|Submission Date||Aug. 15, 2019|
Westminster College - Utah
OP-19: Waste Minimization and Diversion
|2.28 / 8.00||
Environmental Center Director
Figures needed to determine total waste generated (and diverted):
|Performance Year||Baseline Year|
|Materials recycled||72.31 Tons||59.41 Tons|
|Materials composted||0 Tons||0 Tons|
|Materials donated or re-sold||0.27 Tons||0 Tons|
|Materials disposed through post-recycling residual conversion||0 Tons||0 Tons|
|Materials disposed in a solid waste landfill or incinerator||360.29 Tons||218.11 Tons|
|Total waste generated||432.87 Tons||277.52 Tons|
A brief description of the residual conversion facility, including affirmation that materials are sorted prior to conversion to recover recyclables and compostable materials:
Start and end dates of the performance year and baseline year (or three-year periods):
|Start Date||End Date|
|Performance Year||July 1, 2016||June 30, 2017|
|Baseline Year||July 1, 2014||June 30, 2015|
A brief description of when and why the waste generation baseline was adopted (e.g. in sustainability plans and policies or in the context of other reporting obligations):
Baseline is the performance year used in the last STARS assessment and we are recording the change from then until now.
Figures needed to determine "Weighted Campus Users”:
|Performance Year||Baseline Year|
|Number of students resident on-site||581||697|
|Number of employees resident on-site||6||6|
|Number of other individuals resident on-site and/or staffed hospital beds||0||0|
|Total full-time equivalent student enrollment||2,533||2,078|
|Full-time equivalent of employees (staff + faculty)||456||488|
|Full-time equivalent of students enrolled exclusively in distance education||0||0|
|Weighted campus users||2,388.50||2,100.25|
Total waste generated per weighted campus user:
|Performance Year||Baseline Year|
|Total waste generated per weighted campus user||0.18 Tons||0.13 Tons|
Percentage reduction in total waste generated per weighted campus user from baseline:
Percentage of materials diverted from the landfill or incinerator by recycling, composting, donating or re-selling, performance year:
Percentage of materials diverted from the landfill or incinerator (including up to 10 percent attributable to post-recycling residual conversion):
In the waste figures reported above, has the institution recycled, composted, donated and/or re-sold the following materials?:
|Yes or No|
|Paper, plastics, glass, metals, and other recyclable containers||Yes|
|White goods (i.e. appliances)||Yes|
|Residence hall move-in/move-out waste||Yes|
|Other (please specify below)||No|
A brief description of other materials the institution has recycled, composted, donated and/or re-sold:
Materials intended for disposal but subsequently recovered and reused on campus, performance year (e.g. materials that are actively diverted from the landfill or incinerator and refurbished/repurposed) :
Does the institution use single stream recycling (a single container for commingled recyclables) to collect standard recyclables (i.e. paper, plastic, glass, metals) in common areas?:
Does the institution use dual stream (two separate containers for recyclables, e.g. one for paper and another for plastic, glass, and metals) to collect standard recyclables (i.e. paper, plastic, glass, metals) in common areas?:
Does the institution use multi-stream recycling (multiple containers that further separate different types of materials) to collect standard recyclables (i.e. paper, plastic, glass, metals) in common areas?:
Average contamination rate for the institution’s recycling program (percentage, 0-100):
A brief description of any recycling quality control mechanisms employed, e.g. efforts to minimize contamination and/or monitor the discard rates of the materials recovery facilities and mills to which materials are diverted:
The Environmental Center conducted a waste audit in Fall 2017 to assess contamination rates of recycling and identify areas to improve to increase diversion rates.
A brief description of the institution's waste-related behavior change initiatives, e.g. initiatives to shift individual attitudes and practices such as signage and competitions:
#WasteFreeWestminster campaign educated over 100 participants in waste reduction strategies, with demonstrated behavior change results.
Recycling signs were updated to reflect items sold and distributed on campus. All first-year students attend an info session on proper recycling techniques as part of orientation, and all campus residence halls provide signed recycling bins in rooms.
Eco-reps are chosen from each on-campus residence hall, and are working on recycling education and outreach in the halls.
The Sustainability Fellows in the Environmental Center are conducting research and behavior-change campaign on plastic water bottle use.
A brief description of the institution's waste audits and other initiatives to assess its materials management efforts and identify areas for improvement:
The Environmental Center contacted the waste management/collection company ACE Disposal for an audit including pick-up dates and weights of landfill and recyclable materials.
The Environmental Center conducted a campus-wide internal waste audit, analyzing waste and recycling from multiple disposal points across campus. Data was compiled and presented to the Sustainability Council. Finally, key problems were identified, and solutions were outlined for each problem in a waste management plan.
A brief description of the institution's procurement policies designed to prevent waste (e.g. by minimizing packaging and purchasing in bulk):
A brief description of the institution's surplus department or formal office supplies exchange program that facilitates reuse of materials:
Facilities stores office furniture and other materials not currently needed for use in future locations.
A brief description of the institution's platforms to encourage peer-to-peer exchange and reuse (e.g. of electronics, furnishings, books and other goods):
An unofficial Facebook group, "Westmini Black Market" circulates books, furnishings, electronics and other resuable items within the Westminster community. Another Facebook group, "Westminster College Utah Textbook Marketplace" facilitates the exchange of textbooks between students, so new textbooks aren't purchased for the same classes every year.
A brief description of the institution's limits on paper and ink consumption (e.g. restricting free printing and/or mandating doubled-sided printing in libraries and computer labs):
The campus has a print cap to reduce on-campus printing. It limits the amount of free printing that can be done by each student and reduced overall campus printing by more than 60%.
A brief description of the institution's initiatives to make materials (e.g. course catalogs, course schedules, and directories) available online by default rather than printing them:
All teachers are strongly encouraged to use an online learning management program called Canvas -- allowing them to post tests, quizzes, grades, attachments and essentially any documents to supply students with the necessities for their class. The Registrar's office has put most materials online, and eliminated the printing of the course catalogue.
A brief description of the institution's program to reduce residence hall move-in/move-out waste:
During the move-out period, collection sites for unwanted but reusable items are put out. The donations (including clothing, housewares, kitchen and bath supplies) are sorted through and donated to a local charity. For move-in waste, collection sites were put up for cardboard boxes, the cardboard was separated and recycled which reduced waste thrown in the landfill by an entire roll-away dumpster.
A brief description of the institution's programs or initiatives to recover and reuse other materials intended for disposal:
The Environmental Center supplies a Green Events Kit to check out, for free, for any event to students, faculty, staff and alumni. It has re-usable cups, plates, and silverware.
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.