Overall Rating Bronze
Overall Score 34.87
Liaison Courtney Gallaher
Submission Date June 4, 2024

STARS v2.2

Northern Illinois University
OP-18: Waste Minimization and Diversion

Status Score Responsible Party
Complete 4.80 / 8.00 Alyssa Edwards
Graduate Assitant
Earth, Atmosphere and Environment
"---" indicates that no data was submitted for this field

Figures needed to determine total waste generated (and diverted):
Performance Year Baseline Year
Materials recycled 528.69 Tons 265.81 Tons
Materials composted 90 Tons 100 Tons
Materials donated or re-sold 1.10 Tons 6.82 Tons
Materials disposed through post-recycling residual conversion 0 Tons 0 Tons
Materials disposed in a solid waste landfill or incinerator 1,721.43 Tons 1,534.15 Tons
Total waste generated 2,341.22 Tons 1,906.78 Tons

A brief description of the residual conversion facility:

Not Applicable

Start and end dates of the performance year and baseline year (or three-year periods):
Start Date End Date
Performance Period Jan. 1, 2021 Dec. 31, 2021
Baseline Period Jan. 1, 2019 Dec. 31, 2019

A brief description of when and why the waste generation baseline was adopted:

Not Applicable

Figures needed to determine "Weighted Campus Users”:
Performance Year Baseline Year
Number of students resident on-site 3,695 3,198
Number of employees resident on-site 0 0
Number of other individuals resident on-site 0 0
Total full-time equivalent student enrollment 14,125 13,779
Full-time equivalent of employees 2,709 3,003
Full-time equivalent of students enrolled exclusively in distance education 1,448 10,448
Weighted campus users 12,463.25 5,550

Total waste generated per weighted campus user:
Performance Year Baseline Year
Total waste generated per weighted campus user 0.19 Tons 0.34 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 No
Cooking oil Yes
Plant materials Yes
Animal bedding No
White goods (i.e. appliances) Yes
Electronics Yes
Laboratory equipment No
Furniture No
Residence hall move-in/move-out waste Yes
Scrap metal No
Pallets Yes
Tires Yes
Other (please specify below) Yes

A brief description of other materials the institution has recycled, composted, donated and/or re-sold:

Clothing and household goods - yes Used motor oil, hydraulic oil, oil filters - yes

Materials intended for disposal but subsequently recovered and reused on campus, performance year:
0 Tons

Does the institution use single stream recycling to collect standard recyclables in common areas?:

Does the institution use dual stream recycling to collect standard recyclables in common areas?:

Does the institution use multi-stream recycling to collect standard recyclables in common areas?:

Average contamination rate for the institution’s recycling program:

A brief description of any recycling quality control mechanisms employed:

In areas where contamination issues are identified, additional signage is added on and around the collection containers.  Training is also provided for staff regarding recycling procedures.  In 2018, Waste Management provided a guest speaker to provide information to campus stakeholders about the single stream recycling program.

A brief description of the institution's waste-related behavior change initiatives:

Not Applicable

A brief description of the institution's waste audits and other initiatives to assess its materials management efforts and identify areas for improvement:

A waste audit was last conducted March 4, 2015. Refer to the 2020 Waste Reduction Plan for results of the waste audit. The next waste audit is scheduled to be completed in 2025.

A brief description of the institution's procurement policies designed to prevent waste:

The university adheres to the following statutes for procurement of recycled materials under the Illinois Procurement Code: recycled materials (30 ILCS 500/45-20) and recyclable paper (30 ILCS 500/45-25).

A brief description of the institution's surplus department or formal office supplies exchange program that facilitates reuse of materials:

When a department has university-owned equipment which has become obsolete, damaged, broken, worn out, or is no longer needed can arrange for transport to the Property Control department. Surplus items that are found to be in good condition are stored in the surplus viewing area in Materials Management for repurposing within the university. Other items are evaluated for either transfer to the state property control division or for scrapping.

A brief description of the institution's platforms to encourage peer-to-peer exchange and reuse:

Property Control retains the usable office furniture and equipment for redistribution within the university. A department can submit a request for surplus items for use and Property Control will monitor the surplus stock to see if the request can be fulfilled. All surplus items are available to be seen by appointment through Property Control.

A brief description of the institution's limits on paper and ink consumption:

In June 2015, the Division of Information Technology initiated the “Anywhere Prints” program which is print management system designed to move staff and faculty from consumer class inkjet and laser printers to multifunction print/copy/scan/fax devices.  The program encourages duplex copying and is aimed at reducing unnecessary print volumes.

A brief description of the institution's initiatives to make materials available online by default rather than printing them:

The Center for Innovative Teaching and Learning (CITL) has compiled a list of techniques to promote and implement environmentally friendly teaching. The CITL also encourages anyone to submit additional greener teaching techniques not currently listed on the site. The techniques identified on the site are sorted according to the teaching life cycle: planning instruction, delivering instruction, assessing student learning, student activities, and in the lab. Below is a sample of some of the techniques listed for each phase. Visit the NIU CITL Greener Teaching Techniques site for more information and to see all listed techniques. Planning Instruction: Where possible, choose electronic resources over printing When selecting printed textbooks, consider textbooks that are also available in electronic formats Delivering Instruction: Post course syllabus and notes on Blackboard (online course management system) rather than handing them out in class Where handouts are necessary, print double-sided and use recycled paper Assessing Student Learning Where possible collect assignments electronically rather than on paper Use a computer lab for electronic testing rather than using paper for in-class exams Student Activities Encourage online collaboration rather than face-to-face meetings Adapt paper-based projects to digital formats In the Lab Where possible, avoid using highly toxic chemicals Where possible, use lower volumes of solvents

A brief description of the institution's program to reduce residence hall move-in/move-out waste:

The university rents cardboard only roll-off containers for residence hall move in and move out processes to separate out recyclable materials from waste. Additionally, the university partners with Goodwill Industries to co-sponsor a donation drive during the spring semester move out.

A brief description of the institution's programs or initiatives to recover and reuse other materials intended for disposal:

Not Applicable

Website URL where information about the institution’s waste minimization and diversion efforts 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.