Sustainability Master Plan 2021-26

Sustainability Master Plan 2021-26

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Metropolitan Community College Sustainability Master Plan

Contents Acknowledgments

4

Letter from the President

7

Introduction

8

Executive Summary

13

Planning Process

15

Goals, Strategies, and Implementation Plans

21

Academics

23

Campus Engagement

27

Diversity and Equity

33

Energy and Greenhouse Gases

37

Grounds

43

Waste/Recycling

47

Appendix

51

Metropolitan Community College Master Plan Thank You & Acknowledgments

Metropolitan Community College Sustainability Master Plan Metropolitan Community College Master Plan

A number of people participated in this process to make it successful. Thank you for your time and contributions.

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Planning and Facilitation Team Cathy Brown

Senior Project Coordinator

Sally Hopley

Coordinator of Sustainable Practices

Marilyn Sims

Project Coordinator

Sustainability Advancement Council Nate Barry

Dean of Career and Technical Education

Patrick Boyle

Director of Student Services and Community Relations, Sarpy Center

Jeff Brown

Assistant Director of Facilities Management-Operations

Naomi Greelis

Coordinator of International Student Services

Rich Hanneman

Director of Administrative Management

Stan Horrell

Director of Campus Planning and Sustainability

Jeba Inbarasu

Biology Instructor

Heather Kelln

Director of Human Resources

Dave Koebel

Vice President for Administrative Services

Ryan Newton

Psychology Instructor

Brian O’Malley

Associate Dean of Culinary, Hospitality and Horticulture

Nannette Rodriguez

Associate Vice President, Marketing, Brand and Communication

Kendra Sibbernsen

Physics Instructor

Bernie Sedlacek

Director of Facilities Management

Additional Input and Involvement Provided by: Kevin Abraham

Grounds Supervisor, Fort

Todd Baker

Buildings and Grounds Manager, Fort

Lisa Bell

Buildings and Grounds Manager, Elkhorn, Sarpy, Fremont

Eric Brown

Mechanical Systems/Management Systems Supervisor

Chris Bottum

Client Services Specialist

Shanda Clark

Project Coordinator for the VP for Student Affairs

Kris Engler

Horticulture Instructor

Robin Hixson

Dean of Student Engagement and Retention

Gordon Jensen

Coordinator of Budget/Projects

Jeff Kempter

Buildings and Grounds Manager, South

Vernetta Kosalka

Banquet and Service Manager

Tyler Magnuson

Horticulture Operations Specialist and Culinary Liaison

Jim McArdle

Grounds-person/Maintenance Assistant, Elkhorn

Tom McDonnell

Vice President for Academic Affairs

Ed Piatt

Assistant Director of Facilities Management

Amy Recker

Executive Director, MCC Foundation

Metropolitan Community College Sustainability Master Plan Thank You & Acknowledgments

Cynthia Gooch-Grayson Associate Vice President of Equity and Inclusion

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Metropolitan Community College Sustainability Master Plan Metropolitan Community College Master Plan

Letter from the College President Sustainability, in all its forms, is key to supporting our communities. Metropolitan Community College upholds its mission of delivering relevant, student-centered education to a diverse community of learners, by making our four-county region healthier and providing our students with the knowledge and skills to meet future challenges.

The topic of sustainability involves much more than recycling or fuel conservation.

It includes the triple bottom line of environmental health, social equity, and economic vitality. Science tells us that too many of society’s current systems negatively impact the environment, our health, and our communities. MCC is proud to display best practices to our students and our community to create better systems.

This Sustainability Master Plan will build on the sustainability work the College has undertaken for decades. From a focus on reuse, to certified LEED buildings, to an urban garden center, MCC has implemented a host of programs and policies to focus on sustainability. This plan will take that good work to the next level.

The tactics outlined in this plan will further embed sustainability within College operations and the organizational culture. The goals are clear with measurable metrics. They offer multiple opportunities for staff, faculty, and students to work Metropolitan Community College Sustainability Master Plan Letter from the College President

together to make MCC a more sustainable place to learn and work.

Beyond mere aspiration, this plan challenges each of us to do our part to meet our goals. I hope you will join us.

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Introduction The Metropolitan Community College (MCC) Sustainability Master Plan (SMP) is a five-year strategic plan to guide MCC sustainability efforts. Sustainability requires that environmental health, social equity, and economic vitality are considered when making decisions to create thriving and resilient communities and systems. This includes using resources responsibly and understanding that environmental health, social equity, and economic vitality are interconnected and require a systems approach.

MCC has focused on sustainability issues since 2009, when the first coordinator of Sustainable Practices was hired. Throughout the years, MCC has accomplished a number of sustainability achievements and milestones, as seen in the timeline.

Campus & Center Names

Abbreviation

Applied Technology Center

ATC

Elkhorn Valley Campus

EVC, Elkhorn

Fort Omaha Campus

FOC, Fort

Fremont Area Center

FRE

Sarpy Center

SRPY

South Omaha Campus

SOC, South

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Sustainability =

meeting the social, environmental, and financial/economic needs of the current generation without compromising the ability of future generations to meet their own needs

Metropolitan Community College Sustainability Master Plan Introduction

The chart below explains the campus and center abbreviations mentioned in this document.

While this is not a complete list of MCC locations, it covers the areas mentioned in this plan.

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Metropolitan Community College Sustainability Master Plan Introduction

MCC Sustainability Achievements Timeline 2009

MCC’s first Sustainability Coordinator is hired

2010

Pass to Class, the program to give students free bus passes, starts Set printers to automatically print double-sided where possible

2011

Began solar education programs in the Continuing Education program Offered weatherization training, partnership with the Nebraska Energy Office and the Omaha ReEnergize Program Installed Papercut software to track paper usage Began single-stream recycling at SRPY and ATC in offices and classrooms

2012

Improved signage and bin locations at EVC, FOC, SRPY, and SOC Started a classroom recycling pilot at FOC & SOC Partnered with OPPD to do an ECO 24/7 Retrofit and reduce energy consumption

MCC began auctioning equipment and furniture to the community for reuse

MCC Board of Governors approves a resolution that all new construction will be LEED certified

Installed a bioretension garden in the Horticulture area on the Fort campus Began the Green Bike program, bikesharing program on the Fort campus and installed fix-it stations (later replaced

by B-Cycle)

Metropolitan Community College Sustainability Master Plan Introduction

2013

2015

MCC becomes Tree Campus USA Certified

2016

Completed the first AASHE STARS report and received a Bronze rating

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2017

Began a composting program at the Fort campus with Horticulture and Culinary waste Began an on-campus farmers market with produce from the campus garden and farm Began the Claire M. Hubbard Sustainability Series, an education series on sustainability topics that is free and open to the public

2019

Institute for Culinary Arts went to all reusable materials for catering and in the Bistro. Bistro renovation features reused wood for table tops Institute for Culinary Arts and Horticulture waste audit reveals high contamination and opportunities for reduced food waste Installed a solar-powered rain catchment and distribution system in the Fort Horticulture area

2018

Three new LEED-certified buildings built on the FOC campus Board of Governors approved Policy X-33 on Environmental Sustainability to implement a college-wide environmental sustainability program within the constraints of current staff and budget authorization Purchased two electric vehicles for employee transportation needs with assistance from the Nebraska Community Energy Alliance and the Nebraska Environmental Trust Submitted the second AASHE STARS report, earned Bronze rating with an increase of 4 points from 2016 Installed two electric vehicle chargers for public use on the Fort campus Installed the first B-Cycle station to incorporate with the city-wide bike share program

Metropolitan Community College Sustainability Master Plan Introduction

2020

Prepared a pilot for compost collection at the Culinary and Horticulture buildings Upgraded two electric vehicle chargers on the Fort campus for MCC fleet cars Completed MCC’s first Sustainability Master Plan

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Sustainability Guidance AASHE STARS is referenced throughout this plan. AASHE, or the Association for the Advancement of Sustainability in Higher Education, is the leading resource for sustainability in higher education in North America. STARS is a report developed by AASHE and stands for the Sustainability Tracking, Assessment and Rating System.

