Oregon State University
PA-2: Sustainability Planning

The first of three Signature Areas of Distinction of the OSU Strategic Plan is "Improving the understanding of the earth ecosystems upon which all life depends, and promoting their sustainability through high-impact public policy involvement with issues such as climate change, food security and safety, renewable energy production, and economically viable natural resource management."

The OSU Master Plan (physical development plan) includes many elements that address sustainability. A few examples include dense development that prevents campus sprawl into surrounding neighborhoods and farmland, parking requirements that limit parking development and promote alternatives to the single occupancy vehicle, and other parameters related to development. http://fa.oregonstate.edu/university-land-use/osu-district-plan Also, diversity planning was part of the 2013 self study detailed here: http://leadership.oregonstate.edu/diversity/reporting-and-assessment/oregon-state-self-study

Both the OSU Strategic Plan and the 2009 Climate Plan address curriculum development around sustainability. Specifically, one of the three Signature Areas of Distinction in the Strategic Plan is "Advancing the Science of Sustainable Earth Ecosystems." The focus of the Strategic Plan is academic (curriculum, co-curricular, and research). The Strategic Plan includes measurable outcomes for all learners. The 2009 Climate Plan section 6.2.2, The Classroom Experience, focuses on actions to include sustainability and climate issues in curriculum. Example actions include: 1) Incorporate elements of climate and/or sustainability into all fields of study and 2) Encourage and provide resources to faculty to incorporate material on climate change in their curriculum.

The 2009 Climate Plan included the following elements specific to research: 1) Incorporate marketing of sustainability and climate research as part of OSU’s integrated marketing campaign, 2) Broaden information availability to external audiences about regional climate change impacts and, 3) Reward and evaluate faculty for promotion and tenure based on interdisciplinary (non‐“silo”) activities.

The 2009 Climate Plan addresses elements of engagement. Among other steps, a revolving loan fund was a tactic established in 2009 and implemented in 2010 that engaged students in the financial aspects of GHG reduction projects. Other actions included strengthening hiring and marketing process for paid positions within the Student Sustainability Initiative.

Strategies in the Climate Plan include providing access to members of the academic community and departments and community groups with student organizations in order to facilitate internship, volunteer, and work opportunities. A specific tactic includes providing tours of campus sustainability features.

OSU has specified a target date of 2025 for net carbon neutrality.

OSU has specified a target date of 2025 for net carbon neutrality. The 2009 Climate Plan also speaks to using buildings as teaching tools, and using the campus as a living laboratory.

OSU has specified a target date of 2025 for net carbon neutrality.

The Master Plan uses a sector-based approach that limits within each sector the amount of development that can occur, and has provisions for where growth occurs that require a dense, walkable campus. This prevents sprawl.

The Climate Plan goal was by 2012 to reduce emissions from ground transportation to no more than 11,500 t CO2e. Transportation planning efforts also emphasize reliance on transportation modes other than the single occupancy vehicle.

The Climate Plan goal was by 2012 to reduce emissions from solid waste to no more than 300 t CO2e.

Concluding in spring 2013, President Ray called for a comprehensive self-study that would engage the Oregon State community in examining equity, inclusion, and diversity efforts university-wide. This directive stemmed from President Ray’s recognition that particular organizational developments presented a timely opportunity to assess and transform our approach for greater effectiveness. The scope and ambition of this process are unprecedented for the university. While there have been numerous evaluation and planning efforts related to equity, inclusion, and diversity none has been as comprehensive or as engaging. Key Institutional Objectives Following the external review, the self-study team combined what was learned through the self-study with the assessment of our capacity in order to prioritize the most significant objectives to pursue related to each goal: Dimension 1: Institutional and Individual Capacity Description: The individual and institutional ability to plan, implement, and evaluate comprehensive equity, inclusion, and diversity work, including the human, intellectual, physical, and fiscal resources needed to support such work. Institutional Goal: A robust capacity to plan, implement, and evaluate comprehensive equity, inclusion, and diversity work. Key Objectives: Establish Strategic Leadership Architecture - Establish a strategic leadership structure for institutional equity, inclusion, and diversity through the creation of a senior-level advisory council to prioritize objectives, shape institutional strategies, and monitor progress. Charge the council with recommending appropriate institutional leadership structures and approaches. Increase Accountability and Monitor Progress - Increase commitment and accountability for equity, inclusion, and diversity by incorporating explicit and relevant expectations into position descriptions, monitoring progress, and recognizing and rewarding positive efforts. Build Human Capacity - Implement multifaceted institutional and college specific efforts to diversify the university workforce at all levels with a specific focus on increasing the representation of groups historically underrepresented in the professoriate. Dimension 2: Education, Scholarship, and Outreach Description: The extent to which equity, inclusion, and diversity are incorporated into the university’s education, scholarship, and outreach efforts. Institutional Goal: The university’s education, scholarship, and outreach efforts incorporate equity, inclusion, and diversity content and perspectives. Key Objective: Enhance Curriculum and Co-curriculum - Incorporate the principles and practices of equity, inclusion, and diversity into the culture and learning outcomes of undergraduate, graduate, and co-curricular programs; and strengthen and expand the existing Difference Power and Discrimination (DPD) program. Dimension 3: Access and Success Description: The equality of access to the university’s employment and educational programs, services, and activities, the performance, retention, and advancement of the university’s student, staff, and faculty populations, and the composition and success of communities served. Institutional Goal: Equality in access and success for people of all backgrounds and abilities and a robust ability to address the needs of diverse communities. Key Objectives: Pursue Universal Access - Develop and implement a comprehensive five-year plan to realize the goal of universally accessible physical and virtual university environments. Enhanced Student Success – Develop and implement a comprehensive five-year plan to monitor, improve, and equalize student academic success rates across racial and ethnic identity groups. Dimension 4: University Climate and Sense of Community Description: The type and quality of interactions among and between individuals and groups, the sense of community and belonging, and individual and group perceptions of institutional commitment to equity, inclusion, and diversity. Institutional Goal: A climate of inclusion, collaboration, and care that appreciates and seeks diversity as a source of enrichment and strength, and is rooted in justice, civility, and respect. Key Objective: Assess University Climate - Establish a mechanism and process for regularly assessing the university climate and devising strategies to realize the shared goal of a climate of inclusion, collaboration, and care that appreciates and seeks diversity and is oriented to enhancing the success of all members of the university community. The Leadership Council for Equity, Inclusion, and Diversity has ongoing responsibilities for implementing and monitoring progress of the actions above. http://leadership.oregonstate.edu/diversity/reporting-and-assessment/oregon-state-self-study Additionally, the OSU Strategic Plan includes goals for increasing minority and international enrollment, and graduation and retention rates.