URI's Strategic Plan for Campus Sustainability 2010-2015 by The University of Rhode Island

Strategic Plan for Campus Sustainability

2012 2013 2014 2015 . . .

2010 2011

Table of Contents Executive Summary .............................................................................................................................................. 4 About the President’s Council on Sustainability ........................................................................................ 5 Introduction ............................................................................................................................................................ 6 Transportation ...................................................................................................................................................... 7 Transportation Goal 1: URI fleet vehicles .................................................................................................................................................... 8 Transportation Goal 2: Single‐occupancy vehicle (SOV) trips ............................................................................................................ 8 Transportation Goal 3: Transportation and alternative fuels research ...................................................................................... 10

Facilities and Operations ................................................................................................................................. 12 Facilities and Operations Goal 1: GHG emissions related to campus operations .................................................................... 13 Facilities and Operations Goal 2: Waste diversion and recycling ................................................................................................... 14 Facilities and Operations Goal 3: Water conservation ........................................................................................................................ 15 Facilities and Operations Goal 4: Campus buildings ............................................................................................................................ 16 Facilities and Operations Goal 5: Green goods and services............................................................................................................. 17

Curriculum and Research ................................................................................................................................ 19 Curriculum and Research Goal 1: Environmental literacy ................................................................................................................ 20 Curriculum and Research Goal 2: Academic research ......................................................................................................................... 21

Community Culture and Outreach ................................................................................................................ 23 Community Culture and Outreach Goal 1: Engage and support ..................................................................................................... 24 Community Culture and Outreach Goal 2: Work collaboratively ................................................................................................... 25

Communication ................................................................................................................................................... 26 Communication Goal 1: Expand the discourse........................................................................................................................................ 27 Communication Goal 2: Increase public recognition of URI ............................................................................................................. 28

Tracking and Reporting ................................................................................................................................... 29 Appendix A: Transportation Action Plan ................................................................................................... 30 Appendix B: Facilities/Operations Action Plan ....................................................................................... 32 Appendix C: Curriculum/Research Action Plan ....................................................................................... 37

Appendix D: Community Culture/Outreach Action Plan ...................................................................... 39 Appendix E: Communication Action Plan .................................................................................................. 41 Sustainability Working Group Members 2011 ........................................................................................ 42

Executive Summary As a higher education institution, the University of Rhode Island recognizes its unique opportunity to make significant contributions toward the creation of a more sustainable society through teaching, research and outreach, and by serving as models of innovative practices and sustainable systems. The university has been at the forefront of environmental research for decades, helping to develop a greater understanding of ecology while also examining the impact of human activities on ecosystems as varied as the deep sea and suburban backyards. The operations of the campus itself have not always kept up with the advanced research and teaching taking place within its buildings, but that is rapidly changing. This plan will guide the integration of sustainability into the culture of the university and allow our campuses to serve as models of sustainable practices and principles for URI students, faculty, staff, and the local community. Five areas of focus have been identified as priority issues of sustainability for this campus: Facilities and Operations, Transportation, Curriculum and Research, Community Culture, and Communication. Working groups have been established to assess existing sustainability initiatives and identify opportunities across the university. By organizing efforts to implement the goals and strategies of the focus areas, this strategic plan will serve as a guide in addressing URI’s environmental impacts in measurable ways. Additionally, this plan conforms to the goals and initiatives outlined in both the University’s Transformational Goals for the 21st Century as well as the Academic Plan, and will therefore help URI to strengthen its reputation as a forward‐thinking learning environment. Each focus area begins with a brief introduction and lists the primary goals. Challenges unique to URI, as well as the opportunities to address these challenges, are explained in order to provide the canvas from which strategies and action items for each were developed. Working Groups assigned to a focus area developed and approved the goals and strategies and are thus responsible for the implementation of related action items. Even with a limited 5‐year horizon, the 2010‐2015 Strategic Plan for Campus Sustainability is based on available resources and current challenges present at the time this plan was written. Academic models, technology, and the state and local economy can all change substantially during the 5‐year intended time frame of this plan. Therefore it must be understood that this plan has been designed to be a dynamic document with a process in place for Working Groups to update it annually, reassess available resources, and address new challenges facing the campus as they arise. This annual review will ensure that the goals, recommendations, and policies described continue to be relevant and realistic. The URI Strategic Plan for Campus Sustainability is a critical document needed not only to improve the University’s environmental footprint, but to also ensure that we keep our commitment to prepare our students for the most pressing global challenges of the 21st century.

About the President’s Council on Sustainability URI was among the first institutions to join the American College and University President’s Climate Commitment (ACUPCC) when the University signed on in 2007. Today, the ACUPCC is a national network of almost 700 colleges and universities that have committed to achieving eventual climate neutrality and integrating sustainability into the curriculum. To provide strategic guidance and oversight of the university's commitment, a President’s Council on Sustainability, led by Vice President for Administration and Finance, Robert Weygand, was formed. The Council is comprised of URI faculty, staff, and students to provide the most diverse representation of the campus community. It is through the continued leadership of URI’s current administration and the President’s Council on Sustainability that the university’s first Strategic Plan for Campus Sustainability has been drafted.

Council Members 2011‐2012

Robert Weygand Council Chair Vice President, Administration & Finance W. E. Douglas Creed Assoc. Prof., Business Administration Kristina DiSanto Graduate, C’12 Robert Drapeau Director, Public Safety & Emergency Management Thomas Frisbie‐Fulton Director, Campus Planning & Design

Marsha Garcia Council Coordinator Campus Sustainability Officer Marion Gold Director, CELS Outreach Center Co‐Director, URI Energy Center William Green Chair and Professor, Dept. of Landscape Architecture David Lamb Utilities Engineer, Facilities Services Brian Maynard Professor, Plant Sciences

Mission The President’s Council on Sustainability will provide guidance and oversight of the University of Rhode Island’s commitment to sustainable practices in the day‐to‐day life of the university. The Council will review plans, provide advice on best practices, support initiatives and imagine solutions for the greening of URI, ranging from reduction of its carbon footprint to the inculcation of sustainable values in all aspects of the university community.

Todd McLeish Public Information Officer Communications & Marketing Alyssa Neill Undergraduate, C’14 Malia Schwartz Proposal Developer, Research & Economic Development Adj. Prof., Fisheries, Animal & Veterinary Science Judith Swift Professor, Communication Studies & Theater Director, Coastal Institute Emi Uchida Assistant Professor, Environmental & Development Economics

Introduction

Vision for URI Campus Sustainability: The University of Rhode Island maintains a long‐standing tradition of serving as a public research institution dedicated to solving some of the planet’s most The University of Rhode Island challenging environmental issues. The College of Environment and Life will be an institute of higher Sciences, the Graduate School of Oceanography, student groups with an education that engages all environmental focus, the URI Outreach Center, and numerous partnerships members of the community in with community programs, are just a few of the university’s assets the pursuit of practices and contributing to the mission of campus sustainability. The Strategic Plan for principles toward a Campus Sustainability is a mechanism by which URI’s efforts are organized sustainable economy, a and more deliberately executed in the most collaborative manner possible. healthy ecosystem, and an environmentally just society. More importantly, the Strategic Plan presents comprehensive recommendations of the university President’s Council on Sustainability for URI to emerge as a leader in campus sustainability, and serve as a model to higher education institutions across the nation. This plan will guide the integration of sustainability into the culture of the university, allowing our campuses to serve as living laboratories of innovative practices and sustainable systems, campuses, and communities. A campus‐wide collaborative effort to implement the action items outlined in this plan will also strengthen the university’s efforts toward achieving its Transformational Goals for the 21st Century to:  Create a 21st Century 24/7 Learning Environment  Increase the Magnitude, Prominence, and Impact of Research, Scholarship and Creative Work  Internationalize and Globalize URI  and Build a Community at URI that Values and Embraces Equity and Diversity Five areas of focus have been identified as priority sustainability issues for this campus: Facilities and Operations, Transportation, Curriculum and Research, Community Culture, and Communication. Working groups have been established to assess existing sustainability initiatives and identify opportunities to expand efforts toward campus sustainability across the university. Each Working Group will meet regularly throughout the year to track progress of implemented strategies, and ensure action items are in harmony with the university’s vision for campus sustainability. The success of this endeavor will depend upon the leadership of the members of each Working Group. The Strategic Plan for Campus Sustainability must be a dynamic document in order to respond to shifting circumstances and technologies. Though strategies proposed in this iteration of the strategic plan may be revised, added, even deleted, what will remain constant is URI’s commitment to achieve campus sustainability. By organizing the implementation of the goals and strategies of the focus areas, this strategic plan will serve as a guide in addressing URI’s environmental impacts in measurable ways.

Transportation Transportation on campus presents one of URI’s more difficult emissions mitigation projects because, in most cases, it is not possible to have direct control over commuter behavior. However, projects can be implemented to encourage and support more desirable commuting patterns. A green house gas (GHG) emissions inventory performed in 2009 reports that commuting to the Kingston (main) campus accounts for approximately 28% of URI’s total emissions. The inventory takes into account the campus fleet emissions as well as commuting to and from campus by undergraduate students, staff, and faculty members, but does not contain emissions data for air travel. Data for air travel was not available in 2009, when the original inventory was performed and the State of Rhode Island’s previous contracted travel agency was in place. The university’s new agency does maintain the data needed to update the GHG emissions related to air travel, and recent research by students of a civil engineering class shows that there is an opportunity to significantly reduce the campus’ overall emissions by limiting air travel. The goals developed to address transportation issues on URI’s campus focus on the transition to biodiesel use for fleet vehicles, reducing the number of single‐occupancy vehicle (SOV) commuting, and expanding transportation and alternative fuel research, including alternatives to business travel.

Goals

① Decrease GHG emissions of URI's fleet vehicles by 3k MTCO2e by the year 2015

②Significantly reduce the number of single‐ occupancy vehicle (SOV) trips taken by students, staff, and faculty to/from campus

③Expand and

encourage transportation and alternative fuels research

Transportation: Goal 1 Decrease GHG emissions of URI's fleet vehicles by 3k MTCO2e by the year 2015 Challenges: To date, the campus fleet includes approximately 300 standard vehicles, heavy trucks and other equipment that must be refueled at state‐designated refueling stations. While URI has a state diesel filling station on its main campus, current state purchasing policy shows no support for purchasing and distributing a biodiesel‐ blended diesel fuel. There is also a lack of strong support for the purchasing/acquisition of fleet vehicles with higher‐than‐average fuel efficiency. Opportunities: According to the 2010 URI Climate Action Plan, focusing on mitigating carbon emissions and pollution from diesel fuel can move URI toward achieving lifetime reductions of ~93k MTCO2e. Under State Executive Order 05‐13, Alternative Fuel Vehicle (AFV) and Hybrid Electric Vehicle (HEV) Acquisition Requirements, “To reduce fuel consumption and pollution emissions, and purchase vehicles that provide the best value on a lifecycle cost basis, the state is required to take the following actions: At least 75% of state motor vehicle acquisitions must be AFVs, and the remaining 25% must be HEVs to the greatest extent possible…” New state legislation is being proposed that could mandate the use of biodiesel for state vehicles in the near future, and the cost of purchasing a hybrid vehicle or fleet vehicle with high fuel efficiency should decrease with increased demand and mainstreaming of technology. URI must be prepared to comply with these mandates and take advantage of the alternative fueled vehicle market. Strategies: 1. Transition to a B10 (10% biodiesel) ultra‐low sulfur diesel fuel for URI’s fleet vehicles 2. Increase the number of university fleet vehicles with higher‐than‐average fuel efficiency/use cleaner fuels; decrease overall number of fleet vehicles

Transportation: Goal 2 Significantly reduce the number of single‐occupancy vehicle (SOV) trips taken by students, staff, and faculty to/from campus Challenges: It has been estimated that during the fall 2010 semester 10,600 students, staff, and faculty commuted to main campus with an average of 90% traveling in single‐occupancy vehicles. This translates to roughly 2,700 staff and faculty vehicles driven on and off campus throughout the calendar year, and 9,600 staff, faculty, and student vehicles driven during the academic year (8 months). Prime parking spaces for students located near the academic core are often occupied early in the day, prompting mid‐morning drivers to circle the lot looking for open spaces, but ultimately parking ¾ of a mile toward the campus periphery where parking

is more plentiful. The morning and evening rush hours, as well as certain times in the afternoon during the academic year when class schedules are in transition, are aggravated by the resulting traffic congestion and idling vehicles waiting to leave campus. The surrounding off‐campus community often voices its frustration with the increased traffic that occurs during the academic year, slowly damaging the university’s relationship with its neighbors. There are few incentives for staff and faculty to carpool, bus or bike to campus as there is currently, for example, no fee for staff/faculty parking. Using alternative modes of transportation can also be challenging for students with tight class/work schedules and modest incomes. The university has in place programs and tools that provide campus community members with alternative transportation options, but promotion has been inconsistent and therefore not effective, and service demands for more accessible public transit are a challenge for the state’s transit agency to accommodate with its limited resources. Opportunities: Demonstrating and then increasing demand for alternative transportation will provide the basis for adding more options for the campus community. URI’s 2010 Climate Action Plan proposes that improved marketing of current alternative transportation options would increase in RIPTA ridership, and therefore eliminate approximately 7% of the SOV trips to/from campus. The university will aspire to modify commuting behavior to and from campus and encourage the use of more sustainable transportation options. A recent state mandate requiring priority parking for motorcycles (considered a high‐occupancy vehicle) at public facilities opens a door to the possibility of extending priority parking to other high‐occupancy vehicles (HOVs). Additionally, the state has asked its Department of Administration to recommend incentives to increase bus ridership and reduce vehicle miles traveled by state employees commuting to work. URI researchers and student groups are also involved in adapting behavior change and social marketing tools to encourage greater readiness to replace SOV driving with alternative transportation options. Achieving this goal would help the university move toward lifetime reductions of ~100k MTCO2e through implementation of innovative solutions that advocate for alternative transportation options and discourage SOV travel. It would also help create a better sense of community by reducing area traffic congestion, encouraging personal interaction, and developing an appreciation of active lifestyles. Strategies: 1. Establish current baseline for SOV commuting to/from campus 2. Increase RIPTA ridership 3. Encourage bicycle commuting 4. Enhance "walkability" of campus community 5. Develop a priority parking and carpool program for staff/faculty, and for students 6. Promote established programs to campus community as alternative transportation options that support sustainability mission/GHG reduction goals