MCC completed the AASHE STARS report in 2016 and 2018. Many of the metrics in this plan rely on the STARS credits. The STARS report is also aligned with the United Nations Sustainable Development goals (listed below), matching higher education sustainability with recommendations from the highest level of sustainability guidance. MCC’s first STARS submission earned 29.05 points and the 2018 submission earned 33.44 points. The third STARS submission will be completed in early 2021.

This plan also expands on the 2018 Board of Governors policy X-33, Environmental Sustainability.

The policy directs the College administration and staff to manage the College and College property in a way that prioritizes environmental sustainability, promotes responsible resource use, directs the College to infuse sustainability topics into academics, and to complete the AASHE STARS report at least every three years. The policy also prompted the College President to create an environmental sustainability coordinating committee, which became known as the Sustainability

Metropolitan Community College Sustainability Master Plan Sustainability Guidance

Advancement Council.

Summary of the United Nations 2030 Sustainable Development goals

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Executive Summary In early 2020, the Sustainability Advancement Council approved moving forward on the creation of a Sustainability Master Plan in order to improve the MCC STARS rating and get clarity on MCC sustainability efforts. In order to have a well-rounded SMP, a variety of staff and faculty members were included in this process, along with volunteer members of the Sustainability Advancement Council. Over thirty staff and faculty members were engaged as a part of the SMP plan development process, which was strongly focused on a group decision making. Prior to the start of the planning process, students were also surveyed to get their insight on the most important sustainability issues for MCC to focus on (waste, energy). Many of the strategies in this plan identify ways to involve students in the ongoing MCC sustainability work.

The planning process resulted in eight goals for seven categories. One category, transportation, will be revisited once MCC is at its new normal after COVID. The transportation

A 2020 sustainability engagement survey showed that 88% of staff believe it is important for MCC to take active steps to be more sustainable.

Metropolitan Community College Sustainability Master Plan Executive Summary

category focuses on travel to and from campus.

73% of employees believe that sustainability concepts align with the MCC mission.

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Category

Baseline

2026 Goal

8 percent of credit classes contain sustainability

30 percent of credit classes contain sustainability

27 percent of STARS Academic credits

50 percent of STARS Academic credits

Campus Engagement

37 percent of STARS Campus Engagement credits

65 percent of STARS Campus Engagement credits

Diversity & Equity

57 percent of STARS Diversity and Equity credits

80 percent of STARS Diversity and Equity credits

101.5 weather-normalized kBtu/sq.ft

85 weather-normalized kBtu/sq.ft.

Academics

Energy & Greenhouse Gases

Grounds

Transportation

Waste & Recycling

17,809 Metric tons of carbon dioxide equivalent (MtCO2e)

20 percent reduction

.003 percent of STARS Grounds credits

33 percent of STARS Grounds credits

Unable to get a baseline due to COVID

Will revisit when MCC is at its new normal

12 percent annual diversion rate

30 percent annual diversion rate

Metropolitan Community College Sustainability Master Plan Executive Summary

Goals

Many strategies in this SMP include education and engagement opportunities for students and employees, while others strive to make changes to MCC systems to reduce consumption and greenhouse gas emissions. These strategies help ensure that sustainability efforts will become grounded in daily operations and the student experience for years to come.

Part of the purpose of this plan was to identify the areas of sustainability that are a priority for MCC, recognizing that it does not encompass all elements of sustainability or the STARS report.

Other sustainability initiatives important to the College outside of this plan may be acted upon.

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Planning Process The SMP planning process took place in three stages: visioning and scope setting, goals and strategic directions, and a review and development of the year one implementation plan. COVID-19 may have slowed the process, but the team quickly adapted and moved the workshop process online. The core planning group included volunteers from the Sustainability Advancement Council, and subject matter experts from MCC staff and faculty were brought in as needed to the individual category meetings.

Visioning & Scope Setting

Goals & Strategic Directions

Year One Implementation Plan

Visioning and Scope Setting Prior to beginning the SMP process, MCC sent a Sustainability Engagement survey to all employees and students, which asked participants which areas of sustainability they believe MCC should Metropolitan Community College Sustainability Master Plan Planning Process

focus on. The survey had 347 staff/faculty (40%) and 346 (3%) students participate. While the student responses were not enough to be statistically significant to include in the sustainability engagement score, it did provide a measure of student input. For both students and employees, energy and waste came out as top priorities for MCC to focus on, which is fairly regular for beginning sustainability programs. The survey also showed strong support for sustainability initiatives and strong connection between sustainability and MCC mission.

The Sustainability Advancement Council kicked off the planning with a visioning and scope setting meeting to determine which aspects of sustainability should be included in the plan, based on the STARS categories. The group selected seven categories. One category, transportation to campus, will be revisited when campus operations are at a “new normal” with more activity on campus.

During the implementation planning process, Energy Efficiency and Greenhouse Gases were combined into a single category.

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Goal Setting and Strategic Directions At the closing of the initial workshop, some members of the Sustainability Advancement Council volunteered to participate in the remaining planning sessions. These individuals, combined with subject matter experts for each of the individual categories, identified goals and strategic directions for each category. The workshops also included discussions of strengths and successes at MCC in each category, as well as potential blocks moving forward. Participants were asked to consider these blocks and strengths as they brainstormed strategies.

The strategies were grouped, leading to overall strategic directions. These directions will help guide implementation strategies for the next five years. The entire list of strategies for each category can be found in the Appendix.

Review and Year One Implementation To wrap up the SMP planning process, the entirety of the Sustainability Advancement Council, as well as most of the subject matter experts, gathered to review the work done to date and develop a year one implementation plan for each category. Participants were broken into groups by category that most closely affiliated with their role at the College (e.g., faculty were in the Academics category). They reviewed the work done to date and developed year one implementation plans.

Metropolitan Community College Sustainability Master Plan Planning Process

These implementation plans are listed in each category section.

