Emerging Futures in Higher Education
Climate Change Demographic Pressure Recruitment and Retention Need for Accountability Need for a Sustainability Reporting Model
Business Experience with Scorecard Performance Measurement Top down and bottom up processes Internal Stakeholders are the key constituents External Reporting Flexibility is critical Cost benefit considerations
STARS Sustainability Tracking, Assessment & Rating System Lead Barbara Charkey, Prof. of Management, Keene State College
Presenters Linda Hadden, Prof. of Management, Keene State College Kathleen Ng, Environmental Officer, McGill University Paul Rowland, Executive Director, AASHE Jillian Buckholz, STARS Program Coordinator, AASHE
Paul Rowland Executive Director, AASHE
What is STARS? •
An innovative, voluntary, self-reporting framework for recognizing and gauging progress toward sustainability for colleges and universities.
•
A guide for advancing sustainability in all sectors of higher education.
•
A common standard of measurement for sustainability in higher education.
•
A tool that promotes a comprehensive understanding of sustainability that includes its social, economic and environmental dimensions.
•
STARS offers all campuses in the U.S. and Canada a means by which to assess their performance and be recognized for those efforts.
Important Milestones • HEASC • AASHE 2006 • Public Comment Periods
What are the benefits of participating in STARS?
STARS Rating: What does it mean?
Comparing STARS to other rating systems
Jillian Buckholz STARS Program Coordinator, AASHE
Collaboration vs. Competition
Categories Education & Research Operations Planning, Administration & Engagement Innovation
Subcategories Education & Research Co-Curricular Education; Curriculum; Research
Operations Buildings; Climate; Dining Services; Energy; Grounds; Purchasing; Transportation; Waste; Water
Planning, Administration & Engagement Coordination & Planning; Diversity and Affordability; Human Resources; Investment; Public Engagement
1. Credit Rationale 2. Criteria 3. Applicability 4. Scoring
5. Reporting Fields 6. Measurement 7. Standards and Terms
Number of Credits Pilot
1.0
Prerequisites Tier 1 Credits
2 88
0 65
Tier 2 Credits Innovation Credits Total
89 4 183
67 4 137
Changes to the Credits 1) Streamlined reporting requirements - Separated required, conditional, and optional reporting fields - Minimize controversial data collection issues
2) Supplemental guidance and definitions - Anticipate areas of confusion - Ongoing process
3) No trend-based credits
4) Incremental Credit Scoring
Example Pilot: Earn points if and only if 100% of cleaning products are Green Seal certified STARS 1.0: Earn points based on the % of cleaning products that are certified (e.g., earn half of the points if 50% of products are certified)
Credit Weighting • To what extent does the credit contribute to improved environmental, financial, and social impacts? • To what extent are there educational benefits associated with the achievement of this credit? • How many people are impacted (breadth)? • How deeply are people impacted (depth)?
Scoring Average of the 3 categories + Innovation Credits Example: Edu. & Research – 30 Operations – 25 Plan., Admin. & Engage. – 35 Average = 30 + 2 Innovation = 32 Final Score
STARS Ratings Rating Level STARS Bronze STARS Silver STARS Gold STARS Platinum STARS Reporter
Minimum Score Required 25 45 65 85 For institutions that wish to use STARS and submit data publicly but are not pursuing a rating
Verification •First, for each credit, a point person from the institution will provide a statement that the information submitted is accurate. •Second, the institution’s president or chancellor must write a letter stating that all the information submitted is true. •Third, all information that the institution submits will be made publicly available through the STARS website.
Timeframe
Early Release Associate's Colleges Delta College - University Center, MI* Eastern Iowa Community College District - Davenport, IA* Grand Rapids Community College - Grand Rapids, MI* Hibbing Community College - Hibbing, MN Kankakee Community College - Kankakee, IL Los Angeles Community College District - Los Angeles, CA Richland Community College - Decatur, IL Western Technical College - LaCrosse, WI Baccalaureate Colleges Furman University - Greenville, SC Green Mountain College - Poultney, VT Middlebury College - Middlebury, VT* Mount Union College - Alliance, OH* Pomona College - Claremont, CA Williams College - Williamstown, MA* Master's Colleges and Universities Appalachian State University - Boone, NC* Fairfield University - Fairfield, CT Florida Gulf Coast University - Fort Myers, FL* Ithaca College - Ithaca, NY Pacific Lutheran University - Tacoma, WA* Seattle Pacific University - Seattle, WA*
Research Universities Arizona State University - Tempe, AZ* Ball State University - Muncie, IN* Emory University - Atlanta, GA* Michigan State University - East Lansing, MI Morgan State University - Baltimore, MD Rice University - Houston, TX San Diego State University - San Diego, CA University of British Columbia - Vancouver, BC* University of California, Los Angeles - Los Angeles, CA University of Colorado at Boulder - Boulder, CO* University of Florida - Gainesville, FL* University of Houston - University Park - Houston, TX University of North Carolina at Chapel Hill - Chapel Hill, NC University of Texas at Austin - Austin, TX* Wake Forest University - Winston-Salem, NC Worcester Polytechnic Institute - Worcester, MA* Special Focus Institutions Babson College - Babson Park, MA (*) Indicates pilot participant
January Launch • • • •
Reporting Tool STARS website Logos Media campaign
Founding Partners of STARS
Get More Information bcharkey@keene.edu lhadden@keene.edu www.aashe.org/stars paul.rowland@aashe.org stars@aashe.org www.mcgill.ca/rethink rethink@mcgill.ca
Environmental Policy & EMS @McGill
Kathleen Ng, Environmental Officer, Sustainability Office - Campus and Space Planning, University Services www.mcgill.ca/sustainability
Agenda
Background ◦ ◦ ◦ ◦
McGill context Environmental policy development Reporting & EMS evolution Lessons learned
McGill context Founded 1821 Research-intensive In brief:
◦ 3 campuses Heritage zones Research stations
◦ 11 faculties, ±300 programs ◦ Population ± 35K ◦ 4 affiliated hospitals
Policy evolution
Environmental workgroup ◦ Environmental policy 2001
Sub-Committee on Environment ◦ Paper use policy 2005
Annual Rethink conference ◦ Dialogue ◦ Transparency
Sustainability Office Foster culture of sustainability Resource for McGill faculty, staff and students Liaison with community groups
Not just the right thing to do…
Commitments ◦ Talloires Agreement, Halifax Declaration ◦ Municipal strategic plan
Regulations Proactivity
◦ UNDESD: RCE-UNU
Reporting
Internal ad hoc qualitative reports ◦ Annual Rethink conference ◦ SCE SCPDSenate ◦ Principal & Vice-Chancellor
Government ◦ NPRI ◦ GHG ◦ Ville de Montréal PSDD
AASHE Campus Leadership award
Campus EMS systems? ISO 140001 Environmental review
◦ Workstudy student/consultant
SYC CSAF ◦ Sustainable McGill Project
EcoCampus
Campus EMS systems - present CREPUQ indicators Sustainability policy (TBD) Loi DD – Plan d’action
◦ Indicators
AASHE STARS
◦ Developed by practitioners Collegial Transparent Public
◦ Apples to apples
Lessons learned
Growing pains ◦ Define “…” ◦ Who has the data? Follow-ups
◦ Data cohesion ◦ Data entry
Now what? ◦ VisibleStrategies?
Working together ◦ ◦ ◦ ◦
E-mail rethink@mcgill.ca RETHINKFORUM LISTSERV Online: www.mcgill.ca/rethink Discuss: http://talkrethink.mcgill.ca ◦ Annual Rethink conference ◦ Facebook