Transportation: Goal 3 Expand and encourage transportation and alternative fuels research Challenges: The university must strive to increase public recognition of URI as a leader in sustainability research for transportation issues. This is a challenge because sustainability and its relevancy to transportation has had limited visibility, compared to other areas of sustainability (e.g. oceans, coastal living, water quality and other environmental issues). Also, transportation research has traditionally been under the domain of civil engineering, and only recently have some of the social and natural science and business academic programs addressed sustainable transportation and alternative fuel concerns. With respect to greenhouse gas emissions resulting from travel conducted on behalf of and/or sanctioned by the university, travel planning and administration is not housed under one office and, assuming the number of miles traveled is actually being tracked for every activity, it is difficult to develop a comprehensive plan to reduce the number of travel miles. Therefore, it will be an enormous undertaking to research and develop a single tracking system that compiles all data needed to gain an accurate overview of how much GHG emissions need to be mitigated. Further complicating this inventory is the fact that the calculation method of air travel‐based greenhouse gas emissions has not been standardized, in large part due to the different factors used to calculate those emissions. There is little precedence set by peer institutions demonstrating best practices for addressing emissions related to business travel, which makes choosing an effective strategy difficult at best. Opportunities: As the state’s largest public research institution, URI is viewed as the generator of innovative solutions to the Earth’s most pressing challenges, with particular focus on marine and environmental sciences; children, families, and communities; health sciences; and advanced technology and expertise. URI receives more than $90 million annually in sponsored research funds and consistently ranks among the top institutions in the nation receiving environmental research funds. Because air miles account for a larger amount of GHG emissions, URI has the opportunity to greatly improve its emissions profile if there is a focus in the decrease in air travel. The new travel agency may be a good partner in our efforts to track other travel miles for bus, train, and automobile (rental car) trips, and may be able to advise the university on the participation of verifiable carbon offset programs. New technology allows for several alternatives to physical travel and more cost‐effective methods of conducting university business, including videoconferencing and virtual event/workshop attendance. We are fortunate to have important resources and programs related to transportation, including the URI Transportation Center, the Energy Center, and Ocean State Clean Cities Coalition. These programs are an asset to URI as they can provide a knowledge base of cutting‐edge transportation research issues that are related to sustainability, and have the potential to leverage URI’s leadership in developing a robust transportation sustainability research agenda. A firm knowledge base of campus transportation issues would also support the effort to continually reassess the effectiveness of implementing sustainability strategies set forth by this strategic plan.

Strategies: 1. Increase visibility and public awareness of URI's work in transportation and alternative fuel research 2. Encourage and expand research projects related to transportation sustainability 3. Develop a comprehensive survey of URI commuter behavior/travel that is circulated on a regular basis

Facilities and Operations URI prides itself on being an institution that develops innovative solutions to “real‐world” issues, and aspires to model these solutions through its campus buildings and operations. The university has the opportunity to use its campuses as a demonstration site to educate students, faculty, staff and the local community on sustainable practices in green architecture, landscape architecture, infrastructure, and residential living. The strategies proposed in this section present a comprehensive approach that includes, but is not limited to, building construction and renovation, building operations and maintenance, development of sustainable sites, waste minimization, energy conservation, water quality and storm water management, and university purchasing policies. An inventory of green house gas (GHG) emissions performed in 2009 assessed that over 70% of the university’s overall emissions come from purchased electricity, on‐campus stationary emissions, and land‐filled waste. Through the Climate Action Plan and the Strategic Plan for Campus Sustainability, URI will work toward implementing sustainability projects and policies in its operations and facilities maintenance plans to not only mitigate GHG emissions, but to also ensure that the university’s commitment to campus sustainability is a value reflected in our built environment.

Goals

① Decrease GHG

emissions directly related to campus operations by at least 4,500 MTCO2e

②Increase waste

diversion and recycling rate by at least 50% over 5 years, using 2010 data submitted to RI DEM as benchmark

③Strengthen water conservation efforts

④Exceed LEED Silver

standards for renovation projects greater than $2 million, and for new construction

⑤Increase rate of purchasing "green" goods and services

Facilities and Operations: Goal 1 Decrease GHG emissions directly related to campus operations by at least 4,500 MTCO2e

Challenges: According to the 2010 Climate Action Plan, the university must reduce emissions related to campus operations by at least 6k MTCO2e within the next five years. The Kingston (main) campus includes over 1,400 acres of land and 4 million square feet of building space. The square footage of the three additional campuses combined would add approximately 1 million square feet of operational space. Therefore, the working group will focus sustainability goals for main campus operations in this iteration of the strategic plan. An additional challenge faced by this working group is that many of the academic, residential, and administrative buildings on main campus are outdated and, in some cases, retrofitting them to be conducive to emissions reduction plans (for example, installing metering devices) would be impractical. Currently, there are four new building projects slated for construction on main campus. These new buildings will increase the physical footprint of the university, and ensuring that campus GHG gas emissions do not increase significantly as a result will be a challenge. Even with the most innovative and energy efficient equipment in place on campus, there is still the challenge of changing behavior among students, staff, and faculty. Staff and faculty have developed behaviors and attitudes over time that are often difficult to redirect. The student population, in particular, changes every year and will require educating new students continuously while simultaneously reinforcing desired behavior with the older students. Opportunities: To move toward this goal despite the addition of square footage from new campus buildings, a variety of energy conservation and efficiency projects have been recommended and preliminarily analyzed by the URI Energy Fellows. Work completed through the university’s energy performance contract with NORESCO has been very effective in reducing energy consumption in some of the institution’s older buildings. Because of the success URI has experienced with the implementation of the energy projects, there is an opportunity to increase efforts and strive toward additional emissions reductions. The conservation, efficiency, and renewables projects recommended for implementation by 2015 (per the Climate Action Plan) has the potential to reduce URI’s emissions by ~73k MTCO2e over the projects’ lifetime. The university also has the opportunity to create effective behavior change programs that are tailored toward the different populations on campus. As an institution of higher learning, URI is well‐equipped to teach members of the campus community how to conserve resources and help decrease its carbon footprint. Strategies: 1. Move forward with Option A of NORESCO Project 7 2. Develop a computer monitor and desktop policy that encourages shut‐down for at least 10 hours per night

3. Install real time energy monitors and develop plan to reduce electrical consumption by 5‐15% 4. Adjust building interior temperature set‐points so that the winter season temperature range is decreased to 64‐70°F, and summer season temperature range is increased to 64‐68°F 5. Consolidate use of academic buildings during summer season to conserve energy by reducing or eliminating the partial use of buildings 6. Install VendingMisers in 75 vending machines and SnackMisers in 53 snack machines. 7. Develop long‐term plan for installation and use of alternative energy sources; encourage installation as an opportunity for teaching and research 8. Work with NORESCO on behavior change programs for energy conservation and institute new programs for students and new programs for staff/faculty

Facilities and Operations: Goal 2 Increase waste diversion and recycling rate by at least 50% over 5 years

Challenges: Waste minimization and recycling continues to be a challenge at URI. In 2010, the university sent to the landfill 1017 tons of trash, 60 tons of yard waste , and 32 tons of scrap metal of which only a small percentage (.08% or 2.7 tons) was deemed "clean" and eligible for rebate. Overall, the University of Rhode Island achieved a 37% recycling rate by recycling 260 tons of cardboard and 68 tons of bottles and cans and other recyclables. Challenges to improving waste minimization and recycling rates include having to re‐ educate an ever‐changing student population; developing a campus culture that embraces the “reduce, reuse, recycle” principles that is consistent across campus; a waste minimization policy developed by the State that does not allow for adjusting to meet the waste minimization and recycling needs that are unique to a university setting. The university’s main dining hall houses a food scrap digester to condense waste by removing large quantities of liquid. However, the digested food waste is still sent to the landfill as there are no other means by which the food waste can be transported to a composting facility or to nearby East Farm for potential use as fertilizer. In addition, the nutrient content of the food waste may not be suitable for use as a fertilizer. Ensuring that electronic and hazardous waste on campus is minimized presents an inherent challenge. As a research facility, an institute of higher learning, and a workplace, the presence of computers, CFL light bulbs, chemical waste, and other hazardous materials is unavoidable. Therefore, developing a metric that demonstrates the reduction or minimization of such materials is impractical. However, it is a necessary measure to take steps to ensure that students and workers’ basic safety is protected and environmental standards are met. Opportunities: Recycling conserves our natural resources, saves landfill space, conserves energy, and reduces water pollution, air pollution and the green house gas emissions that cause global warming. Increasing recycling and decreasing solid waste will prolong the life of the state's only landfill and decrease the university’s

impact on the environment. Recent data gathered for the state’s Department of Environmental Management end of year report gives URI an overview of where its waste minimization and recycling programs have been most effective. Using the data as a benchmark, the university has the opportunity to continue to improve its recycling rate and must understand its important role in teaching students how the implementation of simple actions can minimize our environmental impact. Campus resources that are unique to URI, such as extensive veterinary, agricultural and farming facilities, give the university the opportunity to be the state’s leader in innovative waste minimization strategies. Most importantly, URI has a full team of campus experts, including the university’s recycling coordinator, Lands and Grounds director, Campus Planning and Design staff, a sustainability officer, representatives from the College of the Environment and Life Sciences, and the Outreach Center, all of whom must collaborate to create a comprehensive waste and resource reduction strategy that benefits the entire campus, our natural world and the economy. Strategies: 1. Decrease solid waste tonnage by 5% each year 2. Increase cardboard recycling rate by 5% each year. 3. Increase mixed bottles and cans recycling by 5% each year. 4. Increase "clean metal" recycling rate by 10% each year. 5. Decrease "yard waste" on campus 6. Increase cumulative food service organics composting 7. Institute a construction waste policy/recycling plan that mitigates impacts of waste associated with new construction and major renovations. Ensure that at least 50% of nonhazardous construction and demolition debris are recycled and/or salvaged 8. Develop greater awareness of electronic waste and hazardous waste management programs, and minimize presence of these materials on campus to the extent possible

Facilities and Operations: Goal 3 Strengthen water conservation efforts and protect water quality Challenges: The campus geography presents a challenge in developing effective goals to strengthen water conservation efforts and protect water quality. The water table (the level at which the soil and gravel are completely saturated with water) is high at URI’s Kingston campus, and there are many non‐porous impermeable surfaces used for parking that only intensify the problem of storm water run‐off. Greenhouse gas emissions specifically associated with the pumping and treatment of water is difficult to measure and monitor separately from overall GHG emissions on campus. It is also a challenge to develop metrics and ensure that the university’s efforts to maintain and protect the local water ecosystem have been effective. Most important, programs must be developed to encourage campus‐wide behavior change so that water conservation efforts are consistent across the student, staff, and faculty population. A revolving student population and extensive construction activity with different developers for each, makes ensuring

stormwater management practices are consistent across all projects a challenge. Currently, there is no point person on campus who can focus on water issues at URI. Opportunities: Since 2005, URI has implemented a number of water savings measures which include the installation of reduced flow shower heads and aerators in the dorms and Athletic Center, increasing the percentage of condensate return back to the steam plant. In addition, the Phase 6 portion of the Energy Savings Project will include the installation of a water recirculation system to decrease the amount of water used in an aquaculture research project by approximately 40 million gallons per year. Behavioral change programs, such as the campaign to “Strive for Five” minute showers, have been instituted for the past 3 years with the resident student population, and have been moderately successful. Standardizing the programs would ensure that they become a part of the campus living experience so that all students consistently learn the importance of water conservation and develop a conservation ethic that is carried through their academic and post‐academic career. Additionally, facilities operations staff has the opportunity to demonstrate conservation practices by implementing alternative maintenance policies, serving as a model to the campus community. Behavior change programs have recently been developed for the facilities operations staff, the university’s main dining hall has implemented a tray‐less operation that helps reduce its water use, and Lands and Grounds staff are mindful of planting drought‐tolerant plants. These maintenance and operations practices should be widely touted as strategies to encourage water conservation and sustainable operations on campus, and expanded to achieve greater results. Strategies: 1. By 2015, achieve a 5% or larger reduction in total water consumption per weighted campus user compared to a 2005 baseline. 2. Continue to develop behavior change programs for water conservation and institute new programs for students and for staff/faculty. 3. Maximize available technologies and research innovative stormwater management plans that mitigate stormwater runoff impacts of new construction and major renovation, addressing both quantity and quality of stormwater runoff 4. Decrease the amount of potable or natural surface/subsurface water used for landscape irrigation