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Metropolitan Community College Sustainability Master Plan Planning Process

Sustainability Master Plan Year One Implementation Plan Q2 2021

Q3 2021

Q4 2021

Identify criteria for STARS inventory

Incentive applications for Summer Academies

Complete a new inventory of the classes that contain aspects of sustainability or focus on sustainability

Spring MCC showcase/ Creative Words, highlight faculty & student projects

Develop Canvas resources for faculty to incorporate sustainability into their classes

Provide updated list of sabbatical topics, increase faculty participation

Prepare/present strategic plan to faculty in Spring Academic Affairs meeting

Integrate/promote Hubbard sustainability series to faculty & students (swag, lunch, recognition)

Include sustainability in professional development session in March

Campus Engagement

Create documents to include sustainability into student orientation Begin survey planning Do baseline visual check of campus of structure (if on campus) Publicize and celebrate wins each quarter on My Hub, Inside Story, Community articles (create a timeline/plan/ buffet of items) Look into possibility of Sustainable Leadership Series for students

Develop badges Infographics on digital signage-sustainability goals

Out-of-classroom cultural experiences Sustainability literacy assessment

Develop awards/criteria for faculty Assess culturally responsive teaching series to increase faculty participation

Create an employee engagement program

Rollout Employee Engagement program

Implement second random sample survey

Survey planning

Implement first random sample survey

Publicize and celebrate wins each quarter on My Hub, Inside Story, Community articles

Explore idea of having student group plan and implement awareness day, including another walk thru to observe awareness and participation Publicize and celebrate wins each quarter on My Hub, Inside Story, Community articles Video “share story” testimonial of sustainability success at school or work Incorporate outreach into new employee recruiting and onboarding

Work with core students on events and programming, guide, mentor, provide resources - explore ways for students to teach staff about sustainability (social posts, videos) Publicize and celebrate winds each quarter on My Hub, Inside Story, Community articles Establish professional development program Have award/certificate for participation

Metropolitan Community College Sustainability Master Plan Planning Process

Academics

Q1 2021

Incorporate outreach/ docs into new student orientation

Diversity & Equity

Continue the Equity & Inclusion Series Work with Student Services, HR, and Police to identify opportunities Meet with Student Services on the Mosaic program

Complete a programming outline for the Mosaic program Budget for future projects as needed Identify a permanent space for the Mosaic program

Continue developing Mosaic programming

Launch the Mosaic program

Complete any programming with Student Services, HR, and Police identified in Q1

Update the STARS report for the 2021 submission

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Energy & Greenhouse Gases

Q1 2021

Q2 2021

Q3 2021

Q4 2021

Build a small committee to focus on the energy efficiency plan for building monitoring

Develop budget plan

Implement and install dashboards and monitors

Develop actionable strategies for campuswide energy savings and implementation

Identify areas ideal for site visits

Reiew the integrated pest management plan

Complete fall planning

Complete site visits

Establish communication with key stakeholders

Identify areas that could be changed to include more pollinators or native plants

Set regular schedule for meetings

Begin prep and planting these areas

Select vendor and monitoring product

Develop RFP for outside vendors to present options

Grounds

Complete the STARS report with updated grounds information with assistance from Facilities

Begin implementing the integrated pest management plan Celebrate successes

Research and develop an integrated pest management for Fort campus

Get fullness audit for dumpsters on Hillside’s pickups

Incorporate recycle right education into Earth Month events

Get a fullness audit for dumpsters on Hillside’s pickups

Ensure sustainability part of Mission Achievement Plan

Review purchasing processes at MCC and campus vendors (bookstores, food trucks and vendors) and define categories for improvements: paper, vending, packaging

Continue to increase availability of recycling bins, including new buildings

Include sustainability as part of the budget Craft a communications plan for college audiences for recycling practices and tactics In the return to work plans, hold teams accountable for electronic process revisions

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Continue efforts

Use partnerships (Hillside and First Star Fiber on awareness)

Metropolitan Community College Sustainability Master Plan Planning Process

Waste & Recycling

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Ongoing Plan Management With the planning process completed, implementation is scheduled to begin in January 2021. The Coordinator of Sustainable Practices is responsible for overall management, with assistance of key individuals in each category. Multiple stakeholders throughout the College were identified to lead or assist with implementation.

In addition to the SMP management of strategy implementation, the Coordinator is responsible for the “behind the scenes” work that will enhance and support the sustainability work, including: • Submission of the 2021 AASHE STARS report • Data tracking for waste/recycling, energy and greenhouse gas data • Website enhancement/redevelopment • Working with marketing on celebrating MCC sustainability successes • Management of the social media and MyHub sustainability sites The work done by the Coordinator of Sustainable Practices is overseen by the Associate Vice

Metropolitan Community College Sustainability Master Plan Planning Process

President for Organizational and Grants Development, EFF, and Engagement Administration.

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Goals, Strategic Directions & Implementation Plans Goals, strategic directions, and a year-one implementation plans were created for each category of the Sustainability Master Plan. In most cases, the year-one implementation plan pulled from the complete list of brainstormed strategies. To

Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

see the entire strategy list for each category, see the Appendix.

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Academics Metric

2018 Baseline

2026 Goal

Percent of credit courses that include sustainability

8 percent

30 percent

Percent of AASHE STARS academic credits

27 percent

50 percent

Incorporating sustainability issues into credit classes will support incorporating a culture of sustainability at the College, while ensuring students continue to be engaged in relevant education.

Sustainability and climate change issues will continue to shape our community and world for generations to come and it is important MCC students are prepared to deal with the upcoming challenges and be a part of creating solutions.

There are two goals for the academics section: one to focus solely on credit courses and another Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

to encompass a wider range of issues related to academics by focusing on STARS academic credits. Currently, there is a need for a more comprehensive scan of the amount of sustainability topics built into credit classes. One of the top strategies for 2021 is to work with faculty and academic deans to complete a review of credit class information related to sustainability.

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AASHE STARS Academic Credits Credits

Criteria Summary

AC 01: Academic Courses

Part 1: Percentage of credit courses that are sustainability-focused or sustainability-inclusive

2018 Points

Points Possible

5.85

14.0

1.3

8.0

Part 2: Percentage of departments with sustainability course offerings AC 02: Learning Outcomes

Part 1: One or more sustainability learning outcomes that apply to the entire student body

AC 03: Undergraduate Program

Having a sustainability-focused program, minor, or concentration

0.0

3.0

AC 05: Immersive Experience

Institution offers sustainability-focused immersive experience programs. Credit, non-credit, and partnership programs apply

0.0

2.0

AC 06: Sustainability Literacy Assessment

Institution conducts an assessment of the sustainability literacy of its students

0.0

4.0

AC 07: Incentives for Developing Courses

Institution has an ongoing program or programs that offer incentives for academic staff to develop new sustainability courses and/or incorporate sustainability into existing courses or departments

0.0

2.0

AC 08: Campus as a Living Laboratory

Institution is utilizing its infrastructure and operations as a living laboratory for applied student learning for sustainability.

