|Submission Date||Dec. 23, 2016|
OP-19: Waste Minimization and Diversion
|5.89 / 8.00||
Figures needed to determine total waste generated (and diverted):
|Performance Year||Baseline Year|
|Materials recycled||496 Tons||550 Tons|
|Materials composted||131 Tons||0 Tons|
|Materials donated or re-sold||35 Tons||0 Tons|
|Materials disposed through post-recycling residual conversion||0 Tons||0 Tons|
|Materials disposed in a solid waste landfill or incinerator||930 Tons||1770 Tons|
|Total waste generated||1592 Tons||2320 Tons|
A brief description of the residual conversion facility, including affirmation that materials are sorted prior to conversion to recover recyclables and compostable materials:
Start and end dates of the performance year and baseline year (or three-year periods):
|Start Date||End Date|
|Performance Year||May 1, 2015||April 30, 2016|
|Baseline Year||Jan. 1, 1994||Dec. 31, 1994|
A brief description of when and why the waste generation baseline was adopted (e.g. in sustainability plans and policies or in the context of other reporting obligations):
The year chosen as the benchmark was 1994 as this was when the university adopted its first environmental policy and introduced its first waste-sorting bins.
Figures needed to determine "Weighted Campus Users”:
|Performance Year||Baseline Year|
|Number of students resident on-site||2300||2300|
|Number of employees resident on-site||0||0|
|Number of other individuals resident on-site and/or staffed hospital beds||0||0|
|Total full-time equivalent student enrollment||37360||28655|
|Full-time equivalent of employees (staff + faculty)||5341||5185|
|Full-time equivalent of students enrolled exclusively in distance education||1870||0|
|Weighted campus users||31198.25||25955|
Total waste generated per weighted campus user:
|Performance Year||Baseline Year|
|Total waste generated per weighted campus user||0.05 Tons||0.09 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|
|White goods (i.e. appliances)||Yes|
|Residence hall move-in/move-out waste||Yes|
|Other (please specify below)||Yes|
A brief description of other materials the institution has recycled, composted, donated and/or re-sold:
Textile (clothes with UL logo or electrician) and dental wax used at the Faculty of Dentistry.
Materials intended for disposal but subsequently recovered and reused on campus, performance year (e.g. materials that are actively diverted from the landfill or incinerator and refurbished/repurposed) :
Does the institution use single stream recycling (a single container for commingled recyclables) to collect standard recyclables (i.e. paper, plastic, glass, metals) in common areas?:
Does the institution use dual stream (two separate containers for recyclables, e.g. one for paper and another for plastic, glass, and metals) to collect standard recyclables (i.e. paper, plastic, glass, metals) in common areas?:
Does the institution use multi-stream recycling (multiple containers that further separate different types of materials) to collect standard recyclables (i.e. paper, plastic, glass, metals) in common areas?:
Average contamination rate for the institution’s recycling program (percentage, 0-100):
A brief description of any recycling quality control mechanisms employed, e.g. efforts to minimize contamination and/or monitor the discard rates of the materials recovery facilities and mills to which materials are diverted:
A brief description of the institution's waste-related behavior change initiatives, e.g. initiatives to shift individual attitudes and practices such as signage and competitions:
A brief description of the institution's waste audits and other initiatives to assess its materials management efforts and identify areas for improvement:
A brief description of the institution's procurement policies designed to prevent waste (e.g. by minimizing packaging and purchasing in bulk):
A brief description of the institution's surplus department or formal office supplies exchange program that facilitates reuse of materials:
Building Services collects unwanted items and offers them free of charge to University units or sells them to individuals.
A brief description of the institution's platforms to encourage peer-to-peer exchange and reuse (e.g. of electronics, furnishings, books and other goods):
A brief description of the institution's limits on paper and ink consumption (e.g. restricting free printing and/or mandating doubled-sided printing in libraries and computer labs):
Students must pay to print and copy documents in the labs and the library. They can purchase a copy card from the Reprography Department.
A brief description of the institution's initiatives to make materials (e.g. course catalogs, course schedules, and directories) available online by default rather than printing them:
All university courses are listed online. We no longer print course catalogues.
A brief description of the institution's program to reduce residence hall move-in/move-out waste:
Extra waste and recycling bins are provided during move-in/move-out periods.
Information is provided on how to recycle and compost in the residence halls.
There is a kitchen in every residence hall.
Students who are moving out are invited to donate their extra bedding, kitchenware, and other items for the next residents.
Students from warm locales are given information on how to prepare for our winter weather. Low-cost winter clothing is often available to students who are new to our climate:
A brief description of the institution's programs or initiatives to recover and reuse other materials intended for disposal:
The website URL where information about the programs or initiatives is available:
Additional documentation to support 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 and complete the Data Inquiry Form.
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 and complete the Data Inquiry Form.