Facilities and Operations: Goal 4 Develop and renovate campus buildings that exemplify leadership in sustainable and high‐performance, energy‐efficient construction Challenges: This goal is a challenge because the university currently does not have standardized design guidelines in place. Instruction for the professional design of campus structures, regardless of size or project value, is

needed to guide in the development and preparation of contract documents for construction and renovation projects assigned by the university’s Capital Planning division. A guide is needed to ensure quality design consistency across campus and, once instituted, will serve as the platform from which high efficiency and performance levels will be measured. Additionally, URI is comprised of 4 campuses across the state totaling over 315 buildings and nearly 4.5 million square feet of space. Many of the buildings, particularly at the Kingston campus, are extremely outdated buildings that make extensive renovation to meet high efficiency standards impractical. In most cases, new buildings would need to be designed which would increase the university’s carbon footprint. Opportunities: On August 22, 2005, Governor Donald L. Carcieri signed Executive Order 05‐14, which mandated that “the design, construction, operation and maintenance of any new, substantially expanded or renovated public building shall incorporate and meet the standards developed by the United States Green Building Council’s Leadership in Energy and Environmental Design (LEED). Each such public building shall endeavor to qualify for certification at or above the LEED Silver level.” In compliance with these regulations, URI has constructed several buildings that are either certified or in the process of being certified, including Hope Dining Hall, new residence halls, the Center for Biotechnology and Life Science and the Bay Campus’ Ocean Sciences and Exploration Center. Despite a recent revision of the Executive Order, which has lowered the standard to LEED Certified, new buildings at URI that will be registered for LEED certification have already reached the design stage where LEED Silver is the minimum standard. These buildings include a new laboratory and education facility for the pharmacy department and for the chemistry department, and a new residence hall—all at the Kingston campus. The development of design guidelines specific to high performance campus buildings will help each of the campuses of URI stay on a consistent track to exceed standards mandated by the state, and therefore serve as a model of exceptional design for the campus community and the region. Strategies: 1. Exceed ASHRAE standards for energy efficiency by at least 10% 2. Develop comprehensive design guidelines for campus projects to include sustainable design and/or high performance features

Facilities and Operations: Goal 5 Increase rate of purchasing "green" goods and services Challenges: State purchasing regulations currently do not emphasize the importance of purchasing goods and services with long‐term environmental and related cost‐saving benefits. Campus procurement traditionally favors lower priced bids; therefore, to purchase green products, the green product must also have the lowest price, which may not always be the case. Currently, first costs for many products are higher than that of

“less green” products, making the purchasing of green goods and services cost‐prohibitive. While dining operations have been successful in sourcing local items, price points of organics have always been, and continue to be, a challenge for the university. The university’s dining services are cost‐constrained because of its auxiliary status and, therefore, the department must proceed with caution in establishing re‐ sale prices of goods that are affordable to a diverse population of students, faculty, and staff. Traditionally, efforts have included securing food at competitive pricing to offset the fixed overhead costs of services (staff labor and fringe costs). Nevertheless, new opportunities arise as the industry adopts these “greener goals” which moves the university forward in its efforts to recover the high cost of organics. Opportunities: The university has the opportunity to become an educator for the campus community in helping staff and faculty understand the importance of goods and services that have the least impact on the environment and to therefore make conscientious decisions regarding green purchasing. These “green goods and services” would take into consideration embodied and end‐use energy of products, support of the local economy, and fossil fuel use for transportation of goods and services. Campus‐wide support of sustainability initiatives, and an increased demand for green goods and services, will also help build the foundation for the development of a green purchasing policy for the university that may even influence state purchasing policies. Furthermore, green purchasing of goods and services provides an opportunity for the university to have a role in building a sustainable economy (especially local) through support of companies that have a strong commitment to sustainability. Strategies: 1. Strive toward sustainable food sourcing and increase percentage of local (250‐mile radius) agriculture/food items purchased for dining halls 2. Implement sustainable dining services operations that reduce energy, waste, and greenhouse gas emissions 3. Develop a proposal to educate and communicate the benefits of purchasing office and cleaning products that are one or more of the following: energy efficient; manufactured locally; comprised of low amounts of hazardous chemicals or chemical pollutants; and/or are recyclable or made with recycled materials

Curriculum and Research Many of the country’s future leaders – politicians, educators, chief executive officers, small business owners and homeowners – are educated and engaged by institutions like the University of Rhode Island. As a higher education Increase environmental institution, the University of Rhode Island must be confident that all students literacy among all are prepared to boldly and successfully take on issues of global importance. undergraduate students We have the opportunity, as well as the responsibility, to instill an ethic of sustainability into each and every graduate. By infusing education and research with issues of sustainability, and by seizing on emerging federal Increase research research funding priorities in sustainability, URI can make significant opportunities that contributions to the knowledge economy, strengthen civic engagement and incorporate links between contribute to the emerging green economy. the local campus community and global This focus area of the strategic plan emphasizes the integration of sustainability issues sustainability principles and issues across the curriculum and into a wide range of research agendas. Traditionally, structured learning approaches problem solving as a tidy application of knowledge, when it is in fact often complex and ‘messy’ and requires cross‐, trans‐, multi‐ or interdisciplinary perspectives. While this is true of many contemporary disciplines, it is of particular relevance in sustainability, which broadly transects the “Three E’s” of environment, economics and social equity and analyzes how these different dimensions of sustainability relate to and support each other in both theory and practice. Moreover, our students will have a great advantage in the workplace of the future if they have a solid grounding in sustainability, given its implications for transportation, energy, housing, agriculture, technology, human health and environmental stability. Employers will be looking for students with the skills to fuse together disparate components of sustainability in addressing complex global issues.

Goals ①

②

Curriculum and Research: Goal 1 Increase environmental literacy among all undergraduate students

Challenges: To ensure that students outside of the “traditional” environmental science programs are equally prepared to address sustainability issues via cross‐disciplinary or multidisciplinary collaboration across the curriculum is a significant challenge. The university must recognize the importance of ecological literacy, and its close relationship to the Academic Plan, in order to secure the proper framework that will prioritize this endeavor. Recently, a Sustainability Minor was created to offer students of any discipline the opportunity to make the connection between sustainability and his or her academic major. However, there is little campus‐wide support for the minor and enrollment has not reached the numbers hoped. Additionally, a majority of faculty members have neither the tools and resources, nor the incentive, to modify existing syllabi and curricula in order to effectively and consistently teach sustainability via an interdisciplinary approach. Opportunities: URI is known for its robust curriculum in the natural sciences, environmental and natural resource economics, oceanography, ocean engineering and marine affairs. The Coastal Institute IGERT Project (CIIP) has just completed its work of training 23 PhD students in an integrated, multi‐disciplinary Ph.D. curriculum to enrich the education of students who show potential for leadership in solving environmental problems in coastal ecosystems. The lessons learned from the CIIP are now being applied in the Master of Environmental Science and Management (MESM), which is an interdisciplinary, interdepartmental, Masters Degree program designed for students who are seeking professional environmental positions in areas other than research. A new program has been developed at URI that merges the Master of Business Administration program with a Master of Oceanography (MBA–MO). The 16‐month MBA–MO degree, The Blue MBA, provides tomorrow’s leaders with the knowledge and skills they need to develop business models to ensure an environmentally sustainable world for future generations. Collectively these programs may serve as a model for cultivating interdisciplinarity as a process of learning. This shift is both possible and essential to the education of engaged citizens and leaders who are capable of analyzing, evaluating, and synthesizing information from multiple sources in order to render reasoned decisions. Additionally, experiential learning has long been a priority at the University of Rhode Island. Students have unique opportunities to participate in fellowships in a variety of interdisciplinary studies. The development of a co‐curricular transcript, to complement the formal student record in the more traditional classroom setting, would capture the many activities that enhance and complete student learning. Considerable learning occurs through non‐credit experiences ranging from philanthropic efforts by student organizations to club activities, from non‐credit internships or paid employment in an academically related field to travel in an eco‐tourism setting and volunteer work for NGOs or agencies. These experiences should be recognized in a co‐curricular transcript, as they serve to broaden a student’s grasp of not only the basic principles of a given discipline but also the broader connectivity between and among disciplines and among the university and the civic, economic, and political institutions of the larger society. If the university is to increase the focus in campus‐wide ecological literacy, it must offer its faculty the tools and resources to effectively integrate sustainability issues into the curricula of any discipline. The development of programs that specifically support this endeavor, with formal endorsement by the Provost, will be imperative. Some recent curricular developments show promise that sustainability can be infused into the curriculum

from the freshmen level on. The Grand Challenges (or Grand Conversations) initiative is designed to expose freshmen to significant global problems in a coordinated learning context where they also apply communication and writing skills to these problems. A substantial number of topics have a sustainability focus which reaches across the 3 E’s of environment, economics, and social equity. Also, the reorganization of the General Education curriculum is expected to allow for ‘Conversations’ which stretch across the four year college experience, with an emphasis not only on knowledge and skills, but also civic engagement and interdisciplinary learning. While the new Gen Ed curriculum is still under construction, there is an opportunity to place an emphasis on complex issues related to sustainability.

Strategies: 1. Provide students with sustainability learning experiences outside the formal curriculum 2. Increase number of students enrolled in Sustainability minor 3. Increase opportunities for students to participate in experiential learning activities that teach sustainability and global citizenship 4. Develop plan to create required sustainability‐themed courses taken by all undergraduate students throughout their academic career (i.e. general course at 100 through 400 level ) 5. Develop curriculum change programs around sustainability for faculty 6. Develop formal education experiences to engage first‐year and transfer students in awareness of sustainability learning and practices as a principle of membership in the URI community and global citizenry (see also Community Culture Goal 1, Strategy 4.)

Curriculum and Research: Goal 2 Increase research opportunities that incorporate links between the local campus community and global sustainability issues Challenges: This goal is a challenge because the majority of undergraduate students have not had the opportunity to participate in a complex research endeavor. This is in part due to the limited skill level at their career stage. More importantly, interdisciplinary learning is a challenge, and research participation across disciplines is even more challenging. This shift requires a tremendous attitude change both on the part of the teacher/researchers as well as the students. It also necessitates greater flexibility regarding the curriculum and new assessment principles as well as the recognition that interdisciplinary learning takes more than one faculty member for every class taught. Opportunities: The university receives over $90 million annually for research, including $78 million in federal funding. URI researchers strive to be at the forefront of national and international research and development, especially in the fields of energy, sustainability and the environment. By demonstrating sustainability research as an institutional priority, the university will have the opportunity to attract new researchers, encourage

continued and broader research in topics of sustainability, expose students to the opportunity to participate in sustainability research, and possibly secure additional research grants to support its sustainability research agenda. Several existing initiatives at URI could provide opportunities to extend sustainability research. The Office of the Vice President for Research & Economic Development has in the past supported start‐up grants for new research initiatives. The University of Rhode Island Transportation Center (URITC), which focuses on research pertaining to sustainable transportation systems, also provides a unique opportunity to further graduate and undergraduate sustainability research. Both of these funding mechanisms should be broadly defined to encourage widespread participation by faculty from diverse disciplines. Strategies: 1. Support students and faculty members in sustainability research at all stages of the research process from conceptualization through execution and publication via the creation of support mechanisms specific to sustainability research 2. Increase the percentage of faculty members engaged in sustainability research by tapping into research funding internally from the Office of the Vice President for Research & Economic Development and the URITC, and externally to address emerging national funding priorities in sustainability 3. Acknowledge and reward interdisciplinary, trans‐disciplinary, and multi‐disciplinary research during faculty promotion and tenure decisions.