2.8

4.0

9.96

37.0

Total

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Part 2: Students graduating from degree programs that require an understanding on the concept of sustainability

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Academics Year One Plan The academic implementation plan is guided by the academic strategic directions: • Developing support and structures to integrate sustainability into current academic operations • Creating incentives to integrate sustainability into academics via communication, buy-in and accountability • The year one implementation actions are the ideal actions that will be completed in year one

Academics Year One Implementation Plan January-March 2021

April-June 2021

July-September 2021

OctoberDecember 2021

Year One Accomplishments

Identify criteria for STARS inventory

Incentive applications for Summer Academies Spring MCC showcase/ Creative Works, highlight faculty & student projects

Provide updated list of sabbatical topics, increase faculty participation

Kick-off to communicate goals

Complete a new inventory of the classes that contain aspects of sustainability or focus on sustainability

Develop Canvas resources for faculty to incorporate sustainability into their classes

Prepare/present strategic plan to faculty in Spring Academic Affairs meeting Include sustainability in professional development session in March

Integrate/promote Hubbard sustainability series to faculty and students (swag, lunch, recognition)

Develop badges Infographics on digital signagesustainability goals Develop awards/criteria for faculty Assess culturally responsive teaching series to increase faculty participation

Out-of-classroom cultural experiences Sustainability literacy assessment (student course evaluation or CCSSE custom questions)

Book club and/ or annual cohort established Workshop with faculty to brainstorm ideas/ assignments to make connections with students Begin incentives for the Summer Curriculum Academy Have virtual badges or incentives around sustainability

Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Culturally responsive teaching Develop a process for tracking sustainability in academics Celebrate achievements, share work, and motivate future goals Complete a Sustainability Literacy Assessment

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Campus Engagement Metric Percent of AASHE STARS Campus Engagement credits

2018 Baseline

2026 Goal

37 percent

65 percent

Campus engagement focuses on how to involve staff and students in sustainability projects to embed sustainability into the culture of MCC using the STARS campus engagement credits as guidance. These credits and the efforts in this section strive to empower both staff and students to complete peer sustainability education, provide education and news on sustainability events, and assess the sustainability engagement of MCC. The campus engagement goal took into account that the Campus Planning and Sustainability office had already completed a sustainability engagement survey and plans to start an employee educators program. The planning group also identified many opportunities to involve students and

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

do more outreach.

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STARS Campus Engagement Credits Credit

Criteria Summary

EN 1: Student Educators Program

Peer to Peer sustainability outreach. A student-run sustainability engagement and education program.

Credits can be earned by the percentage of students served and the ratio of hours worked by trained student educators to the number of students served

2018 Points

Points Possible

0.0

4.0

EN 2: Student Orientation

Percentage of students provided orientation activities and programming that include sustainability (education on the principles and practices of sustainability at the College or in general)

0.0

2.0

EN 3: Student Life

Co-curricular sustainability programs and initiatives that contribute to student learning outside of the classroom.

1.75

2.0

1.75

2.0

EN 4: Outreach Materials and Publications

• Sustainability website • Social media or newsletter • Sustainability signage • Walking map or tour • Guide for green living and/or incorporating sustainability into the residential experience

EN 5: Outreach Campaign

Student and employee outreach campaigns that yield measurable, positive results in advancing sustainability.

2.0

4.0

EN 6: Assessing Sustainability Culture

Complete an assessment of campus sustainability culture administered to the entire campus over time.

0.0

1.0

EN 7: Employee Educators Program

Peer to peer sustainability outreach. An employee sustainability engagement and education program where employees are appointed to serve as peer educators, supported by training and resources.

Credits can be earned by the percentage of employees served and the ratio of hours worked by trained employee educators to the number of students served.

0.0

3.0

EN 8: Employee Orientation

Sustainability information is covered in orientation.

1.0

1.0

1.25

2.0

7.75

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EN 9: Staff Professional Development

Total

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Part 1: Availability of professional development and training in sustainability Part 2: Participation in professional development and training in sustainability.

Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Having outreach materials and publications that enhance student learning about sustainability outside the classroom, including:

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Sustainability Engagement Assessment Part of the STARS credits is a sustainability engagement assessment. In early 2020, a sustainability engagement survey was sent to students and staff.

Although MCC did not receive enough student responses to be statistically significant, approximately 40 percent of staff responded. The assessment used five different aspects of engagement to calculate the level of sustainability engagement. To see the entire sustainability engagement survey report, see the Appendix.

Dimensions of Sustainability Engagement

Score

Awareness of efforts: at the organization to be more sustainable

37

Knowledge: about ways to be more sustainable at work

69

Behavioral frequency: self-reported key sustainable behaviors

48

Perceived norm: perceptions of how often others engage in key sustainable behaviors

22

Awareness of sustainability: familiarity with the concept of sustainability

54

Total Staff Score

46/100

The survey also asked respondents to identify successes and areas of opportunity around sustainability efforts at MCC. Waste/recycling was noted as a success, including the water bottle refilling stations and the amount of recycling bin availability. There were also a significant amount of comments noting that they would like to see more communication around sustainability, which is

Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

in line with many of the implementation actions for campus engagement.

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A 2020 sustainability engagement survey showed that:

73% of employees believe that sustainability concepts align with the MCC mission.

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

88% of staff believe it is important for MCC to take active steps to be more sustainable.

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Campus Engagement Year One Plan Campus engagement is critical to any successful sustainability program. Providing more opportunities to engage and to educate on sustainability efforts for students and employees allows for increased engagement. Existing programs and efforts include the Claire M. Hubbard Sustainability Series, the Sustainability Leadership Presentation Series, annual Earth Month activities in April, multiple continuing education classes related to sustainability, and social media accounts on Facebook and Twitter.

The strategies are guided by the strategic directions: • Embed and engage sustainability • Create structure • Measure outcomes

Campus Engagement Year One Implementation Plan January-March 2021

April-June 2021

July-September 2021

OctoberDecember 2021

Year One Accomplishments

Create documents to include sustainability into student orientation

Create an Employee Engagement program

Rollout Employee Engagement program

Implement second random survey sample

Implement a survey on campus engagement

Survey planning

Implement first random sample survey

Publicize and celebrate wins each quarter on My Hub, Inside Story, Community articles

Small number of surveys given to random sample per quarter

Do baseline visual check of campus of structure (if on campus) Publicize and celebrate wins each quarter on My Hub, Inside Story, Community articles (create a timeline/plan/ buffet of items) Look into possibility of Sustainable Leadership Series for students

Explore idea of having student group plan and implement awareness day, including another walk-thru to observe awareness and participation Publicize and celebrate wins each quarter on My Hub, Inside Story, Community articles Video “share story” testimonial of sustainability success at school or work Incorporate outreach into new employee recruiting and onboarding Incorporate outreach/ documents into new student orientation

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Work with core students on events and programming, guide, mentor, provide resources - explore ways for students to teach staff about sustainability (social posts, videos) Publicize and celebrate wins each quarter on My Hub, Inside Story and Community articles Establish professional development program Give award/certificate for participation

Awareness day, including a walk though campus to observe participation, report on it. Fun activity Celebration Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Begin survey planning

Number of sustainable events led by students each month.

Professional development program about sustainability for staff that’s well attended.

Publicize and celebrate wins (i.e., Pass to Class usage) Student orientation contains information on sustainability

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Diversity & Equity Metric Percent of AASHE STARS Diversity and Equity Credits

2018 Baseline

2026 Goal

57 percent

80 percent

A sustainable society is both diverse and equitable. It is known that individuals from minority and/ or low income groups tend to endure disproportionate exposure to environmental problems.

Much of this environmental injustice happens as a result of unequal, segregated, and/or isolated communities. Higher education can be a place where doors are opened for a more equitable society. The Diversity and Equity section of this plan focuses on how MCC can evaluate current diversity and equity metrics and provide support for these underrepresented groups by implementing effective strategies.

in relation to diversity and equity. There are three STARS credits for this category. The credits look at if the institution has an office, training and development opportunities for students and staff, assessment of the progress of underrepresented groups, and the support for underrepresented groups.

STARS defines underrepresented groups as “underrepresentation may be revealed by an imbalance in the representation of different groups in common pursuits such as education, jobs, housing, etc., resulting in marginalization for some groups and individuals and not for others, relative to the number of individuals who are members of the population involved”.

