| Overall Rating | Gold - expired |
|---|---|
| Overall Score | 67.46 |
| Liaison | Brandon Raco |
| Submission Date | Sept. 2, 2020 |
University of Guelph
OP-16: Commute Modal Split
| Status | Score | Responsible Party |
|---|---|---|
|
3.12 / 5.00 |
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:
The institution collected data about student commuting behaviour through a student survey on student living and transportation in 2018. Students were asked to rank their top three most frequently used forms of transportation from where they live to the University. The first rank was taken to gather data about student commuting. Students were asked about the following forms of transportation: personal automobile, Uber, taxi, car pool/share driving, transit, and walk/bicycle/blade.
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:
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 | 24.60 | --- |
| Zero-emissions vehicle | 1.20 | --- |
| Walk, cycle, or other non-motorized mode | 14.30 | --- |
| Vanpool or carpool | 1.90 | --- |
| Public transport or campus shuttle | 57.40 | --- |
| Motorcycle, motorized scooter/bike, or moped | 0 | --- |
| Distance education / telecommute | 0 | --- |
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.