Community Culture and Outreach

Goals ①

Sustainability is a philosophy and mode of thought that transcends the environmental movement and touches every part of society. Sustainability includes natural resources conservation and energy efficiency, and Engage and support characterizes the quality of places and interactions where we live, study and the campus as a living work. The shift toward sustainability at URI encompasses the convergence of laboratory for the “Three E’s” of a stable environment and economy, and social equity, and sustainability that our quality of life hangs in the balance of these three main tenets. Our goal at demonstrates best URI is to ensure that everyone on campus develops, as a community, practices and principles to knowledge and values within a culture of appreciation for this delicate balance. the surrounding community The University of Rhode Island can contribute to the community culture of sustainability by harnessing its financial and academic resources to address community needs. As a Land, Sea, and Urban Grant university, URI has long‐ Raise awareness and established programs available to RI community leaders, businesses and the provide ongoing support general public that offer the knowledge and tools to create and then for the university implement sustainability programs that best serve their community. This type community’s current of prominence enables URI to advocate for sustainability outside the campus programs to work boundary, and increase its reputation as an institutional resource for collaboratively off‐campus with local municipalities, sustainability practices and principles. private entities and citizen groups outside of campus Universities serve an important role in society as sources of innovation and drivers of economic development. Community service – serving as a mentor to disadvantaged youth, conducting community clean‐ups, or volunteering at a food bank – is one way students, alumni, faculty, and staff can make tangible contributions. Volunteer opportunities for all campus members, and the sense of compassion that community service helps develop, are fundamental to achieving sustainability. A class of landscape architecture design students may develop a vision for sustainable development in an institution or municipality; a business class may write a sustainability plan for a local company; or a team of Energy Fellows may design a net zero building for a school system. For students, such in‐depth community engagement can enhance the development of leadership and professional skills while deepening their understandings of practical, real‐world problems. As students work with communities, they learn of the interconnectedness between the classroom, the environment and its systems and the economic, environmental and cultural needs that must be a part of the solution. Through education and real world experience, graduating students will provide a skilled workforce with the values, knowledge, and drive necessary for building a sustainable future. Student Involvement in projects such as these can be transformational, often leading to a deep commitment to the community and producing the type of well‐trained and motivated work force we will need to build the RI Knowledge Economy. The goals of the Community Culture and Outreach group focus on reaching beyond the walls of academics and research by developing a culture of sustainability that engages each and every member of the campus community, and inspires them to connect and form meaningful relationships with the local community.

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Community Culture and Outreach: Goal 1 Engage and support the campus as a living laboratory for sustainability that demonstrates best practices and principles to the surrounding community Challenges: The primary challenge of this goal is in transcending the ‘first cost’ economic constraints that impede the identification and implementation of best sustainable practices. Sustainable practices are typically more expensive in the short‐term but are less expensive in the long‐term, and URI can serve as a community model for sustainable thinking by applying business and economic expertise to the development of sustainable funding mechanisms. The development of an integrated system to serve as practical guiding principles necessary to engage the community must be a priority. Additionally, this goal is a challenge because of the diverse population that comprises the university community. The methods by which we engage and support staff, faculty, students and the local community alike must be consistent yet, at the same time, effective in addressing the unique needs of each in such a way that everyone develops a strong sense of place and becomes equally invested in maintaining a campus community of sustainable practices and principles. Opportunities: The university has an opportunity to develop a community culture across all campus sectors that encompasses the university’s unique sense of place. Through a multitude of demonstration projects with clear and accessible information on their impact, URI’s campuses can serve as living laboratories for sustainability practices and principles showing how the convergence of the environment, economy, and social equity issues plays an integral role in day‐to‐day campus operations and thought processes. Strategies: 1. Identify and showcase current campus initiatives and built projects to the university and to our community partners as qualitative and quantitative contributions to the campus sustainability mission 2. Ensure sustainability principles are integrated into the current campus master plan 3. Increase ecological literacy among staff and faculty 4. Develop community engagement strategies and student housing opportunities that encourage students’ contribution to creating a living laboratory for sustainability on campus 5. Seek opportunities to incorporate the mission of campus sustainability ideals and principles at all campuses: main campus, Alton Jones campus, Bay campus, and Providence campus

Community Culture and Outreach: Goal 2 Raise awareness, develop new programs, and provide ongoing support for the university community’s current programs to work collaboratively off‐campus with local municipalities, private entities and citizen groups. Challenges: This goal is a challenge because of competing demands for time and financial resources. It is often difficult to coordinate a range of efforts while organizing others when there is no time to be forward‐thinking; no credit given for off campus roles; and outreach is not acknowledged as a university mission. Opportunities: Work related to achieving this goal will help strengthen URI’s role as an institution that gives back to the community through community service, engagement and partnerships. This will be an opportunity to demonstrate that URI is an institutional source of innovation and driver of local economic development through collaborations with other agencies, companies and community groups. The university can and must showcase how a diverse range of sustainability projects not only do not compromise but, in fact, improve the state’s and region’s potential for economic and community development. Data that results from research and implementation efforts of the university can be used to deliver new local, regional and national incentives and policies for sustainable development that engage communities from individuals to institutions, as well as drive the broader sustainability agendas and beliefs of our nation. Strategies: 1. Identify current initiatives where partnerships off‐campus have been formed and present to community as qualitative and quantitative contributions to the campus sustainability mission 2. Develop additional/strengthen partnerships with local and small businesses; increase institutional engagement in guiding franchisees that operate on campus toward sustainability and recruit alumni involvement in all aspects of new initiatives. 3. Increase the number of continuing education programs at the Providence campus that focus on sustainability 4. Provide for the community ongoing training in sustainable horticulture, agriculture, energy, and water conservation/quality 5. Create opportunities for staff and faculty to engage with the local community via volunteer and philanthropic initiatives

Communication

Goals ①

Equally important as developing campus initiatives that promote sustainability Expand the discourse as a lifestyle, is effectively communicating the benefits of these initiatives. URI on campus, in the local programs related to sustainability often run for months, even years, without community, and across the much awareness or acknowledgement by the larger university community. nation, on issues related to These missed opportunities slow the adoption of sustainable practices and sustainability deny the university the ‘green’ reputation it rightfully deserves. However, simply raising awareness does not bring sustainable practices and Increase public principles to life. To guide the campus community toward adopting sustainability as a lifestyle, students, staff, faculty and even the local recognition of URI as a leader in sustainability community must be inspired to actually change their behavior. Bringing change through communication that is moving, personal and practical (i.e. making sustainability lifestyles the “cool” thing on campus), combined with good policies and a solid infrastructure, enable people to make healthy and informed choices. Numerous vehicles are available for communicating about sustainability initiatives to the campus community and beyond, and all should be used to reinforce appropriate messages to targeted audiences. Communicating with internal audiences generates buzz and enthusiasm for the activities and initiatives on campus, while spreading the word to external audiences helps to build the university’s reputation as a leader in sustainable practices. All work together to build pride among those with ties to URI. The goals related to effectively communicating campus sustainability focus on ways to improve how the university organizes its lines of internal communication, as well as how we might increase public recognition of URI as a leader in sustainability practices and principles.

②

Communication: Goal 1 Expand the discourse on campus, in the local community, and across the nation, on issues related to sustainability Challenges: Many of the university’s successful sustainability resources, programs and achievements are not acknowledged as such, either as a result of units not reporting these accomplishments, or because of a lack of resources with which to effectively publicize programs and achievements. One challenge to ensuring that all campus news related to sustainability is shared and celebrated, is in teaching the university community to view their work through the lens of sustainability so that they are able to recognize its relevancy to the campus sustainability movement. A second challenge related to the first is in defining sustainability and providing the framework by which the community measures its accomplishments. Without a clear definition that is embraced by the entire university, the crafting and communication of URI’s message and objectives for campus sustainability is difficult. Opportunities: The university has a number of accomplishments and initiatives related to sustainability and the environment. Engagement in sustainability principles is fueled by effectively articulating the challenges faced by this campus, as well as the opportunities available to help address them. The development of a communications and marketing plan that brings awareness of sustainability issues will aid in strategically organizing methods to communicate sustainability issues in a more compelling way. Additionally, the goal of promoting URI sustainability efforts to the public will help build a culture of environmental sustainability on campus. Spreading the word to external audiences helps to build the university’s reputation as a leader in sustainable practices while also building pride among those with ties to URI. Strategies: 1. Create and maintain the URI Campus Sustainability website with up‐to‐date content 2. Provide forums for open discussion about sustainability via online social networks 3. Use available outlets for off‐campus communication about programs and initiatives in sustainability (e.g. inAdvance for alumni, local radio/television, non‐profits and member association like AASHE)

Communication: Goal 2 Increase public recognition of URI as a leader in sustainability

Challenges: In building URI’s image as a leader in campus sustainability initiatives, the university is among the vast number of institutions striving for the same kind of recognition. Therefore, the challenge in accomplishing public recognition of URI as a source of relevant and timely information is in distinguishing itself from the other institutions as an innovator, rather than one that follows trends. Additionally, achieving campus sustainability is an effort in which most colleges and universities across the nation are investing a significant amount of time and money. The bold initiatives that are most likely to raise the university’s sustainability profile beyond the local communities are expensive, and given the current budget situation and institutional priorities, it is not likely that these initiatives will be undertaken in the near term. Opportunities: While several universities and colleges are working on solidifying their institute’s reputation as a leader in sustainability, URI is fortunate to have a number of important resources and programs related to sustainability that are unique to the university. As both a land‐grant and sea‐grant university, URI has many academic programs that house some of the nation’s most renowned resources. The Graduate School of Oceanography, the Blue MBA, the Coastal Fellows program, and the Energy Fellows program are just a few examples of these unique programs. URI also offers many programs and provides access to information that helps strengthen its ties to the local community such as the Sustainable Seafood Initiative, the statewide Master Gardener outreach educational program, and the Environmental Education and Conference Center at the W. Alton Jones Campus. These resources provide an extensive knowledge base of sustainability issues, and have the potential to leverage URI’s image as a leader in campus sustainability initiatives that are unlike those established at its peer institutions. Strategies: 1. Identify and celebrate sustainability initiatives and programs that are already in progress/have been accomplished 2. Build visibility for the President’s Council on Sustainability 3. Market sustainability office resources and programs to strengthen URI’s image as a green campus and effectively communicate URI’s commitment to sustainability

Tracking and Reporting Each Working Group will meet on a regular basis to discuss action items, provide updates on progress and formulate recommendations for fine‐tuning goals and strategies. As this is URI’s first strategic plan for campus sustainability, Working Groups will continue the discovery process by developing sustainability benchmarks, indicator metrics, as well as a strategy for how these metrics will be recorded. The strategic plan “worksheets” (provided in the Appendix) serve as a preliminary roadmap for how each Working Group moves forward in implementation. A bi‐annual report will be generated to summarize strategic plan achievements and develop the framework for the next iteration of the Strategic Plan for Campus Sustainability. Members of the President’s Council on Sustainability will monitor and evaluate the planning activities and status of implementation of the plan, identify strategic issues and goals, and ensure that the University is following the direction established during strategic planning for campus sustainability.

Appendix A: Transportation Action Plan Goal #1: Decrease GHG emissions of URI's fleet vehicles by 3k MTCO2e by the year 2015 Strategy

Intent

G1.S1. Transition to a B10 (10% Act on recommendation in Climate biodiesel) ultra‐low sulfur diesel fuel Action Plan; mitigate carbon for URI’s fleet vehicles emissions and pollution from diesel fuel; move toward achieving lifetime reductions of ~93k MTCO2e

G1.S2. Increase the number of university fleet vehicles with higher‐ than‐average fuel efficiency/uses cleaner fuels; decrease overall number of fleet vehicles

Act on recommendation in Climate Action Plan; mitigate carbon emissions and pollution from diesel fuel; move toward achieving lifetime reductions of ~93k MTCO2e

Action Items for Implementation

Responsible Party/Parties

G1.S1.A1. Provide guidelines and resources to staff so G1.S1.A1. MGarcia; WLucht that alternative fuels purchasing can be viewed as the preferred fuel source that aligns with institution‐ wide acceptance of sustainability principles

Timeline G1.S1.A1. Fall 2015

G1.S2.A1. Inventory current university fleet of G1.S2.A1. WLucht G1.S2.A1. Fall 2012 vehicles G1.S2.A2. WLucht; BDrapeau G1.S2.A2. Spring 2013 G1.S2.A2. Develop plan that will encourage purchase G1.S2.A3. WLucht; RSholly G1.S2.A3. Fall 2014 and use of light duty university fleet vehicles, and discourage purchase of additional fleet vehicles G1.S2.A3. Ensure fueling infrastructure, including CNG stations, plug‐in stations, etc. is in place and incorporated into design plans for future parking upgrades

Goal #2: Significantly reduce the number of single‐occupancy vehicle (SOV) trips taken by students, staff, and faculty to/from campus Strategy

Intent

G2.S1. Establish baseline for SOV commuting to/from campus

Based on data collected in 2009 for G2.S1.A1. Develop a survey to assess updated G2.S1.A1. All baseline data for number of SOV trips; aim for 7% the Climate Action Plan, GHG G2.S1.A2. All emissions from commuting on G2.S1.A3. All reduction (See also G3.S3.) campus accounts for ~28% of URI's G2.S1.A2. Determine method by which survey will be total emissions. By significantly distributed on a regular basis; ensure method of data reducing the number of SOV trips, collection is consistent year‐to‐year URI can move toward achieving G2.S1.A3. Determine if 7% reduction of all SOV trips is lifetime reductions of ~100k MTCO2e. a realistic goal; If not, determine new target number Over the past few years, there have been surveys of commuter behavior that have concluded that approximately 90% of the total number of student, staff, and faculty vehicles trips to/from campus are single‐occupancy vehicle trips.