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

MCC looked to the AASHE STARS credits to determine how to measure our sustainability efforts

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Diversity and Equity STARS Credits Credit

Criteria Summary

PA 5: Diversity and Equity Coordination

Part 1: Institution has a diversity and equity committee, office, and/or officer (or the equivalent) tasked by the administration or governing body to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion, and human rights on campus. The committee, office, and/or officer may focus on students and/or employees.

2018 Points

Points Possible

1.33

2.0

0.75

1.0

1.33

3.0

3.41

6.0

Part 2: Institution makes cultural competence trainings and activities available to students, staff, and/or faculty.

The trainings and activities help participants build the awareness, knowledge, and skills necessary to work effectively in cross-cultural situations. Trainings and activities that focus exclusively on awareness, knowledge, or skills do not count.

PA 6: Assessing Diversity and Equity

Institution has engaged in a structured assessment process during the previous three years to improve diversity, equity, and inclusion on campus.

The structured diversity and equity assessment process addresses: 1. Campus climate by engaging stakeholders to assess the attitudes perceptions and behaviors of faculty, staff, administrators and students, including the experiences of underrepresented groups 2. Student outcomes related to diversity, equity and success (e.g. graduation/success and retention rates for underrepresented groups 3. Employee outcomes related to diversity and equity (e.g. pay and retention rates for underrepresented groups).

The results of the assessment may be shared with the campus community and/or made publicly available.

PA 7: Support for Underrepresented Groups

Institution has one or more of the following policies, programs or initiatives to support underrepresented groups and foster a more diverse and inclusive campus community: 1. A publicly posted non-discrimination statement

3. Programs specifically designed to recruit students, staff and/or faculty from underrepresented groups 4. Mentoring, counseling, peer support, academic support or other programs to support students, staff and/or faculty from underrepresented groups 5. Programs that specifically aim to support and prepare students from underrepresented groups for careers as faculty members (sometimes known as pipeline programs). Such programs could take any of the following forms: • Teaching fellowships or other programs to support terminal degree students from underrepresented groups in gaining teaching experience • Financial and/or other support programs to prepare and encourage undergraduate or other non-terminal degree students from underrepresented groups to pursue further education and careers as faculty members • Financial, and/or other support programs for doctoral and postdoctoral students from underrepresented groups

Total

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

2. A discrimination response protocol or committee (sometimes called a bias response team) to respond to and support those who have experienced or witnessed a bias incident, act of discrimination or hate crime

34

Diversity and Equity Year One Plan Many great initiatives have already been completed or begun by the MCC Equity and Inclusion office, leading to a baseline with over half of the credits already earned. The Diversity and Equity credits are generally focused on training, education and support for underrepresented groups.

Many of the strategies in the year one plan focus on the development and implementation of a campus-based program named Mosaic. This program would provide physical training and support for underrepresented groups that supplement what is already occurring. The development of this program includes finding a permanent space dedicated to programming and a regular calendar of events and training.

The strategies also recognize the College’s existing Path Forward effort, which is strongly tied to equity and strives to offer opportunities and a pathway to success to all students regardless of their background.

Diversity and Equity Year One Implementation Plan January-March 2021

April-June 2021

July-September 2021

OctoberDecember 2021

Year One Accomplishments

Continue the Equity and Inclusion Series

Complete a programming outline for the Mosaic program

Continue developing Mosaic programming

Launch the Mosaic program

Develop Mosaic programming and space

Meet with Student Services on the Mosaic program

Budget for future projects as needed Identify a permanent space for the Mosaic program

Complete any programming with Student Services, HR and MCC Police identified in Q1

Update the STARS report for the 2021 submission

Throughout the year: Ensure diverse representation on Path Forward Design Teams

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Increase Diversity and Equity training

Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Work with Student Services, HR and MCC Police to identify opportunities

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

LEED: Leadership in Energy and Environmental Design.

LEED looks at the sustainability of a building in regards to site impact, water efficiency, storm water management, energy efficiency, material selection and indoor air quality.

36

Energy Efficiency & Greenhouse Gases Category

Metric

Energy Efficiency

Annual weather-normalized kBtu/square foot

Greenhouse Gases

Metric tons of carbon dioxide equivalent (MtCO2e)

Avg. 2018-2019 Baseline

2026 Goal

101.5

85

17,809

20 percent reduction (12,520)

Energy Efficiency MCC buildings range from historic military buildings to new, LEED certified, high-tech structures.

All new construction at MCC is required to be LEED-certified, ensuring our buildings are more energy and water efficient and healthier for the occupants. During renovations, MCC also takes Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

the opportunity to update and install the most efficient equipment available. Lighting retrofits to LEDs are approximately 75 percent complete across all campuses, which includes outdoor spaces.

Increasing energy efficiency is an opportunity to reduce energy use and greenhouse gases, but it is also an opportunity to save money on utility costs. Energy efficiency helps uphold MCC’s commitment to be responsible with resources.

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37

MCC’s Energy Efficiency by Location Compared to CBECS Data

140

Bottom 25th

Agency completes the Commercial Buildings Energy Consumption Survey, or CBECS.

120

The data from the CBECS survey forms a

100

national sample of energy-related building

80

characteristics and energy use. The data is then

60

broken down by industry. The most recently analyzed survey is from 2012, which found that

40

the median energy efficiency of education

20

buildings was approximately 90 kBtu per

 Electricity  Natural Gas

Every few years, the U.S. Energy Information

0

Fort

South

Elkhorn

Sarpy

ATC

Fremont

square foot.

MCC energy efficiency data is normalized by

Energy Baseline by Location

two factors: weather and square footage. The weather normalization assumes a building uses the same amount of energy if it was

150.0

experiencing 30-year average temperatures to adjust of weather extreme years, allowing for

120.0

weather-normalized kBtu/sq.ft.

a consistent review of energy use over time1.

Normalizing by square footage is a simple way

90.0

to compare the energy efficiency between different buildings. The Fort Omaha and South

60.0

Omaha campuses make up approximately 80 percent of the College’s total square footage.

30.0

The baseline energy efficiency of MCC buildings

0.0

Fort

South

Elkhorn

Sarpy

ATC

Fremont

is 101.5 kBtu/square foot. This data is the average of 2018 and 2019. Elkhorn Valley Campus is the most efficient campus, in part due to its

SRPY 5%

FRE ATC 3% 3%

geothermal power. FOC is primarily made up of historic buildings which can be difficult to renovate due to age and historical designation.

Overall, MCC campuses generally fall slightly above the median when comparing campuses

EVC 10%

to the 2012 national data from the Commercial Buildings Energy Consumption Survey.

SOC 23%

FOC 56%

Much of this is due to the LEED certification standards and renovating with the most efficient equipment possible. With more than 1.2 million square feet, 24 percent is built to LEED standards.

1

Energy Star Portfolio Manager. (2020, August). Retrieved from Climate and

Weather Technical Reference: https://www.energystar.gov/sites/default/files/

Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

2019 MCC Square Footage by Location

tools/Climate_and_Weather_2020_508.pdf

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38

Greenhouse Gases Greenhouse gas emissions are the driver of climate change, which has impacts for MCC operations, employees and students. Unfortunately, the time for stopping climate change has passed, and the focus is now on adaptation and a reduction in the severity of climate change effects through reducing the number of emissions. Climate change is impacting communities, the economy, agriculture and health. While it will depend on global actions to determine the amount of emissions produced in the future, there are currently three scenarios generally considered: higher, lower and even lower. MCC’s goal focuses on reducing the amount of emissions produced

by College operations.

