| Overall Rating | Bronze - expired |
|---|---|
| Overall Score | 40.80 |
| Liaison | Karen Marin-Hines |
| Submission Date | Feb. 26, 2021 |
Texas Tech University
PA-2: Sustainability Planning
| Status | Score | Responsible Party |
|---|---|---|
|
2.00 / 4.00 |
Jessica
Bunyard Analyst BIMAR |
"---"
indicates that no data was submitted for this field
Part 1. Measurable sustainability objectives
Academics
No
A list or sample of the measurable sustainability objectives related to academics and the plan(s) in which they are published:
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Engagement
No
A list or sample of the measurable sustainability objectives related to engagement and the plan(s) in which they are published:
---
Operations
Yes
A list or sample of the measurable sustainability objectives related to operations and the plan(s) in which they are published:
https://www.depts.ttu.edu/operations/EnergyManagement/Documents/EnergySavingsProgramUpdate-October2020.pdf
Texas Tech sets a goal to reduce electricity consumption by 2.5% each year.
"2. Campus Electrical Use
In compliance with 34 Tex. Gov. Code §19.14, Texas Tech University set a goal to
reduce total electrical consumption by 2.5% for FY20. Table II shows the kilowatt
hours per square foot (kwh/ft2) for the campus in Lubbock County.For FY20, electrical consumption was 15.35 kwh/ft2, a decrease of 5.4% compared to FY19 (16.22 kwh/ft2 for the year)."
Texas Tech sets a goal to reduce electricity consumption by 2.5% each year.
"2. Campus Electrical Use
In compliance with 34 Tex. Gov. Code §19.14, Texas Tech University set a goal to
reduce total electrical consumption by 2.5% for FY20. Table II shows the kilowatt
hours per square foot (kwh/ft2) for the campus in Lubbock County.For FY20, electrical consumption was 15.35 kwh/ft2, a decrease of 5.4% compared to FY19 (16.22 kwh/ft2 for the year)."
Administration
Yes
A list or sample of the measurable sustainability objectives related to administration and the plan(s) in which they are published:
"Strategic Priority:
Educate and empower a diverse student body
Goal 1: Advance and sustain a campus climate and culture characterized by
accessibility, inclusiveness, and high academic quality.
Goal 2: Nurture and enhance a learning environment that fosters success
and wellness.
Goal 3: Deliver unique and transformative learning opportunities
and experiences.
Goal 4: Increase retention and graduation rates, and placement of graduates.
Strategies:
• Improve the quality and diversity of the incoming student body
• Recruit globally to grow enrollment
• Increase semester credit hours and credit hours per full-time
undergraduate student
• Strengthen and advance student engagement activities
• Enhance mentoring and advising of all students
• Maximize preparation for careers
• Commit resources to facilitate a supportive and service-focused environment
• Expand transformative and signature learning opportunities for all students
• Increase international education and collaborative program opportunities
• Broaden students’ global perspectives and prepare them for global leadership
• Sharpen critical thinking and communication skills
• Enhance entrepreneurial skills
• Maximize and reward faculty innovations in teaching, scholarship,
and engagement"
Benchmarks/measurable objectives can be found on page 9 in the Strategic Plan.
Educate and empower a diverse student body
Goal 1: Advance and sustain a campus climate and culture characterized by
accessibility, inclusiveness, and high academic quality.
Goal 2: Nurture and enhance a learning environment that fosters success
and wellness.
Goal 3: Deliver unique and transformative learning opportunities
and experiences.
Goal 4: Increase retention and graduation rates, and placement of graduates.
Strategies:
• Improve the quality and diversity of the incoming student body
• Recruit globally to grow enrollment
• Increase semester credit hours and credit hours per full-time
undergraduate student
• Strengthen and advance student engagement activities
• Enhance mentoring and advising of all students
• Maximize preparation for careers
• Commit resources to facilitate a supportive and service-focused environment
• Expand transformative and signature learning opportunities for all students
• Increase international education and collaborative program opportunities
• Broaden students’ global perspectives and prepare them for global leadership
• Sharpen critical thinking and communication skills
• Enhance entrepreneurial skills
• Maximize and reward faculty innovations in teaching, scholarship,
and engagement"
Benchmarks/measurable objectives can be found on page 9 in the Strategic Plan.
Part 2. Sustainability in institution’s highest guiding document
Yes
The institution’s highest guiding document (upload):
Website URL where the institution’s highest guiding document is publicly available:
Which of the following best describes the inclusion of sustainability in the highest guiding document?:
Minor theme
Optional Fields
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Website URL where the institution's sustainability plan is publicly available:
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Does the institution have a formal statement in support of sustainability endorsed by its governing body?:
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The formal statement in support of sustainability:
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The institution’s definition of sustainability:
---
Is the institution an endorser or signatory of the following?:
| Yes or No | |
| The Earth Charter | --- |
| The Higher Education Sustainability Initiative (HESI) | --- |
| ISCN-GULF Sustainable Campus Charter | --- |
| Pan-Canadian Protocol for Sustainability | --- |
| SDG Accord | --- |
| Second Nature’s Carbon Commitment (formerly known as the ACUPCC), Resilience Commitment, and/or integrated Climate Commitment | --- |
| The Talloires Declaration (TD) | --- |
| UN Global Compact | --- |
| Other multi-dimensional sustainability commitments (please specify below) | --- |
A brief description of the institution’s formal sustainability commitments, including the specific initiatives selected above:
---
Website URL where information about the institution’s sustainability planning efforts is available:
Additional documentation to support the submission:
Data source(s) and notes about the submission:
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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.