Action Items for Implementation

Act on recommendation in Climate G2.S2.A1. Establish baseline of ridership on RIPTA and develop marketing plan for RIPTA awareness to Action Plan; implementation of innovative solutions that advocate increase ridership; share baseline data with URI TC for alternative transportation options (also see G2.S2.A4.) and discourage SOV travel. Mitigation G2.S2.A2. Collaborate with RIPTA staff in making buses more convenient and easy to use; study strategies assume: marketing of geographic distribution of off campus students and current alternative transportation options + increase in RIPTA ridership staff/faculty to recommend route changes/addition = approx 7% of SOV trips eliminated. to RIPTA, review class schedules to recommend service schedule adjustments, implement GPS tracking of buses, etc. G2.S2.A3. Develop more accessible RIPTA ticket purchasing process (online or using Ram Card/student ID), G2.S3. Encourage bicycle commuting Decrease the perception that G2.S3.A1. Participate in O’Neill bike path extension vehicles are needed to move around project and ensure that on‐campus bike path/parking campus, and contribute to creating a development is in sync with O'Neil progression G2.S3.A2. Install bicycle racks currently held in better sense of community by encouraging personal interaction and storage in high demand areas on campus (Note that developing an appreciation of active "self‐healing concrete" research team or URITC summer academy students may be interested in lifestyles. using this as a learning opportunity / laboratory study. Also, see G4.S2.A4.) G2.S2. Increase RIPTA ridership

Responsible Party/Parties

Timeline G2.S1.A1. Fall 2012 G2.S1.A2. Fall 2012 G2.S1.A3. Fall 2012

G2.S2.A1. NMundorf; RSholly G2.S2.A2. NMundorf; MGarcia G2.S2.A3. BDrapeau; MGarcia

G2.S2.A1. Fall 2012 G2.S2.A2. Fall 2012 G2.S2.A3. Spring 2013

G2.S3.A1. MGarcia G2.S3.A2. BDrapeau

G2.S3.A1. Implemented and ongoing G2.S3.A2. Fall 2012

Goal #2: Significantly reduce the number of single‐occupancy vehicle (SOV) trips taken by students, staff, and faculty to/from campus (continued from previous page) Strategy

Intent

Action Items for Implementation

Responsible Party/Parties

G2.S4. Enhance "walkability" of campus community

Decrease the perception that G2.S4.A1. Work with URI Landscape Architect to G2.S4.A1. MGarcia vehicles are needed to move around create attractive outdoor spaces G2.S4.A2. MGarcia; DRosen; campus, and contribute to creating a G2.S4.A2. Create outdoor educational signage that RSholly better sense of community by teach the community about how SOV commuting encouraging personal interaction and significantlly contributes to campus GHG emissions developing an appreciation of active lifestyles. G2.S5. Develop a priority parking and Increase public recognition of URI as a G2.S5.A1. Work with URI Parking Services to assess G2.S5.A1. MGarcia; carpool program for staff/faculty, and leader in promoting modes of the feasibility of a HOV/carpool lot and/or priority BDrapeau for students transportation that decrease or parking for fuel‐efficient vehicles G2.S5.A2. MGarcia; eliminate the need for fossil fuel use G2.S5.A2. Support the Student Senate in maintaining BDrapeau and encourage active lifestyles. the car‐share program Provide incentives for the use of alternative transportation and/or high‐occupancy vehicle travel (including motorcycles). G2.S6. Promote established programs Create then subsequently better G2.S6.A1. Develop printed materials for inclusion in G2.S6.A1. MGarcia to campus community as alternative demonstrate demand and provide orientation packets G2.S6.A2. MGarcia transportation options that support basis for increasing options for the G2.S6.A2. Provide printed materials to campus tour G2.S6.A3. MGarcia sustainability mission/GHG reducion campus community leaders G2.S6.A4. MGarcia goals G2.S6.A3. Ensure information is included in university marketing/admissions materials G2.S6.A4. Integrate into campus events such as Earth Day, MU booths /screen monitor at info desk

Timeline G2.S4.A1. Implemented and ongoing G2.S4.A2. Spring 2013

G2.S5.A1. Fall 2012 G2.S5.A2. Implemented and ongoing

G2.S6.A1. Implemented and ongoing G2.S6.A2. Fall 2012 G2.S6.A3. Fall 2013 G2.S6.A4. Implemented and ongoing

Goal #3: Expand and encourage transportation and alternative fuels research Strategy

Intent

G3.S1. Increase visibility and public awareness of URI's work in transportation and alternative fuels research

Increase public recognition of URI as a G3.S1.A1. Dissemination of material; work with URI G3.S1.A1. DRosen; WLucht leader in sustainability research for Communications in issuing press releases targeted G3.S1.A2. MGarcia transportation issues toward trade publications G3.S1.A3. DRosen; WLucht i.e. URI Transportation Center, Energy G3.S1.A2. Integrate into campus events such as Earth Center, and Ocean State Clean Cities Day, MU booths /screen monitor at info desk Coalition G3.S1.A3. Enable public access to alternative transportation resources (i.e. CNG station, plug‐in stations, etc.)

G3.S1.A1. Spring 2013 G3.S1.A2. Spring 2013 G3.S1.A3. Fall 2014

G3.S2. Encourage and expand research projects related to transportation sustainability

Develop plan for increasing knowledge base of cutting‐edge transportation research issues;

G3.S2.A1. Develop and distribute comprehensive list G3.S2.A1. DRosen; WLucht; RSholly of grant opportunities for research related to G3.S2.A2. BDrapeau transportation sustainability G3.S2.A3. All G3.S2.A2. Assess feasibility of establishing a G3.S2.A4. All "transportation fellows" program funded by URITC and URI Parking Services G3.S2.A3. Explore funding strategies through developing and establishing partnerships (e.g. DOT, RIPTA, campus units, etc) G3.S2.A4. Develop opportunities to showcase and/or implement research projects on campus; encourage the use of campus as a living laboratory for transporation sustainability projects Develop knowledge base of campus G3.S3.A1. Conduct a transportation demand G3.S3.A1. DRosen; transportation issues to help management study to assess additional opportunities BDrapeau continually reassess strategic plan for improvement of parking and transportation G3.S3.A2. DRosen; implementation effectiveness options on campus NMundorf; RSholly G3.S3.A2. Establish baseline of carpool and bicycle G3.S3.A3. DRosen; RSholly G3.S3.A4. DRosen; RSholly; commuters NMundorf G3.S3.A3. Establish baseline of "walkability" on G3.S3.A5. DRosen; RSholly campus G3.S3.A4. Establish baseline of ridership on RIPTA G3.S3.A6. MGarcia G3.S3.A7. DRosen; (also see G2.S1.A1.) G3.S3.A5. Establish baseline of SOV travel (commute NMundorf; MGarcia to/from campus) G3.S3.A6. Work with URI travel agency to develop baseline for staff/faculty air travel; investigate possibility of establishing a carbon‐offset program for air travel G3.S3.A7. Institutionalize annual commuter survey process

G3.S2.A1. Fall 2012 G3.S2.A2. Fall 2012 G3.S2.A3. Spring 2012 G3.S2.A4. Spring 2013

G3.S3. Develop comprehensive annual survey of URI commuter behavior/travel

Action Items for Implementation

Responsible Party/Parties

Timeline

G3.S3.A1. Spring 2012 G3.S3.A2. Fall 2012 G3.S3.A3. Fall 2012 G2.S3.A4. Spring 2012 G2.S3.A5. Spring 2012 G2.S3.A6. Spring 2013 G2.S3.A7. Fall 2012

Appendix B: Facilities/Operations Action Plan Goal #1: Decrease GHG emissions directly related to campus operations by at least 4,500 MTCO2e Strategy

Intent

G1.S1. Move forward with Option A of NORESCO Project 7

Act on recommendation in Climate G1.S1.A1. Finalize project terms and obtain letter to G1.S1.A1. DLamb; AAlcusky G1.S1.A2. DLamb; AAlcusky proceed Action Plan; NORESCO Proj 7 Op A presents a variety of energy saving G1.S1.A2. Document and track projects projects that would help move URI toward achieving lifetime reductions of ~48k MTCO2e

Action Items for Implementation

Responsible Party/Parties

G1.S2. Develop a computer monitor and desktop policy that encourages shut‐down for at least 10 hours per night

Act on recommendation in Climate Action Plan; turning a computer monitor from its nightly “stand‐by” mode to “off” can save 4 watts per computer per hour and 100 watts per hour when the desktop itself is off; help URI move toward achieving lifetime reductions of ~6.5k MTCO2e

G1.S2.A1. Perform an initial assessment to determine G1.S2.A1. MGarcia;KDiSanto G1.S2.A1. Spring 2012 a baseline to include number of computers and labs, G1.S2.A2. MGarcia;KDiSanto G1.S2.A2. Fall 2011 G1.S2.A3. MGarcia; KDiSanto G1.S2.A3. Fall 2012 general lab protocols (e.g. schedule of system updates, training for lab monitors, etc.) G1.S2.A2. Connect with campus IT support staff, campus computer lab staff, help desk staff, and encourage group collaboaration G1.S2.A3. Develop shut‐down policy to be distributed to campus staff and faculty; implement one department/unit/building at a time

Act on recommendation in Climate G1.S3.A1. Develop proposal to include in NORESCO G1.S3.A1. DLamb; AAlcusky G1.S3.A2. MGarcia; Action Plan; Individual meters would Project 7 (see G1.S1) NORESCO help URI to decrease energy use G1.S3.A2. Create programs that engage building occupants and increase awareness of energy use and because of a meter's ability to conservation identify the most inefficient buildings, monitor real‐time consumption on energy dashboards, show savings from building‐specific improvements and have the ability to detect signs of system failures; move toward achieving lifetime reductions of ~6k MTCO2e G1.S4. Adjust building interior Act on recommendation in Climate G1.S4.A1. Assess which buildings on campus currently G1.S4.A1. DLamb; AAlcusky G1.S4.A2. DLamb; AAlcusky temperature set‐points so that the Action Plan; assumes an average of have adjusted temperature set‐points G1.S4.A3. AAlcusky; G1.S4.A2. Include with NORESCO Project 7 to winter season temperature range is 3% energy savings for every 1°F MGarcia; NORESCO change would help URI move toward establish policy, protocol (see G1.S1.) decreased to 64‐70°F (unoccupied/occupied), and summer achieving lifetime reductions of 1k G1.S4.A3. Develop educational materials for building occupants that have occupant‐controlled thermostats MTCO2e season temperature range is increased to 73‐78°F G1.S5.A1. MGarcia G1.S5. Consolidate use of academic Act on recommendation in Climate G1.S5.A1. Connect with Ken Sission, Enrollment Services; Ryan Carillo, Space Planner; and Doug buildings during summer season to Action Plan; by consolidating underutilized buildings, it is possible Michael, Facilities; to assess feasibility and develop conserve energy by reducing or consolidation plan that 9 buildings could require just eliminating the partial use of 25% of the original electrical buildings consumption for 27 buildings; assumed that a building using 25% of power would be enough to power security lights and maintain a higher cooling range; move toward reductions of ~1k MTCO2e

G1.S3. Install real time energy monitors and develop plan to reduce the building's electrical consumption by 5‐15%

G1.S6.A1. MMcCullough G1.S6. Install VendingMisers in 75 Act on recommendation in Climate G1.S6.A1. Review Pepsi contract to ensure energy G1.S6.A2. MMcCullough misers are included with machines vending machines and SnackMisers in Action Plan; Average vending machine can consume 3,000‐4,000 G1.S6.A2. Consult with Peyton regarding contracts for 53 snack machines. kWh per year. Motion and/or thermal snack machines; request energy misers installation sensors (Misers) shut down light and compressor in machine when not in use; move toward achieving lifetime reductions of 2k MTCO2e

Timeline G1.S1.A1. Spring 2013 G1.S1.A2. Fall 2014

G1.S3.A1. Fall 2012 G1.S3.A2. Fall 2012

G1.S4.A1. Implemented and ongoing G1.S4.A2. Fall 2012 G1.S4.A3. Fall 2012

G1.S5.A1. Implemented and ongoing

G1.S6.A1. Spring 2014 G1.6.A2. Spring 2014

Goal #1: Decrease GHG emissions directly related to campus operations by at least 4,500 MTCO2e (continued from previous page) Strategy

Intent

Action Items for Implementation

G1.S7. Develop long‐term plan for installation and use of alternative energy sources; encourage installation as an opportunity for teaching and research

Act on recommendation in Climate G1.S7.A1. Document wind turbine project efforts Action Plan; move toward achieving with GSA lifetime reductions of 1k MTCO2e G1.S7.A2. Finalize contract with NORESCO to conduct CHP feasibility study G1.S7.A3. Document energy modeling for chemistry bldg and Hillside residence projects G1.S7.A4. Work with energy consulting companies to conduct study of additional context‐sensitive alternative/renewable energy projects G1.S8.A1. Develop and institute one student G1.S8. Work with NORESCO on Staff, faculty, students on campus behavior change programs for energy must be educated on importance of behavior change program (example: EcoReps, Green Champions, etc) conservation and institute new energy conservation and energy G1.S8.A2. Develop and institute one staff/faculty programs for students and new efficiency in order for mechanical behavior change programs (example: Green Office programs for staff/faculty programs and other program) facilities/operations projects to succeed.