Observed and Projected Global Carbon Emissions and Related Temperature Change2 Global Average Temperature Change

30

10°F

25

8

20

6

15

Temperature Change

Fossil Fuel Carbon Emissions (GtC/yr)

Global Carbon Emissions

10 5 0 -5

1900

1950

2000

2050

2100

4 2

   

0 -2

1900

1950

2000

2050

Higher Scenario (RCP8.5) Lower Scenario (RCP4.5) Even Lower Scenario (RCP2.6) Observed

2100

In Nebraska, projected climate change impacts include increased heat and precipitation, along with an increase in the severity of storms. Based on the current rate of warming, temperatures are expected to increase by two to five degrees by 2050. The number of extreme cold days are expected to reduce by 50 percent to 66 percent3. These temperature changes will impact the region in a variety of ways, including changes to agriculture, more heat advisory days, and increases in air pollution. Globally, climate change is also projected to increase the amount of Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

infectious disease, heat-related illness, vector-borne disease, water-borne diseases, and mental health illness4.

MCC’s greenhouse gas (GHG) inventory includes building energy, MCC fleet usage, air travel, amount of materials sent to the landfill, and compost produced by MCC Horticulture department.

The majority of current GHG inventory is electricity from building use. An outside impact to MCC emissions is Omaha Public Power District’s (OPPD) recent goal to be net carbon neutral by 20505.

With almost 70 percent of current emissions inventory from electricity, OPPD’s goal will certainly help reduce MCC emissions through supply changes.

2Wuebbles, D.J., D.R. Easterling, K. Hayhoe, T. Knutson, R.E. Kopp, J.P. Kossin, K.E. Kunkel, A.N. LeGrande, C. Mears, W.V. Sweet, P.C. Taylor, R.S. Vose, and M.F. Wehner, 2017: Our globally changing climate.

Climate Science Special Report: Fourth National Climate Assessment, Volume I. Wuebbles, D.J., D.W. Fahey, K.A. Hibbard, D.J. Dokken, B.C. Stewart, and T.K. Maycock, Eds. U.S. Global Change Research Program, Washington, DC, USA, 35-72. http://dx.doi.org/10.7930/J08S4N35 3Shulski, M. (2018, December 6). Institute of Agriculture and Natural Resources. Retrieved from Nebraska's Changing Climate- Highlights from the 4th National Climate Assessment: https:// cropwatch.unl.edu/2018/nebraska-changing-climate 4Cieslak, T. (2019). MD MPH. Public Health Heats Up: The Impacts of Climate Disruption on the Risk of Infectious Diseases. Lincoln, NE. 5OPPD Looks to Utility-Grade Solar for Bright Future. (2019, October 17). Retrieved from OPPD: https://www.oppd.com/news-resources/news-releases/2019/october/oppd-looks-to-utility-grade-solar-for-brightfuture/

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39

MCC Baseline GHG Emissions

Directly Financed Air Travel 3%

Solid Waste 0%

MCC’s GHG baseline is based on the best currently available data

T&D Losses 4%

includes electricity and natural gas use, transportation by MCC fleet vehicles, landfill methane capture, and air travel. The annual baseline GHG emissions

Natural Gas 19%

is 17,809 metric tons carbon Direct Transportation 3%

dioxide equivalent.

Purchased Electricity, 70%

Effect

Impact

Longer growing seasons

More evaporative demand

Warmer summers

Increased water requirement

More extreme hot days

Increased crop, livestock stress

Wetter spring

Decreased days for field work

More extreme rain events

Increased runoff/soil erosion

Higher cooling degree days

Shifting energy demands

Lower heating degree days

Increased damage potential

More frequent large hail 6

(Shulski, 2018)

6Shulski,

M. (2018, December 6). Institute of Agriculture and Natural Resources. Retrieved from Nebraska's Changing Climate- Highlights from the 4th National Climate Assessment: https://cropwatch.unl.edu/2018/nebraska-changing-climate

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Projected effects of Nebraska’s changing climate.

40

Energy and GHG Year One Plan Currently, MCC’s building energy use is monitored by the energy engineer. The newer Fort campus buildings have modern energy tracking systems capable of seeing energy use in a building in short increments of time. Many discussions around this issue identified the need to have a better understanding of where energy improvements should be made and a more proactive energy management system. The implementation plan for the first year looks to bring in an outside company to identify opportunities and a proactive energy management system. The committee to manage this project will include Facilities staff, Campus Planning, and the Dean of Career and Technical Education.

Energy and GHG Year One Implementation Plan January-March 2021

April-June 2021

July-September 2021

OctoberDecember 2021

Year One Accomplishments

Build a small committee to focus on a strategic plan for building monitoring

Develop budget plan

Implement and install dashboards and monitors

Develop actionable strategies for campuswide energy savings and implementation

Have individualized dashboard for specific building energy use Meet with MCC grants team to identify outside funding opportunities

Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Develop an RFP for outside vendors to present options

Select vendor and monitoring product

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Grounds Grounds Goal Metric

2018 Baseline

2026 Goal

0.003 percent

33 percent

Percentage of STARS Grounds credits

With more than 195 acres of land, MCC has a lot of area to maintain. Each location is unique and includes everything from wetlands to historic parade grounds.

A sustainable landscape has the opportunity to conserve water, lower the rate and volume of runoff water from rain, snowmelt and irrigation, and help reduce the amount of pollutants reaching the surface and ground water7. Support for biodiversity is also important as reports 1 million plant and animal species are now threatened with extinction. These continued extinctions have impacts on agriculture, quality of life, and economies8. Ensuring that a rich ecosystem of plant and animal life is supported can help slow these extinctions.

The goal for the grounds category is based on the AASHE STARS credits, which focuses on land management and support for biodiversity. As part of the Sustainability Master Plan process, the current landscaping best practices were discussed. These practices will be included in the 2021 STARS report and should significantly improve from the baseline. It was discovered during the planning process that the baseline is artificially low because the 2018 report did not include several sustainable landscaping practices currently occurring.

Water, U. (n.d.). Lawns, Gardens, & Landscapes. Retrieved from Green Infrastructure: https://water.unl.edu/category/lawns-gardens-landscapes/green-

7

infrastructure

8

Nations, U. (2019, May 6). Sustainable Development Goals. Retrieved from UN Report: Nature's Dangerous Decline 'Unprecedented'; Species

Extinction Rates 'Accelerating;: https://www.un.org/sustainabledevelopment/blog/2019/05/nature-decline-unprecedented-report/

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

on species extinctions come to light. In 2019, a United Nations report found that approximately

43

Grounds STARS Credits Credit

Criteria Summary

2018 Points

Points Possible

0.01

2.0

0.0

1-2

0.01

3.0

Institution’s grounds include areas that are managed: OP 9:Landscape Management

• Organically, without the use of inorganic fertilizers and chemical pesticides, fungicides and herbicides (i.e., only ecologically preferable materials may be used); OR • In accordance with an Integrated Pest Management program Institution has conducted an assessment to identify:

OP 10: Biodiversity

• Endangered and vulnerable species (including migratory species) with habitats on land owned or managed by the institution • Areas of biodiversity importance on land owned or managed by the institution

Total

The Fort Omaha Campus, Applied Technology Center, Elkhorn Valley Campus and Fremont Area Center are managed by MCC staff, while turf areas at the South Omaha Campus and Sarpy Center are managed by contractors. MCC already has several landscape management best practices in place for the campuses managed by MCC staff, including: • Using drought and heat resistant fescue for turf that requires less water and maintenance • Applying insecticides, fungicides and herbicides only as needed • Spot spraying and hand pulling weeds as needed instead of blanket spraying pesticides • Installing several bioswales on FOC to help manage storm water • Leaving grass clippings on the lawn while mowing to reduce moisture loss and waste • Composting yard waste at Fort and Elkhorn In addition to these best practices, Sarpy Center and Elkhorn have nature trails for students, employees and the community. Elkhorn campus is especially unique, as it contains designated wetlands, a nature area with a walking trail, and a prairie area which have minimal management.

