| Overall Rating | Silver - expired |
|---|---|
| Overall Score | 56.33 |
| Liaison | Taylor Smith |
| Submission Date | Feb. 25, 2020 |
University of Maryland, Baltimore County
PA-2: Sustainability Planning
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 4.00 |
"---"
indicates that no data was submitted for this field
Part 1. Measurable sustainability objectives
Academics
Yes
A list or sample of the measurable sustainability objectives related to academics and the plan(s) in which they are published:
The University's Climate Action Plan identifies sustainability objectives related to academics/research (https://sustainability.umbc.edu/home/cap20/academics-engagment/)
For example:
1) Increase Environmental Literacy
a. Objective: Adopt an environmental literacy component to the undergraduate degree.
b. Implementation Plan: Develop and propose curricula that would delve more deeply into the scientific, economic, governance, engineering, social, and ethical challenges that climate change and sustainability pose to current and future generations.
c. Emissions Reduction Opportunity:De minimus
d. Required Resources: An interdisciplinary team of faculty to investigate and develop an environmental literacy component to the undergraduate degree
f. Timeline:
2020: Explore support for the idea vis-à-vis the faculty senate and accreditation committee
2021: Solicit faculty members, across the disciplines, to establish a committee
2022: Engage University stakeholders with findings and recommendations
2023: Adopt an environmental literacy component.
For example:
1) Increase Environmental Literacy
a. Objective: Adopt an environmental literacy component to the undergraduate degree.
b. Implementation Plan: Develop and propose curricula that would delve more deeply into the scientific, economic, governance, engineering, social, and ethical challenges that climate change and sustainability pose to current and future generations.
c. Emissions Reduction Opportunity:De minimus
d. Required Resources: An interdisciplinary team of faculty to investigate and develop an environmental literacy component to the undergraduate degree
f. Timeline:
2020: Explore support for the idea vis-à-vis the faculty senate and accreditation committee
2021: Solicit faculty members, across the disciplines, to establish a committee
2022: Engage University stakeholders with findings and recommendations
2023: Adopt an environmental literacy component.
Engagement
Yes
A list or sample of the measurable sustainability objectives related to engagement and the plan(s) in which they are published:
UMBC's Climate Action Plan (https://sustainability.umbc.edu/home/cap20/waste/future-steps/) identifies the following:
1) Increase Waste Diversion Rate
a. Objective :Increase the amount of materials entering the recycling stream.
b. Implementation Plan: Improve recycling rate through engagement/education, Increase recycling through the identification of unique recyclable materials and programs, and continue to expand Trex University challenge to recycle single-use plastic bags
c. Emissions Reduction Opportunity: Every 1 ton of material diverted from the landfill is an avoidance of 0.1467 MTeCO2
d. Required Resources: Time and materials devoted to recycling education and engagement of the campus population
e. Suggested Timeline 2025: Increase diversion rate to 45 percent, 2035: Increase diversion rate to 55 percent
2. Organic Waste Diversion
a. Objective: Increase the amount of pre and post-consumer organic waste (i.e., compost) diverted from campus.
b.Implementation Plan: Increase the amount of organic waste diverted from campus dining establishments, Identify areas on campus to feasibly expand the collection of organic waste collection
c.Reduction Opportunity: For every ton of organic waste diverted and composted -0.05 MTeCO2 is “offset” to UMBC’s carbon emissions. The negative emissions factor is an estimate for the CO2 sink from increased humus formation and soil carbon restoration associated with composting.
d. Required resources: $ per year for increasing composting efforts at campus dining establishments, $ per year for expanding compost collection on campus
e.Timeline: 2020: Pilot organic compost collection point(s) on the residential side of campus, 2025: Increase organic waste diversion at campus dining establishments by 20% from 2019’s metrics, 2030: Offer organic waste diversion throughout the entire campus, 2040: Attain net-zero carbon emissions from the disposal of solid waste
CAP Energy: https://sustainability.umbc.edu/home/cap20/energy/future-steps/
1. Net-Zero Energy
a. Objective Reduce and ultimately eliminate carbon footprint attributed to electricity.
b. Implementation Plan
i. Continue and enhance ongoing energy conservation initiatives: Green Office Program: Rollout to more offices and departments (increase by 25%). Implement a periodic verification and recertification, every 4 years, for certified spaces.
1) Increase Waste Diversion Rate
a. Objective :Increase the amount of materials entering the recycling stream.
b. Implementation Plan: Improve recycling rate through engagement/education, Increase recycling through the identification of unique recyclable materials and programs, and continue to expand Trex University challenge to recycle single-use plastic bags
c. Emissions Reduction Opportunity: Every 1 ton of material diverted from the landfill is an avoidance of 0.1467 MTeCO2
d. Required Resources: Time and materials devoted to recycling education and engagement of the campus population
e. Suggested Timeline 2025: Increase diversion rate to 45 percent, 2035: Increase diversion rate to 55 percent
2. Organic Waste Diversion
a. Objective: Increase the amount of pre and post-consumer organic waste (i.e., compost) diverted from campus.
b.Implementation Plan: Increase the amount of organic waste diverted from campus dining establishments, Identify areas on campus to feasibly expand the collection of organic waste collection
c.Reduction Opportunity: For every ton of organic waste diverted and composted -0.05 MTeCO2 is “offset” to UMBC’s carbon emissions. The negative emissions factor is an estimate for the CO2 sink from increased humus formation and soil carbon restoration associated with composting.
d. Required resources: $ per year for increasing composting efforts at campus dining establishments, $ per year for expanding compost collection on campus
e.Timeline: 2020: Pilot organic compost collection point(s) on the residential side of campus, 2025: Increase organic waste diversion at campus dining establishments by 20% from 2019’s metrics, 2030: Offer organic waste diversion throughout the entire campus, 2040: Attain net-zero carbon emissions from the disposal of solid waste
CAP Energy: https://sustainability.umbc.edu/home/cap20/energy/future-steps/
1. Net-Zero Energy
a. Objective Reduce and ultimately eliminate carbon footprint attributed to electricity.
b. Implementation Plan
i. Continue and enhance ongoing energy conservation initiatives: Green Office Program: Rollout to more offices and departments (increase by 25%). Implement a periodic verification and recertification, every 4 years, for certified spaces.