Responsible Party/Parties

Timeline

G1.S7.A1. MGarcia G1.S7.A2. DLamb G1.S7.A3. TFrisbie‐Fulton G1.S7.A4. DLamb; TFrisbie‐ Fulton

G1.S7.A1. Implemented and ongoing G1.S7.A2. Fall 2012 G1.S7.A3. Implemented and ngoing G1.S7.A4. Fall 2012

G1.S8.A1. MGarcia; AAlcusky G1.S8.A1. Fall 2012 G1.S8.A2. All G1.S8.A2. Fall 2012

Goal #2: Increase waste diversion and recycling rate at Kingston campus by at least 50% over 5 years Strategy

Intent

Action Items for Implementation

Responsible Party/Parties

G2.S1. Decrease solid waste tonnage The University disposed of 1017 tons G2.S1.A1 Educate students via freshman orientation G2.S1.A1 M.Brennan by 5% each year of trash in 2010. Decrease amount of sessions and URI 101 classes. Educate custodians via G2.S1.A2 M.Brennan staff training sessions, and faculty via URI Informed, G2.S1.A3 M.Brennan solid waste sent to the central orientation programs, or similar means. landfill, threby increasing the G2.S1.A2 Direct laborers and adjust their schedules so landspan of the landfill. that litter clean‐up is consistent and more broadly covered G2.S1.A3 Divert solid waste destined for disposal in a municipal waste landfill or incinerator by donating, re‐ selling, or reusing via the Rhody Ram Yard Sale (end of year move‐out sale, and office supply/furniture exchange program) G2.S2.A1 M.Brennan G2.S2. Increase cardboard recycling The University recycled 260 Tons of G2.S2.A1 Work with building managers in larger cardboard in 2010. Increasing buildings to consider cardboard compactors. Central rate by 5% each year. recycling and subseqently decreasing warehouse and DSDC are ideal locations for compactors. solid waste will prolong the life of the state's only landfill and decrease the impact on the environment. G2.S3. Increase mixed bottles and cans recycling by 5% each year.

G2.S4. Increase "clean metal" recycling rate by 10% each year.

G2.S5. Decrease "yard waste" on campus

G2.S6. Increase cumulative Food Service Organics composting

2010 data shows 68 tons of bottles and cans were recycled at URI. Instead of using virgin materials that require greater energy expenditures to transform into their final forms, recycling old materials utilize only about half of the energy. Recycling aluminum saves on 90 percent of costs necessary to make aluminum from scratch In 2010 the Universtiy disposed of 32 tons of scrap metal, and only a small percentage (.08% or 2.7 tons) was deemed as "clean" and elgible for rebate. The University sent 60 tons of yard waste to the landfill last year. Develop programs to reduce this amount, and repurpose this material.

G2.S3.A1 Work with athletics to improve recycling at G2.S3.A1 M.Brennan outdoor sporting events (summer camps, football G2.S3.A2 M.Brennan; games, tailgating areas, etc.) McCullough G2.S3.A2 Evaluate effectiveness of reverse‐vending machine program

G2.S4.A1 Work with Maintenance + Repair and Lands G2.S4.A1 M.Brennan + Grounds to better manage metal placement in dumpsters. Train Reddy movers on importance of metal separation. G2.S5.A1 Work with Lands + Grounds and College of the Environment and Life Sciences to develop programs to reduce amount of campus yard waste, and find alternative uses for the materials, such as composting, fill on campus, animal fodder.

G2.S5.A1 M.Brennan; MGarcia

G2.S6.A1. Analyze compost, particularly Somat slurry, G2.S7.A1. MMcCullough Food waste currently sent to the G2.S6.A2. M.Brennan; for chemical content to determine usability landfill can serve a more useful G2.S6.A2. Benchmark rates and develop a composting MMcCullough purpose, and is an under‐tapped resource. As a land grant institution strategy program and agricultural research and education center, URI has the tools and the responsibility to research the possibilities of re‐purposing food waste for composting and/or serving agricultural needs.

Timeline Reduce each year by 50 tons. Use data compiled for DEM end of year report to determine if goals are met.

Increase to 273 tons in 2011, 286 tons in 2012, 300 tons in 2013, 316 tons in 2014, 332 tons in 2015. Use data compiled for DEM end of year report to determine if goals are met. Increase to 71 tons in 2011; 75 tons in 2012, 79 tons in 2013, 82 tons in 2014, 87 tons in 2015. Use data compiled for DEM end of year report to determine if goals are met.

Use data compiled for DEM end of year report to determine if goals are met.

G2.S7.A1 Fall 2011 G2.S6.A2 Fall 2012

Goal #2: Increase waste diversion and recycling rate at Kingston campus by at least 50% over 5 years (continued from previous page) Strategy

Intent

G2.S7. Institute a construction waste LEED certification requires that new policy/recycling plan that mitigates construction projects work to reuse impacts of waste associated with new construction materials in order to construction and major renovations/ obtain LEED certification. All RI building must be constructed to LEED Ensure that at least 50% of silver standards. nonhazardous construction and demolition debris are recycled and/or salvaged

Action Items for Implementation

Responsible Party/Parties

Timeline

G2.S7.A1 As each new project enters into the design development phase meet with campus planning and design to understand site and vision; work cooperatively to develop construction practices that, at a minimum, identifies the materials to be diverted from disposal and whether the materials will be sorted on‐site or comingled G2.S7.A2. Work with project managers from Keough Construction when new projects are in the design phase to institue policies for recyclable materials such as concrete, which can be ground and used as fill. G2.S7.A3. Work with project team on achieving maximum relevant LEED Materials and Resources points (use of recycled content materials, materials reuse, etc…)

G2.S7.A1. MBrennan; TFrisbie‐Fulton G2.S7.A2. MBrennan; TFrisbie‐Fulton G2.S7.A3. MBrennan; TFrisbie‐Fulton

G2.S7.A1 Implemented and ongoing G2.S7.A2. Spring 2012 G2.S7.A3. Spring 2012

G2.S8.A1. MBrennan

G2.S8.A1. Fall 2012

Responsible Party/Parties

Timeline

G3.S1.A1. DLamb; AAlcusky

G3.S1.A1. Fall 2012

G2.S8.A1. Ensure electronic and hazardous waste G2.S8. Develop greater awareness of Electronic waste typically contains electronic waste and hazardous waste toxic components, such as lead and minimization, disposal, and recycling programs are management programs, and minimize mercury, that can contaminate soil understood by staff, faculty, and students. presence of these materials on and groundwater, and have campus to the extent possible detrimental human health impacts if handled improperly. As both an institute of higher learning and a workplace, the presence of computers, CFL lightbulbs, chemical waste, and other hazardous materials is unavoidable. It is a necessary measure to take steps to ensure that students and workers’ basic safety is protected and environmental standards are met.

Goal #3: Strengthen water conservation efforts and protect water quality Strategy

Intent

G3.S1. By 2015, achieve a 5% or larger reduction in total water consumption per weighted campus user compared to a 2005 baseline.

Reduce energy consumption of G3.S1.A1. Benchmark water usage for 2005 pumping, delivering, and treating water; conservation and effective stormwater management are important in maintaining and protecting finite groundwater supplies and reduce the need for effluent discharge into local surface water supplies, which helps improve the health of local water ecosystems

Action Items for Implementation

G3.S2. Continue to develop behavior change programs for water conservation and institute new programs for students and new programs for staff/faculty

In order for mechanical programs and G3.S2.A1. Work with NORESCO in water conservation G3.S2.A1. MGarcia; AAlcusky G3.S2.A1. Fall 2012 other facilities/operations projects to behvior modification/eduction programs G3.S2.A2. DLamb G3.S2.A2. Fall 2012 succeed, staff, faculty, students on G3.S2.A2. Develop policy and education for custodial G3.S2.A3. AAlcusky; MGarcia G3.S2.A3. Fall 2012 campus must be educated on and lands/grounds staff importance of water conservation G3.S2.A3. Develop better awareness of current water and water efficiency, and the impact conservation programs and achievements (tray‐less their behavior has on campus water dining, etc...) that demonstrate best practices for the conservation/efficiency efforts campus community

G3.S3. Maximize available technologies and research innovative stormwater management plans that mitigate stormwater runoff impacts of new construction and major renovation, addressing both quantity and quality of stormwater runoff

LEED points achieved; conservation G3.S3.A1. Communicate/promote existing innovative G3.S3.A1. DLamb; AAlcusky; G3.S3.A1. Fall 2011 and effective stormwater stormwater management practices on campus: Plains TFrisbie‐Fulton G3.S3.A2. Spring 2012 management are important in Lot; CBLS rain garden G3.S3.A2. TFrisbie‐Fulton maintaining and protecting finite G3.S3.A2. Implement LID strategies; infiltration groundwater supplies and reduce the systems; low settlement basins need for effluent discharge into local surface water supplies, which helps improve the health of local water ecosystems (Requirement of DEM)

Goal #3: Strengthen water conservation efforts and protect water quality (continued from previous page) Strategy

Intent

G3.S4. Decrease the amount of Campus irrigation policies that potable or natural surface/subsurface encourage reduced consumption of water used for landscape irrigation imported or ground water allows for more water to be available for other domestic and community uses, and helps protect water quality and the environment. Additionially, landscape planning that introduces stress‐tolerant plantings means less time and work needed for maintenance effort, and a decrease in diesel fuel consuption due to little or no need for lawnmowing. Stress‐

Action Items for Implementation

Responsible Party/Parties

Timeline

G4.S4.A1. Develop written policies that discourage G3.S4.A1. AAlcusky; MGarcia G4.S4.A1. Fall 2012 the use of potable water for landscape irrigation, and G3.S4.A2. AAlcusky; MGarcia G4.S4.A2. Fall 2012 encourage rainwater harvesting or graywater use G4.S4.A2. Develop written policies that encourage the practice of xeriscaping (landscaping and gardening in ways that reduce or eliminate the need for supplemental water from irrigation)

Goal #4: Develop and renovate campus buildings that exemplify leadership in sustainable and high‐performance, energy‐efficient construction Strategy

Intent

Action Items for Implementation

Responsible Party/Parties

Timeline

G4.S1. Exceed ASHRAE standards for Aiming to exceed energy standards, G4.S1.A1. Determine energy baselines specific to G4.S1.A1. TFrisbie‐Fulton energy efficiency specifically, ensures that achieved building types (i.e. laboratories, residence halls, etc.) G4.S1.A2. TFrisbie‐Fulton "points" toward LEED Silver address G4.S1.A2. Create higher energy standards for G4.S1.A3. TFrisbie‐Fulton office/administrative and residential projects. the energy features of a new G4.S1.A4. TFrisbie‐Fulton construction and major renovation G4.S1.A3. Ensure all building projects exceed ASHRAE 90.1‐2007 section 6.4 standards by at least 20%. registered project G4.S1.A4. Require that all new and major renovation projects exceeding $5 million in construction value include a plan for no less than 1% of energy resources be from renewable energy (photovoltaics, wind energy, and solar hot water) building systems.

G4.S1.A1. Fall 2012 G4.S1.A2. Fall 2014 G4.S1.A3. Spring 2013 G4.S1.A4. Fall 2014

G4.S2.A1. Develop a LEED® project checklist template G4.S2.A1. TFrisbie‐Fulton G4.S2. Develop comprehensive The development of design G4.S2.A2. TFrisbie‐Fulton that indicates priority and feasibility columns for design guidelines for campus projects guidelines specific to high G4.S2.A3. TFrisbie‐Fulton; to include sustainable design and or performance campus buildings will specific points relative to URI CIP projects. MGarcia help each of the campuses of URI stay G4.S2.A2. Include "building that teaches" as LEED high performance features on a consistent track to exceed innovation credit requirement of all campus projects. G4.S2.A4. TFrisbie‐Fulton; MGarcia standards mandated by the state, and G4.S2.A3. Research and incorporate green design criteria that address: impacts on the surrounding site; therefore serve as a model of energy conservation/consumption; usage of exceptional design for the campus sustainable materials/reclaimed materials; indoor air community and the region. The quality; and water consumption/stormwater operation and maintainence of campus buildings must protect the treatment; life‐cycle analysis health of building occupants as well G4.S2.A4. Create a campus renewable/energy as the environment efficiency infrastructure fund (EEIF) to invest in energy efficiency projects for existing campus facilities. This account will be funded from 2 sources: 1) For new capital improvements: every year, 10% of the estimated annual energy savings resulting from the energy efficiency investments from projects meeting G4.S1.A3 standards. 2) Projects unable to meet G4.S1.A3: an up‐front contribution equal to 10% of the estimated "lost" savings times ten years.