The prairie area, approximately 12 acres, is mowed once or twice a year to control weeds, which is not typical for a prairie and can disrupt its ecosystem. One recommendation is to get outside help to restore the balance in this area to eliminate the need for mowing. Signage could also be added to the prairie designating it as such and identifying key native plant species and their role in the ecosystem for the education of students and the community.

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

• Using rain-sensitive irrigation controls on the Fort campus

44

Grounds Year One Plan The Grounds workshop sessions showed a strong support to continue installing more perennials and native plant species, reduce the amount of turf grass and add plants that support animal life.

The implementation plan focuses on identifying current integrated pest management practices, developing a written integrated pest management for Fort Omaha Campus and, identifying areas that could be developed to include other elements of sustainable landscaping.

Grounds Year One Implementation Plan January-March 2021

April-June 2021

July-September 2021

OctoberDecember 2021

Year One Accomplishments

Complete the STARS report with updated grounds information with assistance from Facilities

Identify areas ideal for site visits

Review the Integrated Pest Management Plan

Complete fall planning

Complete site visits

Identify areas that could be changed to include more pollinators or native plants

Work collaboratively to establish an integrated pest management plan at FOC

Establish communication with key stakeholders

Begin prep and planting these areas

Begin implementing the integrated pest management plan Celebrate successes

Have a test plot established and evaluated

Set regular schedule for meetings

Bioswale: A long, channeled depression or trench that receives rainwater runoff and has vegetation and organic matter to slow water infiltration and filter out pollutants

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Research and develop an integrated pest management plan for FOC

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

In the 2020 engagement survey, respondents noted a success for the College is having easily available recycling containers throughout the campuses.

46

Waste/Recycling Metric Annual diversion rate (amount of materials diverted from the landfill)

2017-19 Baseline

2026 Goal

12 percent, average

30 percent

Waste/recycling focuses on the amount of materials produced by MCC. With the growth of landfills across the United States, it is important to make sure MCC is limiting the amount of materials sent to the landfill. There are over 2,600 operating, under construction, or shutdown landfills in the U.S.9 Not only do landfills take up space that could be used for homes or food production, they are areas that can potentially damage the air, water, and land of the nearby spaces.

MCC began single-stream recycling in 2011. Since 2013, Central Stores, the distribution center for Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

the College, auctions equipment and furniture no longer needed to the community. Electronic items that are not sold are broken down and recycled. This is a win for the environment, the College, and the community. Students and staff also have an opportunity to recycle batteries and small electronics through FabLab boxes on Elkhorn, Fort, and South campuses.

At Elkhorn and Fort campuses, yard waste is recycled. At Fort, the Horticulture department also composts food and garden waste, turning potential waste into valuable compost and a learning opportunity for students. Central Stores recently began mixed recycling in 2019, but has recycled metal for years.

9

Agency, U. E. (2020, August). Landfill Methane Outreach Program. Retrieved from Project and Landfill Data by State: https://www.epa.gov/lmop/project-and-landfill-data-state

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The diversion rate metric is calculated based on information from hauler invoices for waste, recycling and shredded paper. Metal and electronics data comes from recycling receipts. The calculations are based on the guidelines for zero waste, which recommend tracking by weight, assuming containers are full unless otherwise known, and incineration does not count towards diversion. While compactors have a haul weight, dumpsters do not. Dumpster weight is calculated using industry averages for recycling and landfill. The yard waste at Fort is based on actuals and the yard waste from Elkhorn is MCC Baseline Materials Distribution

Mixed Recycling 7%

Yard Waste 4%

Shredded Paper 1%

based on an estimated volume. The baseline annual diversion rate is 12 percent, an average of 2017-19.

Compost (2019 only) 0.2%

Hauling schedules have generally remained the same for these three years.

Moving forward, it is important to get data on actual container fullness and waste audits to better assess the College’s situation and how to improve. The fullness audits will help ensure the containers and schedules are right-sized based on need and MCC is not overpaying for waste and recycling hauling services. The waste audits will help understand what

Landfill 88%

is being thrown away and recycled and areas of opportunity. Continued and improved education on what and where to recycle will also be critical, which is reflected in the year one implementation plan.

140 140

Diversion Rate Baseline 100 100 percent of materials recycled 80 20%80 60 60 40 10%40 20 20

0% 00

Fort Fort FOC

South South SOC

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Elkhorn Elkhorn EVC

Sarpy Sarpy Sarpy

ATC Fremont FremontCentral Fremont ATC ATC Stores

Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

120 30%120

48

Waste Recycling Year One Plan In the 2020 sustainability engagement survey, it was a noted success that MCC provides easy to access recycling containers. The strategies for this category focus on education and improving the data on the dumpsters, while building new systems to reduce purchasing.

Waste/Recycling Year One Implementation Plan January-March 2021

April-June 2021

July-September 2021

OctoberDecember 2021

Year One Accomplishments

Get a fullness audit for dumpsters on Hillside’s pickups

Incorporate recycle right education into Earth Month events

Get a fullness audit for dumpsters on Hillside’s pickups

Continue efforts from Q1-Q3

6 percent increase in recycling.

Ensure sustainability part of Mission Achievement Plan

Review purchasing processes at MCC and campus vendors (bookstores, food trucks and vendors) and define categories for improvements: paper, vending, packaging

Continue to increase availability of recycling bins, including new buildings

Sustainability part of budget Craft a communications plan for college audiences for recycling practices and tactics

Purchasing criteria for recycling.

Decreased contamination of recycling streams and better waste management

Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

In the return to work plans, hold teams accountable for electronic process revisions

Use partnerships (Hillside and First Star Fiber on awareness)

6 percent decrease in waste.

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Metropolitan Community College Sustainability Master Plan Goals, Strategic Directions & Implementation Plans

Appendix Academics Strategy List Develop support and structures to integrate sustainability into current academic operations.

