|Overall Rating||Gold - expired|
|Submission Date||Dec. 13, 2017|
OP-16: Student Commute Modal Split
|1.89 / 2.00||
Center for Sustainability and the Environment
Total percentage of students (graduate and undergraduate) that use more sustainable commuting options as their primary means of transportation:
A brief description of the method(s) used to gather data about student commuting, including the timeframe for when the analysis was conducted and how a representative sample was reached, if applicable:
Wells College is a 94% residential campus with most residential buildings either on campus or within easy walking distance to campus. There are 5% full or part-time commuter students, who are not afforded campus housing, so it is assumed that these students drive to campus. Unless approved as a commuter student, 94% of full-time students live in campus-affiliated housing as there are few nearby non-college-affiliated apartments or affordable housing options. The off-campus residential house (Mandel House), while a half-mile from campus, has full village sidewalk access to campus; students in that residence walk to campus. The off-campus apartment building (Fairlane) is located directly adjacent to the main campus, so also has easy sidewalk access to campus; students in that house walk to campus.
Through our participation in the Finger Lakes Rideshare Coalition, we provide access to the Zimride ridematching platform for commuter students to find one another for shared rides. Some of our off-campus resident students are the children of employees, so may commute to school with their working parents.
The percentage of students that use each of the following modes as their primary means of transportation to get to and from campus::
|Commute with only the driver in the vehicle (excluding motorcycles and scooters)||5.50|
|Walk, bicycle, or use other non-motorized means||94|
|Vanpool or carpool||0.50|
|Take a campus shuttle or public transportation||0|
|Use a motorcycle, scooter or moped||0|
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.