| Overall Rating | Gold |
|---|---|
| Overall Score | 68.39 |
| Liaison | Marianne Martin |
| Submission Date | Sept. 22, 2021 |
University of Colorado Boulder
OP-16: Commute Modal Split
| Status | Score | Responsible Party |
|---|---|---|
|
4.09 / 5.00 |
Brandon
Smith Student Transportation Coordinator ECenter |
Total full-time equivalent student enrollment:
Full-time equivalent of employees:
Has the institution gathered data about student commuting behavior?:
Total percentage of students that use more sustainable commuting options as their primary mode of transportation:
A brief description of the method(s) used to gather data about student commuting:
Standard Transportation survey done in support of out 2019 Transportation Master Plan asked which mode of transportation did they typically use for the majority of your commute when getting to classes or work at CU?
Has the institution gathered data about employee commuting behavior?:
Total percentage of employees that use more sustainable commuting options as their primary mode of transportation:
A brief description of the method(s) used to gather data about employee commuting:
Standard Transportation survey done in support of out 2019 Transportation Master Plan asked which mode of transportation did they typically use for the majority of your commute when getting to classes or work at CU?
Percentage of students and employees that use the following as their primary mode of transportation:
| Percentage of students (0-100) | Percentage of employees (0-100) | |
| Single-occupancy vehicle | 9.60 | 51 |
| Zero-emissions vehicle | --- | --- |
| Walk, cycle, or other non-motorized mode | 51 | 17 |
| Vanpool or carpool | 2 | 6 |
| Public transport or campus shuttle | 32 | 22 |
| Motorcycle, motorized scooter/bike, or moped | --- | 2.50 |
| Distance education / telecommute | 20 | 2 |
Website URL where information about student or employee commuting 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.