experience. Contact instructors who had students in
their classes for feedback.
2019-2020: Modify cohort program based on feedback from students and instructors. Recruit
cohort of ten to twelve students. Create program structure for future cohorts.
2019-2022: Continue to improve and expand program. Improve evaluation instruments. Seek
to enroll up to 25 students per year. Consider developing program into a credit offering.
Present concept to regional and national conferences.
Associated Students of Lane Community College (ASLCC) and Council of Clubs
Engaging student groups and clubs is essential to achieve our sustainability goals. In 2016, a
new club, Students for Environmental Advocacy, was formed to provide students with a channel
to engage the College on sustainability issues. The ASLCC Student Sustainability Coordinator is a
permanent part of the student government.
Plan to complete:
2018-2019: Work with ASLCC Sustainability Coordinator to improve student involvement in
sustainability programs and offerings on campus, such as the Sustainability Committee, Learning
Garden, sustainability student cohort, and transportation activities. Engage with other student
clubs, such as the Green Chemistry Club or those clubs which support students of
underrepresented communities, to facilitate increasing outreach on common goals.
2019-2021: Continue to work with ASLCC to attract students to sustainability offerings on
campus, especially the student sustainability cohort Program and Sustainability Committee.
2018-2022: ASLCC and the ISP work together to cohost one to two events a year, such as
Earth Day and Walk and Bike to School Day.
Sustainability Committee
The Sustainability Committee was formed in 2004 and is responsible for much advancement in
sustainability at the College. Officially a subcommittee of the Facilities Council, the population of
the committee waxes and wanes and student involvement in particular has been scant. As the
College’s sustainability efforts have matured, the Sustainability Committee needs to be refreshed
to support the work and be a part of the Institute for Sustainable Practices.
Plan to complete:
2018-2019: With the ASLCC Sustainability Coordinator and the Sustainability Committee
Co-chair, begin to recruit new members for the committee from staff, faculty, and students.
Invite the ASLCC Multicultural Program Coordinator and the ASLCC Gender and Sexual Diversity
Advocate. Focus for the year will be visiting different sites and buildings for tours and
discussions. Consider revising the Sustainability Committee charter.
2018-2020: With a revised charter, continue to develop the committee. New students will need
to be recruited every year. Create a defined work plan for the committee and report to the
Facilities Council. Complete two to three small or medium-sized projects supporting the Institute
for Sustainable Practices work plan, such as improving infusion of sustainability across
the curriculum.
2019-2021: Refreshed committee continues to work with the ISP to support activities.
Consider the possibility of having one joint Diversity/Sustainability Committee meeting, program,
or project.
Green Office Certification Program
The Green Office Program was created in 2013. Currently, seven offices have earned Green
Office certification. The program works to help departments take small actions to improve their
environmental footprint. There is an incentive program in place to motivate departments to
enroll in the program. The program has been successful in providing education and actions to
raise sustainability awareness at the departmental level. The Institute for Sustainable Practices
wishes to update the program to align it with the Climate Action Plan, Energy Conservation Plan,
Transportation Plan, and other ISP programs and initiatives. One purpose is to provide more
consistent data gathering, expanded education, and targeted follow-up with departments who
are Green Office certified.
Plan to complete:
2018-2019: Complete certification of departments currently in the program. Ask others in the
queue if they wish to complete certification in the existing program structure or if they wish to
be in the pilot group for the revised program. Revised program will launch as a pilot in 2018.
2018-2019: Begin redesign of program to include a yearlong process of baseline data
gathering, operations and behavior change improvements, and performance periods. The ISP
will perform follow up data gathering and education for one year after the certification period.
An email list for all Green Office certified offices will be created to maintain better contact and
share information. Seek two offices to pilot new program.
2019-2020: Make any necessary changes based on feedback from pilot group. Seek two to
three offices to become Green Office certified. Perform follow up with pilot group.
2020-2022: Continue to recruit offices to become Green Office certified. The five year goal for
the program is to have 50% of all Lane departments certified.
These objectives are listed in LCC's CAP 2.0
https://www.lanecc.edu/sites/default/files/sustainability/lane_community_college_cap_2.0.pdf

Lane has set a goal to decrease energy use by 2 percent per year, using FY 2005 as the base line year. This is one of the most important components of our targeted goal of GHG reduction by 2-3% per year.
Amount of material sent to landfill
Fiscal Year 2017: 293 short tons; 265 metric tons
Fiscal Year 2022 Goal: 220 short tons; 199 metric tons
Amount of material recycled or composted
Fiscal Year 2017: 268 short tons; 243 metric tons
Fiscal Year 2022 Goal: 240 short tons; 270 metric tons
Access to Sustainable Commuting Options
2019-2020: Complete the College Transportation Plan update.
2019-2020: Creation of a transportation study group (TSG) as a sub-committee of the Facilities
Council
2018-2019: Increase motorcycle parking close to campus by 10%
2019-2022: Install 4-6 electric vehicle charging stations in the North, South and East parking lots as close as possible to the buildings
These objectives are listed in LCC's CAP 2.0
https://www.lanecc.edu/sites/default/files/sustainability/lane_community_college_cap_2.0.pdf

2020/21 Year Four

Implementing the “Inclusion” components of Lane’s Equity Lens

Assessment of the rollout of the “Inclusion” components

Making revisions to the “Inclusion” components of Lane’s Equity Lens

Laying the groundwork for holistic assessment of the Equity Lens

These can be found in LCC's Diversity Planhttps://www.lanecc.edu/diversity/diversity-plan

Sustainability
Integrating practices that support and improve the health of systems that sustain life
Providing an interdisciplinary learning environment that builds understanding of sustainable ecological, social, and economic systems, concern for environmental justice, and the competence to act on such knowledge
Equipping and encouraging all students and staff to participate actively in building a socially diverse, just, and sustainable society, while cultivating connections to local, regional, and global communities.
https://www.lanecc.edu/pie/vision-mission-values?itm_source=www.lanecc.edu&itm_campaign=megamenu

Sustainability
Integrating practices that support and improve the health of systems that sustain life
Providing an interdisciplinary learning environment that builds understanding of sustainable ecological, social, and economic systems, concern for environmental justice, and the competence to act on such knowledge
Equipping and encouraging all students and staff to participate actively in building a socially diverse, just, and sustainable society, while cultivating connections to local, regional, and global communities

Commitments
In 2006, Lane Community College (LCC) became one of the first signatories of the American College and University President’s Climate Commitment (ACUPCC), whereby LCC committed to systematically reduce greenhouse gas emissions and achieve carbon neutrality for all of its College operations across Lane County by the year 2050.

Commitments for all signatories:

Develop Climate Action Plan for becoming climate neutral.
Complete a comprehensive greenhouse gas inventory.
Submit updated greenhouse gas inventories and progress reports every two years.