G4.S2.A1. Fall 2013 G4.S2.A2. Fall 2013 G4.S2.A3. Spring 2013 G4.S2.A4. Spring 2013

G4.S3. Create a campus renewable The development of a funded energy/energy efficiency campus program to invest in energy‐ infrastructure fund (EEIF) to invest in efficient construction or renovations energy efficiency projects for existing will assist in reducing URI's fossil fuel consumption. campus facilities.

G4.S3.A1. Require all new campus projects contribute G4.S3.A1. TFrisbie‐Fulton G4.S3.A2. TFrisbie‐Fulton 1% of their total project value to a campus Energy Infrastructure Fund (EIF), to be used for campus projects to reduce the institution's fossil fuel consumption. G4.S3.A2. Create program for projects unable to meet G4.S.A3: an up‐front contribution equal to 10% of the estimated "lost" savings times ten years.

G4.S3.A1. Spring 2013 G4.S3.A2. Spring 2014

Goal #5: Increase rate of purchasing "green" goods and services Strategy

Intent

G5.S1. Strive toward sustainable food sourcing and increase percentage of local agriculture/food items purchased

Food sourcing has environmental, G5.S1.A1. Benchmark purchasing of local foods (250 G5.S1.A1. MMcCullough financial, and social implications and mile radius) ‐‐ increase to 33% G5.S1.A2. MMcCullough; should therefore strive to be local, G5.S1.A2. Communicate and educate customers of MGarcia eco‐sensitive, humane, and fair while sustainable food sourcing accomplishments to date being fiscally responsible. to encourage feedback and support of sustainability Transportation of goods outside of efforts the region also increases the campus' carbon footprint due to the amount of fuel used to bring items to campus. Current local food sourcing is (25%)

Action Items for Implementation

G5.S2. Implement sustainable dining services operations that reduce energy, waste, and greenhouse gas emissions

G5.S2.A1. MMcCullough; MGarcia G5.S2.A2. MMcCullough G5.S2.A3. MMcCullough G5.S2.A4. MMcCullough G3.S2.A5. MMcCullough

Food waste, energy consumption, G5.S2.A1. Promote trayless dining in Butterfield and water over‐use, and materials waste Hope; educate customers of how this contributes to are the sometimes inevitable result sustainability mission of standard dining practices. There G5.S2.A2. Develop and document food donation can be a misperception that quality of protocol; promote protocol goods and services must be sacrificed G5.S2.A3. Provide recycled content napkins in order to go green. Educating the G5.S2.A4. Recycle waste cooking oil campus community on the benefits G3.S2.A5. Implement refillable mug program; educate customers of how this contributes to of more sustainable dining operations, such as decreased costs sustainability mission in energy and water use and reduced fees for waste disposal, will help generate support for continued efforts. G5.S3. Develop a proposal to educate Reinforcing the environmental G5.S3.A1. Create a team of subject matter experts and communicate the benefits of benefits of purchasing "green" that screens green goods and services, develops best purchasing green goods and services products builds the foundation for practices, and endorses green product/operations (e.g. office and cleaning products, resources that benefit the university as well as the the development of a green outside caterers, etc.) that are energy purchasing policy for the university environment efficient, and/or manufactured G5.S3.A2. Create a green office program for staff and locally, and/or comprised of low faculty, and provide resources for departments to help guide decision‐making. amounts of hazardous chemicals or G5.S3.A3. Standardize purchasing practices within chemical pollutants, and/or are individual units recyclable or made with recycled materials

Responsible Party/Parties

Timeline G5.S1.A1. Fall 2013 G5.S1.A2. Fall 2012

G5.S2.A1. Spring 2012 G5.S2.A2. Fall 2012 G5.S2.A3. Implemented and ongoing G5.S2.A4. Implemented and ongoing G3.S2.A5. Fall 2012

G5.S3.A1 MGarcia; TAngell; G5.S3.A1. Spring 2013 MBrennan G5.S3.A2. Fall 2012 G5.S3.A2. MGarcia; TAngell; G5.S3.A3. Fall 2014 MBrennan G5.S3.A3. MGarcia; TAngell

Appendix C: Curriculum/Research Action Plan

Goal #1: Increase environmental literacy among all undergraduate students Strategy G1.S1. Provide students with sustainability learning experiences outside the formal curriculum

Intent Develop students' environmental ethic by demonstrating its relevancy beyond an academic setting.

Action Items for Implementation Responsible Party/Parties G1.S1.A1. Work with student groups to develop non‐ G1.S1.A1. MGarcia academic projects (e.g. Earth Day events, recycling G1.S1.A2. JSwift competitions, etc…) that address issues of campus sustainability G1.S1.A2. Establish a co‐curricular transcript

G1.S2. Increase number of students enrolled in Strengthen degree opportunities in G1.S2.A1. Determine baseline number of students G1.S2.A1. JSwift; NMundorf Sustainability minor sustainability; demonstrate a need who have declared sustainability minor G1.S2.A2. JSwift; NMundorf to expand the program G1.S2.A2. Develop marketing strategy for the minor to generate more student interest and awareness of the program G1.S3. Increase opportunities for students to Provide students the opportunity to G1.S3.A1. Develop internship opportunities with G1.S3.A1. MGarcia participate in experiential learning activities G1.S3.A2. MGarcia experience a simulated work sustainability office that teach sustainability and global citizenship environment in the field of G1.S3.A2. Cultivate international experiential sustainability that emphasizes cross‐ learning opportunities to expose students to successful sustainability practices in other cultures discplinary collaboration so that and countries students are prepared for a post‐ academic career G1.S4. Develop plan to create required sustainability‐themed courses taken by all undergraduate students throughout their academic career (i.e. general course at each level 100 through 400)

G1.S5. Develop curriculum change programs around sustainability for faculty

G1.S2.A1. Fall 2012 G1.S2.A2. Spring 2013

G1.S3.A1. Fall 2012 G1.S3.A2. Fall 2013

G1.S4.A1. Develop a definition of sustainability in G1.S4.A1. JSwift; BMoran; G1.S4.A1. Spring 2013 the curriculum; distinguish between sustainability‐ NMundorf; KStein; DRosen; G1.S4.A2. Spring 2013 G1.S4.A3. Fall 2012 DCreed focused and sustainability‐related courses G1.S4.A2. Create a course in sustainability as part of G1.S4.A2. DCreed G1.S4.A3. DCreed the Gen Ed requirement G1.S4.A3. Conduct inventory and/or request faculty self‐identify themselves as teaching a course related to sustainability; establish an "S" designation for such courses Faculty must be well‐equipped with G1.S5.A1. Provide access to training for faculty G1.S5.A1. Fall 2012 G1.S5.A1. MGarcia the proper resources and tools to leaders to conduct curriculum change workshops for G1.S5.A2. DCreed G1.S5.A2. Fall 2012 modify existing curricula and to colleagues G1.S5.A3. JSwift; DCreed; G1.S5.A3. Fall 2012 effectively and consistently teach G1.S5.A2. Provide a forum for members of faculty BMoran from across the university that develops comraderie sustainability via an and establishes members as resrouces for each interdisciplinary approach other G1.S5.A3. Develop incentive/rewards program for faculty who integrate topics of sustainability into their curriculum

Ensure all students who graduate with an undergraduate degree will have been exposed to topics in sustainability by requiring all students to learn the value of sustainability principles and how it applies to their focus of study.

G1.S6. Develop formal education experiences to Integrate environmental engage first‐year and transfer students in stewardship with campus living to awareness of sustainability learning and develop a culture of sustainability practices as a principle of membership in the URI on campus. community and global citizenry (see also Community Culture G1.S4.)

Timeline G1.S1.A1. Implemented and ongoing G1.S1.A2. Fall 2013

G1.S6.A1. Provide teaching modules to all URI101 G1.S6.A1. MGarcia instructors and/or offer sustainability staff as guest G1.S6.A2. NMundorf speaker for one class G1.S6.A2. Develop Grand Challenges courses that focus on economics, social justice, and environment

G1.S6.A1. Implemented and ongoing G1.S6.A2. Implemented and ongoing

Goal #2: Increase research opportunities that incorporate links between the local campus community and global sustainability issues Strategy Intent Action Items for Implementation G2.S1. Support students and faculty members in Providing the proper support G2.S1.A1. Develop a definition of sustainability sustainability research system for students and faculty research conducting sustainability research G2.S1.A2. Conduct an inventory of existing URI demonstrates the importance of research that focus on sustainability; post on the sustainability research to the URI sustainability website University, and strengthen's the G2.S1.A3. Develop programs that encourage University's reputation as a research students in multiple disciplines or academic institute focused on the most programs to conduct research in sustainability. pressing global issues Provide students with incentives to research sustainability such as fellowships, financial aid, etc. G2.S1.A4. Emphasize the importance of life‐cycle analysis as a means of investigative research in issues of sustainability G2.S2. Increase the percentage of faculty members engaged in sustainability research by tapping into research funding internally from the Office of the Vice President for Research & Economic Development and the URITC, and externally to address emerging national funding priorities in sustainability

Cultivating faculty leaders in sustainability research provides the support needed for students to engage in research projects

G2.S3. Acknowledge and reward interdisciplinary, trans‐disciplinary, and multi‐ disciplinary research during faculty promotion and tenure decisions.

Incentivize the development of research proposals that address topics of sustainability. This will demonstrate sustainability as an institutional priority and attract new researchers.

Responsible Party/Parties Timeline G2.S1.A1. JSwift; BMoran; G2.S1.A1. Spring 2012 NMundorf; KStein; DRosen; G2.S1.A2. Spring 2012 DCreed G2.S1.A3. Spring 2013 G2.S1.A2. JSwift; BMoran; G2.S1.A4. Spring 2014 NMundorf; KStein; DRosen; DCreed G2.S1.A3. JSwift; BMoran; NMundorf; KStein; DRosen; DCreed G2.S1.A4. JSwift; BMoran; NMundorf; KStein; DRosen; DCreed

G2.S2.A1. DRosen G2.S2.A1. Identify past and current faculty G2.S2.A2. DRosen researchers working on topics related to sustainability to establish baseline G2.S2.A2. Develop programs that encourage faculty in multiple disciplines or academic programs to conduct research in sustainability. Provide faculty with incentives to research sustainability such as professional development workshops, fellowships, etc. G2.S3.A1. Meet with Provost to discuss a strategy for G2.S3.A1. All the implementation of a program that takes into account faculty participation in sustainability research when evaluating faculty tenure/promotion

G2.S2.A1. Spring 2013 G2.S2.A2. Spring 2014

G2.S3.A1. Spring 2014

Appendix D: Community Culture/Outreach Action Plan Goal #1: Engage and support the campus as a living laboratory for sustainability that demonstrates best practices and principles to the surrounding community Strategy

Intent

G1.S1. Identify and showcase current campus initiatives and built projects to the university and to our community partners as qualitative and quantitative contributions to the campus sustainability mission

G1.S1.A1. MGold; G1.S1.A1. Implemented and ongoing Achieve broad buy‐in from students, staff, G1.S1.A1. Inform URI faculty, staff, alumni and MGarcia;WGreen; LCosta; G1.S1.A2. Fall 2013 faculty by recognizing strengths of existing community stakeholders of new website; initiatives and recognize additional encourage contribution to site content JPlouffe; BMaynard opportunities in campus sustainability; G1.S1.A2. Develop educational signage for campus; G1.S1.A2. MGarcia; collaborate with Communications working research the methods that incorporate most recent JPlouffe technologies (e.g. software, apps, slide show for group. dorms) for ease of access

G1.S2. Ensure sustainability principles are integrated into the current campus master plan

A Campus Master Plan provides design guidelines and policies for current and future development of the University's building, grounds and infrastructure. Integrating sustainability into MP ensures consistent standards for design across campus.

G1.S3. Increase ecological literacy among Ensure staff and faculty can serve as role staff and faculty models for students and surrounding community, demonstrating high‐level administrative commitment and encouragement of a campus culture of sustainability.

