University of Wisconsin-La Crosse
AC-8: Campus as a Living Laboratory

Students in ENV 301 put together a web site that lists sustainability features in 15 campus buildings. Features documented included LED lighting, sustainability landscaping practices, use of VOC paints, rain gardens, on-site gardening, and building shape.

For two years of the current STARS reporting period, UW-L utilized a vermi-composter to help dispose of food wastes generated by campus dining facilities. Students in Geography have evaluated breakdown products of this process and how well vermi-composting has helped convert food wastes into highly fertile compost material for gardening.

Students from several academic areas (Biology, Business, Chemistry, and Environmental Science and Geography) have gathered campus data required to estimate our university's carbon footprint. These efforts continue to raise awareness of our campus community on our energy use patterns and how our energy use can be decreased. Their results will help complete our STARS greenhouse gas emissions calculations.

For a number of years, students have submitted formal proposals to UW-L's Green Fund to fund a campus garden. Preparing these proposals required gather evidence of gardens on other campuses, determining where the garden could be located, putting together annual budgets, suggesting faculty or staff who might be interested in providing continuity and oversight. Their collective work documented the need for such garden -- the Campus Community Garden -- and, with the collaboration of interested staff and support of Landscaping Services, a campus garden was finally established in summer 2014. There was substantial educational value in finally making this project happen on campus.

Students from a variety of academic areas (Business, Environmental Studies, Geography, History) have gathered data regarding transportation patterns of UW-L students and staff. These data have included modes of transportation, travel by staff for professional meetings by college athletic teams, as well as daily commuting patterns by staff and students. Results are communicated to the campus and help raise awareness about transportation problems and their potential solutions.

For two years of the current STARS reporting period, UW-L utilized a vermi-composter to help dispose of food wastes generated by campus dining facilities. Students in Geography have evaluated breakdown products of this process and how well vermi-composting has helped convert food wastes into highly fertile compost material for gardening.

UW-L student representatives have asked the University of Wisconsin-La Crosse Foundation to explain and justify its investment practices from a sustainability perspective. Though there is no evidence that investment practices have changed, the Foundation members are now aware that this is a potentially significant area of concern to UW-L students. In addition, students in a senior-level Management class are evaluating the cost/benefits of UWL green investments.

To complete course requirements, students occasionally survey students and faculty about attitudes and practices that relate to multiple sustainability practices. Examples include: • Survey of student environmental attitudes, education, and behaviors (help assess current status of UW-L student body are sustainability issues) • Creating a PowerPoint slide show to document UW-L sustainability practices for possible use/modification by various parties, including instructors for Freshman Seminar, Students for Sustainability (for recruiting new students), and new student orientation. • Surveying students to assess their sustainability literacy. In addition, one senior student was given STARS "Responsible Party" status and assigned primary responsibility to complete on STARS category (information was confirmed by a UW-L staff member)

Instructors in some our classes use UW-L facilities and practices to discuss sustainability-related topics. Examples: • Air & Climate: One instructor shows her students the smoke stack of our campus heating plant and uses this to discuss the advantages of using more natural gas. • Energy: During class, students view the solar hot water system on Centennial Hall. • Grounds: Students examine the rain gardens on campus during class and also view removal of ash trees on campus in response to emerald ash borer. • Water: Students discuss the dual flush facilities in Centennial Hall. • Coordination, Planning, and Governance: Students learn about the Green Fund in class and brainstorm ideas for it. • Purchasing: The campus Environmental Health and Safety Program Manager speaks to classes about purchasing products for LEED buildings that have low VOC, such as furniture, carpets, and paints. • Health, Wellbeing & Work: Students tour the cleaning room and air exchange room of Centennial Hall to discuss examples of green cleaning materials, efficient and healthy air exchange, and purchasing of low VOC products.