| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 49.78 |
| Liaison | Herbert Sinnock |
| Submission Date | April 20, 2015 |
| Executive Letter | Download |
Sheridan College (Ontario)
AC-8: Campus as a Living Laboratory
| Status | Score | Responsible Party |
|---|---|---|
|
2.80 / 4.00 |
Anna
Pautler Sustainability Data Assessment & Reporting Officer Office for Sustainability |
"---"
indicates that no data was submitted for this field
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Is the institution utilizing the campus as a living laboratory for multidisciplinary student learning and applied research in the following areas?:
| Yes or No | |
| Air & Climate | Yes |
| Buildings | Yes |
| Dining Services/Food | Yes |
| Energy | --- |
| Grounds | --- |
| Purchasing | --- |
| Transportation | Yes |
| Waste | Yes |
| Water | --- |
| Coordination, Planning & Governance | Yes |
| Diversity & Affordability | Yes |
| Health, Wellbeing & Work | --- |
| Investment | --- |
| Public Engagement | --- |
| Other | --- |
None
A brief description of how the institution is using the campus as a living laboratory for Air & Climate and the positive outcomes associated with the work:
In 2012, students in an Environmental Control class conducted the first GHG emissions inventory for Sheridan College. This helped identify gaps in data tracking and opportunities for reducing emissions. The students learned about the process for completing a GHG emissions inventory.
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A brief description of how the institution is using the campus as a living laboratory for Buildings and the positive outcomes associated with the work:
Students in Sheridan’s Interpretive and Technical Illustration Studies courses completed a project that focused on research and visualization of green roof solutions.
None
A brief description of how the institution is using the campus as a living laboratory for Dining Services/Food and the positive outcomes associated with the work:
Students in Sheridan’s Interpretive and Technical Illustration Studies courses completed a project that made use of illustration and motion graphics to advocate for food literacy.
http://sustainontario.com/good-food-ideas-for-kids/video
http://sustainontario.com/good-food-ideas-for-kids/gallery
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A brief description of how the institution is using the campus as a living laboratory for Energy and the positive outcomes associated with the work:
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A brief description of how the institution is using the campus as a living laboratory for Grounds and the positive outcomes associated with the work:
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A brief description of how the institution is using the campus as a living laboratory for Purchasing and the positive outcomes associated with the work:
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A brief description of how the institution is using the campus as a living laboratory for Transportation and the positive outcomes associated with the work:
Co-op students in Sheridan’s Office for Sustainability conducted a bicycle rack assessment for the entire campus, which may be used to guide future decisions on installing additional bicycle parking infrastructure or contribute to a campus transportation plan.
None
A brief description of how the institution is using the campus as a living laboratory for Waste and the positive outcomes associated with the work:
An Environmental Control student completed a capstone project to evaluate the waste minimization potential from replacing all paper towel dispensers on campus with hand dryers. The project helps to support the business case for this decision.
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A brief description of how the institution is using the campus as a living laboratory for Water and the positive outcomes associated with the work:
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A brief description of how the institution is using the campus as a living laboratory for Coordination, Planning & Governance and the positive outcomes associated with the work:
Students in Sheridan’s Interpretive and Technical Illustration Studies courses completed a project that explored strategies for carbon footprint reduction and sustainable business planning based on the B-Corp model.
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A brief description of how the institution is using the campus as a living laboratory for Diversity & Affordability and the positive outcomes associated with the work:
Interior design students conducted an accessibility assessment of Sheridan’s Trafalgar campus by simulating the experience of people with disabilities. They used the results of their assessment to make specific recommendations for improving the accessibility.
Sheridan College established a task force to focus on issues related to sexual and gender diversity. The mandate of the task force is to carry out a needs assessment of the Sheridan community with respect to issues of gender and sexual diversity, and provide the results to the Sheridan Executive Committee to directly inform the development of future initiatives. The task force recently conducted a Gender and Sexual Diversity survey.
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A brief description of how the institution is using the campus as a living laboratory for Health, Wellbeing & Work and the positive outcomes associated with the work:
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A brief description of how the institution is using the campus as a living laboratory for Investment and the positive outcomes associated with the work:
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A brief description of how the institution is using the campus as a living laboratory for Public Engagement and the positive outcomes associated with the work:
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A brief description of how the institution is using the campus as a living laboratory in Other areas and the positive outcomes associated with the work:
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The website URL where information about the institution’s campus as a living laboratory program or projects is available:
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Data source(s) and notes about the submission:
https://www.sheridancollege.ca/about/sustainability.aspx
http://phoenix.sheridanc.on.ca/~sdrl/wp-content/uploads/Sheridan-Program-Profile-Journal.pdf
http://thesheridansun.ca/blog/2014/04/16/accessibility-around-trafalgar-campus-assessed-by-interior-design-students/
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.