Action Items for Implementation

Responsible Party/Parties Timeline

G1.S2.A1. Review minutes from most recent MPRT G1.S2.A1. WGreen G1.S2.A2. WGreen meeting with Working Group G1.S2.A3. MGarcia; G1.S2.A2. Recommend a sustainability overlay onto current master plan; ensure that the overlay WGreen; BMaynard G1.S2.A4. WGreen coordinates with sustainable design guidelines G1.S2.A5. MGarcia (see Facilities & Operations G4.S2.) G1.S2.A3. Develop a vision for the university landscape and infrastructure with involvement from faculty, staff, students, alumni and industry G1.S2.A4. Request chair convene meeting with MPRT to propose sustainability standards G1.S2.A5. Ensure at least 3 seats on a reinvigorated master plan advisory council are reserved for members of Sustainability Working Group or Council on Sustainability G1.S3.A1. Raise awareness of ongoing initiatives as G1.S1.A1. MGarcia G1.S1.A2. MGarcia one approach to increasing ecological literacy G1.S1.A3. LCosta; MGarcia among staff and faculty G1.S1.A4. LCosta; MGarcia G1.S3.A2. Conduct presentation and develop materials for new staff/faculty orientation G1.S3.A3. Create a "green office" program (similar to Green Deans program) and supporting resources G1.S3.A4. Develop resources and guidelines for staff of auxillary enterprises (e.g. athletic department, event managers, catering staff, etc.) to incorporate sustainability in daily operations

G1.S2.A1. Implemented and ongoing G1.S2.A2. Fall 2014 G1.S2.A3. Fall 2012 G1.S2.A4. Fall 2012 G1.S2.A5. Implemented and ongoing

G1.S1.A1. Implemented and ongoing G1.S1.A2. Implemented and ongoing G1.S1.A3. Fall 2012 G1.S1.A4. Fall 2013

G1.S4. Develop community engagement Integrate environmental stewardship with G1.S4.A1. Develop a living facility with grounds and G1.S4.A1. WGreen; strategies and student housing landscape that allow students to develop their JPlouffe campus living to develop a culture of opportunities that encourage students’ sustainability on campus. knowledge, skills and values while living in a G1.S4.A2. MGarcia; contribution to creating a living facility that expresses the same values through JPlouffe laboratory for sustainability on campus indoor/outdoor applications G1.S4.A3. MGold G1.S4.A2. Develop campus culture of sustainability G1.S4.A4. MGarcia; info packet for new undergraduate, graduate, and JPlouffe G1.S4.A5. MGarcia; transfer student orientation materials JPlouffe G1.S4.A3. Develop projects for campus energy programs for Energy Fellows to oversee G1.S4.A4. Develop educational materials for use by RA's, student tour guides, interns, etc. G1.S4.A5. Create an Eco‐Rep program that trains students to become peer advisors of green campus living

G1.S4.A1. Fall 2012 G1.S4.A2. Implemented and ongoing G1.S4.A3. Fall 2013 G1.S4.A4. Fall 2012 G1.S4.A5. Spring 2014

G1.S5. Seek opportunities to incorporate the mission of campus sustainability ideals and principles at all campuses: main campus, Alton Jones campus, Bay campus, and Providence campus

G1.S5.A1. Spring 2014 G1.S5.A2. Fall 2013 G1.S5.A3. Sprint 2014

In order for the University to truly identify G1.S5.A1. Invite at least one representative from G1.S5.A1. MGarcia itself as a higher education institution that each campus to serve on the President's Council on G1.S5.A2. MGarcia; BMaynard fully embraces issues of sustainability, all Sustainability G1.S5.A3. MGarcia four campuses must share this goal and G1.S5.A2. Hold regular open forum/grassroots maintain equal accountability for success meetings for campus sustainability; invite all in achieving campus sustainability. members of the community to participate G1.S5.A3. Develop sustainability committee at each campus

Goal #2: Raise awareness, develop new programs, and provide ongoing support for the university community’s current programs to work collaboratively off‐campus with local municipalities, private entities and citizen groups outside of campus Strategy

Intent

Action Items for Implementation

Responsible Party/Parties Timeline

G2.S1.A1. Identify dining hall local food purchasing G2.S1.A1. BMaynard; MGarcia relationships, including calculation of G2.S1.A2. MGold expenditures for sustainable food G2.S1.A3. MGold G2.S1.A2. Promote URI's work with the OSCAR (Ocean State Consortium of Advanced Resources) G2.S1.A4. MGarcia; LCosta Environment and Energy Collaborative: "Green the G2.S1.A5. BMaynard Knowledge District" G2.S1.A3. Work with local municipalities to develop and implement sustainable energy programs vis a vis the Energy Center G2.S1.A4. Enrich programs at the W. Alton Jones campus; provide learning opportunities for adults following the successful model employed teaching children G2.S1.A5. Increase projects contributing to the RI Community Food Bank Maintaining ties with local community and G2.S2.A1. Develop resources and/or guidelines for G2.S2.A1. MGarcia; LCosta G2.S2. Develop additional/strengthen encouraging them to model sustainability campus franchisees and work with emporium partnerships with local and small businesses; increase institutional business owners to encourage green/sustainable principles is critical in ensuring a engagement in guiding franchisees that consistent message; think globally act practices/certifications; create a recognition operate on campus toward sustainability locally program for franchisees to acknowledge and recruit alumni involvement in all achievement aspects of new initiatives.

G2.S1. Identify current initiatives where partnerships off‐campus have been formed and present to community as qualitative and quantitative contributions to the campus sustainability mission

Highlight and raise awareness of University's efforts to collaborate with communities outside of campus boundary as related to sustainability mission of community engagement and involvement

G2.S3.A1. MGarcia

G2.S1.A1. Fall 2012 G2.S1.A2. Implemented and ongoing G2.S1.A3. Implemented and ongoing G2.S1.A4. Fall 2014 G2.S1.A5. Fall 2013

G2.S2.A1. Fall 2013

G2.S3.A1. Spring 2014

G2.S3. Increase number of continuing education programs at the Providence campus that focus on sustainability

Build on Providence campus' strength in G2.S3.A1. Develop sustainability committee at continuing education programs that attract Providence campus; ensure Office of Special professionals, and be a leader in educating Programs is involved members of the broader community in topics of sustainabilty

G2.S4. Provide for the community ongoing training in sustainable horticulture, agriculture, energy, and water conservation/quality

Strengthen URI's image as the main resource for sustainable living principles

G1.S4.A1. MGold; G2.S4.A1. Build on URI Extension & Outreach strengths in training and community engagement BMaynard G2.S4.A2. Develop a sustainable community design G1.S4.A2. WGreen; BMaynard center at URI to which local communities may come seeking assistance and through which faculty G1.S4.A3. MGold; and their classes, faculty and individual students BMaynard may come to provide the design, planning and engineering services G2.S4.A3. Extensively promote Extension & Outreach programs to general public as relating to URI's campus sustainability mission

G1.S4.A1. Implemented and ongoing G1.S4.A2. Fall 2014 G1.S4.A3. Fall 2012

G2.S5. Create opportunities for staff and faculty to engage with the local community via volunteer and philanthropic initiatives

Ensure staff and faculty can serve as role models for students and surrounding community, demonstrating high‐level administrative commitment and encouragement of a campus culture of sustainability

G2.S5.A1. Explore reviving the "Make a Difference" G2.S5.A1. LCosta initiative whereby staff who spend 4 hours on G2.S5.A2. MGarcia; community service per month are compensated BMaynard with 4 hours of paid leave; target it to G2.S5.A3. MGarcia; collaborations related to sustainability BMaynard G2.S5.A2. Encourage faculty who are eligible for sabbaticals to focus on local sustainability programs G2.S5.A3. Encourage faculty to work with local groups and students as part of the "community outreach" directive of their mission

G2.S5.A1. Spring 2014 G2.S5.A2. Fall 2013 G2.S5.A3. Spring 2012

Appendix E: Communication Action Plan Goal #1: Expand the discourse about sustainability on campus, in the local community, and across the nation Strategy Intent Action Items for Implementation A web presence provides a vehicle G1.S1.A1. Work with web developer to design the G1.S1. Create and maintain the URI Campus Sustainability website with which achievements, current new site G1.S1.A2. Develop process by which all available URI initiatives, and progress of the with up‐to‐date content Council can be communicated to a news sources, including URI calendar of events, are large audience scanned for possible new content to site G1.S1.A3. Create communication student intern position G1.S2. Provide forums for open G1.S2.A1 Create a URI Sustainability Facebook page Expand the discourse about discussion about sustainability via sustainability through informal G1.S2.A2. Add at least one post to the URI Facebook page per week and interactive tools that help online social networks G1.S2.A3. Create a URI Twitter account community members integrate topics of sustainability into their G1.S2.A4. Add at least one post to the URI Twitter every day lives. account per week G1.S3. Use available outlets for off‐ Extend the reach of encouraging discourse about sustainability campus communication about beyond the campus community, programs and initiatives in sustainability (e.g. inAdvance for with the potential to reach alumni, local radio/television, non‐ audiences across the nation profits and member association like AASHE)

Responsible Party/Parties G1.S1.A1. MGarcia G1.S1.A2. MGarcia; TMcLeish; RHempe G1.S1.A3. MGarcia

Timeline G1.S1.A1. Implemented and ongoing G1.S1.A2. Implemented and ongoing G1.S1.A3. Spring 2012

G1.S2.A1. TMcLeish G1.S2.A2. MGarcia G1.S2.A3. MGarcia G1.S2.A4. MGarcia

G1.S2.A1. Implemented and ongoing G1.S2.A2. Implemented and ongoing G1.S2.A3. Implemented and ongoing G1.S2.A4. Spring 2012 G1.S3.A1. Spring 2012 G1.S3.A2. Spring 2013 G1.S3.A3. Implemented and ongoing

G1.S3.A1. Explore possibility of utilitizing university G1.S3.A1. CSabato radio station for PSAs, interviews with sustainability G1.S3.A2. MGarcia leaders on related topics, recordings of interviews G1.S3.A3. MGarcia available as podcasts, and/or the possibility of developing a call‐in radio show G1.S3.A2. Explore possibility of developing video series or video clips addressing campus sustainability and having regular appearances on TV (like Plant Pro) G1.S3.A3. Regularly update AASHE with campus initiatives in sustainability

Goal #2: Increase public recognition of URI as a leader in sustainability Strategy G2.S1. Identify and celebrate sustainabilty initiatives and programs that are already in progress/have been accomplished

Intent Action Items for Implementation Generate attention on campus and G2.S1.A1. Provide URI resources and articles via the beyond for successful intiatives to new sustainability website frequently reinforce URI's 'green' G2.S1.A2. Seek opportunities to promote campus reputation initiatives in sustainability to local media outlets and trade associations

G2.S2. Build visibility for the President’s Council on Sustainability

Demonstrate high‐level support and commitment to campus sustainability by showcasing the diverse group of university community leaders who are appointed by the university

G2.S3. Market sustainability office resources and programs to strengthen URI’s image as a green campus and effectively communicate URI’s commitment to sustainability

G2.S3.A1. Include link to URI sustainabilty on Demonstrate sustainability as G2.S3.A1. CSabato integral to the University's identity University's homepage to increase visibility of G2.S3.A2. MGarcia programs and demonstrate sustainability as a campus G2.S3.A3. CSabato and provide easy access to resources. G2.S3.A4. CSabato; TMcLeish; priority and identifyer RHempe; MGarcia G2.S3.A2. Market website to increase number of G2.S3.A5. MGarcia regular users; monitor website traffic regularly G2.S3.A3. Develop identifyer/logo, tagline, elevator pitch for sustainability on campus to promote programs G2.S3.A4. Prepare marketing materials for campus use‐‐ media kit, admissions marketing material, campus tour hand‐outs, update to alumni, etc... G2.S3.A5. Utilize social media networking tools (Twitter, Facebook) as a means of establishing URI as a go‐to resource for campus sustainability‐related information; steadily increase number of users/followers and re‐posts/re‐Tweets.

Responsible Party/Parties G2.S1.A1. RHempe; TMcLeish; MGarcia G2.S1.A2. RHempe; TMcLeish; MGarcia

G2.S2.A1. Develop a robust and interactive website G2.S2.A1. MGarcia for URI sustainability (see G1.S2.) and feature work G2.S2.A2. MGarcia by Council G2.S2.A2. Develop at least one campus project per year sponsored by the Council and promote extensively to campus community

Timeline G2.S1.A1. Implemented and ongoing G2.S1.A2. Implemented and ongoing

G2.S2.A1. Implemented and ongoing G2.S2.A2. Fall 2012

G2.S3.A1. Spring 2012 G2.S3.A2. Implemented and ongoing G2.S3.A3. Fall 2012 G2.S3.A4. Fall 2012 G2.S3.A5. Implemented and ongoing

Sustainability Working Group Members 2011‐2012

Transportation Leader: Dr. Robert Drapeau Christopher Hunter, Associate Professor, Civil and Environmental Engineering Wendy Lucht, Coordinator, Ocean State Clean Cities Coalition at URI Norbert Mundorf, Professor, Communication Studies Deborah Rosen, Executive Director, URI Transportation Center Rachel Sholly, Associate Director, URI Outreach Center Facilities/Operations Leaders: Tom Frisbie‐Fulton, Dave Lamb, Kristina DiSanto Andrew Alcusky, Manager, Facilities Services Tracey Angell, Assistant University Purchasing Agent, Purchasing Mary Brennan, Coordinator, Waste Minimization/Recycling Michael McCullough, Associate Administrator, Food Services Curriculum/Research Leaders: Doug Creed, Judith Swift, Malia Schwartz, Emi Uchida David Abedon, Professor, Natural Resources Science Norbert Mundorf, Professor, Communication Studies Deborah Rosen, Executive Director, URI Transportation Center Community Culture/Outreach Leaders: Marion Gold, Will Green, Brian Maynard, Alyssa Neill Liliana Costa, Assistant To Vice President for Administration and Finance Jeffery Plouffe, Assistant Director, Housing and Res. Life Paula Santos, Specialist, Division of University Advancement Communication Leader: Todd McLeish Gigi Edwards, Editor, URI Publications Rudi Hempe, Writer, CELS Cindy Sabato, Coordinator, Communications & Marketing John Pantalone, Assistant Professor and Department Chair, Journalism Kendall Moore, Associate Professor, Journalism