Operations
Yes
A list or sample of the measurable sustainability objectives related to operations and the plan(s) in which they are published:
UMBC Facilities Master Plan states: "UMBC is committed to sustainable construction and renovation. All new buildings will have a minimum of a LEED Silver certification (or equivalent). LEED provides a framework to create healthy, highly efficient, and cost-saving green buildings. LEED certification is a globally recognized symbol of sustainability achievement. LEED employs a holistic approach to green building design incorporating sustainable sites, water efficiency, energy, atmosphere, materials, indoor environmental quality, and innovation. The university will seek LEED certification for all major building renovations. For smaller renovation projects, the university will integrate sustainable practices such as installing Energy Star roofing systems and replacing equipment with Energy Star rated products.
https://fm.umbc.edu/files/2015/07/2018-FMP-Report-COMPLETE-compressed.pdf
https://fm.umbc.edu/files/2015/07/2018-FMP-Report-COMPLETE-compressed.pdf
Administration
Yes
A list or sample of the measurable sustainability objectives related to administration and the plan(s) in which they are published:
The University's Strategic Plan identifies the following under "Innovation Curriculum and Pedagogy" (https://planning.umbc.edu/strategic-plan/innovative-curriculum-and-pedagogy/):
1.2 Increase the size and diversity of full-time faculty and their engagement in first- and second-year student learning experiences.
i)Steadily grow the ratio of full-time to part-time instructional faculty.
ii) Reduce the number of first- and second-year undergraduate courses taught by part-time faculty so that at least 70 percent of all such courses are taught by
full-time faculty.
iii) Steadily grow the diversity of full-time faculty.
The University's Strategic Plan identifies the following under 'Student Experience' (https://planning.umbc.edu/strategic-plan/the-student-experience/):
3.1 Develop communities of practice that deliberately focus on developing skills, attitudes, and experiences that promote global and cultural competency. Consider adding global and cultural competency as the fifth area of student competency.
i)Students can clearly articulate how interactions and connections with diverse people on campus can translate to their lives and careers post-graduation.
3.2 Increase significantly the diversity of tenure-track faculty.
i) Aggressively recruit and retain underrepresented minority faculty with the goal of increasing the diversity of UMBC faculty to, at a minimum, mirror the
diversity of UMBC’s student population.
3.3 Research student perceptions of staff diversity to better understand the effects of staff compositional diversity in the student experience and guide staff diversity priorities.
i) Conduct an assessment of and develop recommendations concerning the impact of staff compositional diversity in the student experience.
1.2 Increase the size and diversity of full-time faculty and their engagement in first- and second-year student learning experiences.
i)Steadily grow the ratio of full-time to part-time instructional faculty.
ii) Reduce the number of first- and second-year undergraduate courses taught by part-time faculty so that at least 70 percent of all such courses are taught by
full-time faculty.
iii) Steadily grow the diversity of full-time faculty.
The University's Strategic Plan identifies the following under 'Student Experience' (https://planning.umbc.edu/strategic-plan/the-student-experience/):
3.1 Develop communities of practice that deliberately focus on developing skills, attitudes, and experiences that promote global and cultural competency. Consider adding global and cultural competency as the fifth area of student competency.
i)Students can clearly articulate how interactions and connections with diverse people on campus can translate to their lives and careers post-graduation.
3.2 Increase significantly the diversity of tenure-track faculty.
i) Aggressively recruit and retain underrepresented minority faculty with the goal of increasing the diversity of UMBC faculty to, at a minimum, mirror the
diversity of UMBC’s student population.
3.3 Research student perceptions of staff diversity to better understand the effects of staff compositional diversity in the student experience and guide staff diversity priorities.
i) Conduct an assessment of and develop recommendations concerning the impact of staff compositional diversity in the student experience.
Part 2. Sustainability in institution’s highest guiding document
Yes
The institution’s highest guiding document (upload):
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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:
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:
Environmental Stewardship is an important priority for the University System of Maryland. Not only is this an issue of particular importance to Maryland, home to the Chesapeake Bay, it also is an arena in which the University System of Maryland (USM) is positioned to be a key leader.
USM is uniquely suited to help our state, our region, our nation, and our world come to terms with the impact of global climate change and related environmental concerns. When you consider our educational impact, research programs, community outreach, and commitment to sustainable best practices, no entity in our state better positioned to lead on the vital and complex issues of climate change.
https://www.usmd.edu/usm/sustainability/
USM is uniquely suited to help our state, our region, our nation, and our world come to terms with the impact of global climate change and related environmental concerns. When you consider our educational impact, research programs, community outreach, and commitment to sustainable best practices, no entity in our state better positioned to lead on the vital and complex issues of climate change.
https://www.usmd.edu/usm/sustainability/
The institution’s definition of sustainability:
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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 | Yes |
| 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:
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Website URL where information about the institution’s sustainability planning efforts is available:
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Additional documentation to support the submission:
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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.