Integrate Into Current Practices

• Develop recognition for sustainability courses • Give out sustainability awards • Provide students and employees with acknowledgment • Define how it helps the College’s future • Increase clarity and how it relates to everyone • Incentivize sustainability in course outlines and curriculum

• Include sustainability on the Academic Council Agenda • Connect strategic mission to concrete behaviors • Identify General Education student learning objectives that support sustainability

Communication and Education • Create infographic posters

• Provide regular sustainability briefings to the Academic Council

• Host 20-minute training for all

• Include sustainability on the Mission Achievement Plan

• Provide training on sustainability practice to faculty

• Mimic successful models

• Promote sustainability efforts on campus

• Link to the four strategic focus areas

• Communicate context in equity and social justice

• Presentations on SMP to faculty and administration

• Offer training sessions

Incorporate Into Class Offerings • Develop study abroad curriculum

• Create a focus group for questions

• Provide resources via Canvas

Communicate Progress

• Work with curriculum and instruction team

• Complete regular report on goals via dashboards

• Develop a rubric to determine sustainability in classes

• Create utility usage dashboard

• Create a list of sustainability resources for faculty

• Create reporting structure that goes to everyone

• Assess sustainability at course and program levels

Creating Incentives to Integrate sustainability into Academics via Communication, Buy-In, and Accountability Create Buy-In

Metropolitan Community College Sustainability Master Plan Appendix

• Incorporate sustainability into General Education

Increase Accountability • Prioritize sustainability in budget requests, approvals, hiring • Add sustainability to job descriptions and evaluations

Increase Community Efforts • Advocate for businesses to pay for bus passes • Work with accreditation body to increase sustainability • Pay for bus passes

• Increase college outreach during Earth Month • Students and employees to the AASHE STARS conference • Develop a program to highlight/incentivize sustainability action • Highlight faculty completing sustainability efforts

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Campus Engagement Strategy List Embed and Engage Sustainability

Create Structure

Invite participation and celebrate wins ongoing

Integrate student voices into sustainability practices

• Host a student and/or faculty repurpose video contest with a sustainable notebook award • Create an award or recognition program around sustainability • Student involvement record on MyHub earn badge or graduation stole • Personally invite students to activities via faculty or phone call • Create fun signs/dance steps across campus to encourage walking • Have one student-led activity during Earth Month • Award or highlight on sustainable transportation

• Have student clubs participate in the Hubbard series • Student involvement • Have one or more students on the Sustainability Advancement Council • Start a student sustainability club • Create an annual student gift that would be a project on campus • Students take a local retreat to discuss MCC sustainability ideas • Student or employee garden club

• Work w/ faculty who are incorporating community service • Stole or cord for sustainability during graduation • Email signatures could include a sustainability badge

Incorporate and prioritize sustainability into MCC organizational framework • Create a video for new student orientation, add questions

Build support/understanding for sustainability • Redo sustainability website with the goals and resources • Develop a place where students and employees can submit a sustainability form to highlight others

• Budget money to support student-led actions • Tie sustainability into guided pathways • Develop a VP-level department for sustainability

• Develop an employee educator program • Host a virtual sustainability student or employee focus in Marketing

Measure Outcomes

• Virtual sustainability showcase hour

Track progress/goals and outreach

• Different educational areas work on joint sustainability project • Identify a sustainability advocate in each Dean area

• Spotlight on Sustainability Stars • Outreach, help from Marketing with web

Model Active Sustainability Practices

• Pre- and post- sustainability survey for staff and students

• Develop a community garden

• Develop a sustainability engagement awareness campaign, Honors Society lead

• Community or student garden • Exercise bikes in every building to power electricity • Increase the amount of space for edible landscapes and couple with a dinner, driven by students • Provide job shadowing for students around sustainability ideas

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Metropolitan Community College Sustainability Master Plan Appendix

• Dashboard on MyWay on key metrics, regular updates on goals, competitions around it

• Competitions that serve as outreach campaign (equity, recycling, bus/bike to work) • Offer a benefit for all employees and students if a 95 percent survey rate is acheived

52

Diversity and Equity Strategy List • Civic engagement tie in • Have students learn about College decision making • Enhance current diversity learning series; book series; add credit or incentive • Annual, mandatory diversity and sensitivity training for faculty and staff • Cabinet focus is important • Social justice course requirement for students • Culture Center critical to MCC

Assessing Diversity and Equity

• Recruiting: MCC as a connector to other institutions (Creighton, UNO) • Develop framework for diverse faculty retention • Outreach to internal groups (immersion-partnering) • Community partnerships, develop non-credit classes for underrepresented groups • Have programs in communities that celebrate those communities (north/south especially) • Diverse faculty outreach to other diverse individuals • Make participation in diversity workshops a part of faculty and staff annual interviews • Make meeting space more accessible, i.e., MCC South Express • Offer referral bonus

• Assess diversity by campus location (rotation of faculty)

• Review hiring practices with equity lens (committees)

• Collaborate with campus police on strategies

• Develop learning outcomes, met through student cohort

• Look at diversity of specific areas- ie., campus police, student services, other

• Have a list of staff/faculty postings go to local alumni groups, 100 Black Men of Omaha, OASIS at UNL, Empowerment Network, Multicultural Affairs

• Assess services used by student cohorts use data to determine why students leave • Identify barriers to programs by gender, age, race • Look at retention rates for underrepresented groups • Include student demographics on the BOG report • Review KPI’s for Path Forward • Review current diversity across organization, assess gaps • Make data more transparent – programs, grad rates, etc.

Support for Underrepresented Groups

• Identify a cultural resource center to affirm, research, gather, and celebrate • Communicate plan for incoming students around firstgeneration needs, especially with orientation • Create safe space/methods where individuals can express concerns, especially students • Conduct an Opportunity Fair for faculty to tour and hear programs • Recruit first generation students in high schools in the community

• Incorporate TRIO, NCPA, for continuum with transfer

• Develop a first generation conference to provide info on success

• Align diversity programs with transfer institutions

• More non-credit centers in neighborhoods

• Discrimination response committee with diverse representation

• Address barriers: transportation to Elkhorn, testing center, cultural sensitivity

• Make diversification of faculty a part of the annual review process with deans

• Review wayfinding for diverse languages (especially Fort and South)

• Establish diversity cohort with faculty, staff, students, led

by E and I

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Metropolitan Community College Sustainability Master Plan Appendix

Diversity and Equity Coordination

53

Energy Efficiency and Greenhouse Gases Strategy List Offer Increased Energy Efficiency

before building new • Monitor all buildings for energy use

Installations and Operations • Install more energy efficient doors and windows for the older buildings on FOC • Improve building insulation (especially on Building 29) • Create uniform heating and air conditioning settings • Switch to all LED lighting at EVC • Increase smart building technology to reduce energy usemotion sensors, etc.

• Install more efficient mechanical equipment • Optimize settings on older installations- setbacks, occupancy settings, etc.

• Increase the number of green roofs • Look into more efficient lighting for the studio at EVC

Reduce Greenhouse Gases Students and External • Host a student competition for innovation • Extend partnerships to provide more virtual operations • More classes to employees, students, and the community, • More communication on efforts • Involve students • Use incentives to create more use of multimodal transportation

• Continue lighting retrofits to LEDs where needed

Overall • Involve students • Give more internal and external classes on energy efficiency and greenhouse gases • Create FOC and EVC into sustainability showcases • Use partnerships

• Incorporate more solar lights (esp. parking lot lights) • Purchase more electric equipment and vehicles • Install more solar energy • All electric fleet goal • Increased use of renewable energy • Create incentives for carpooling for College business

• Provide more education on the positives that are currently happening

• Distribute classes- more of the popular classes at all campuses

Assessment and Tracking

• Identify potential solar projects with ROIs less than 15 years

• Assess the energy efficiency of all buildings • Complete energy audits • Hire a company to review MCC buildings and create a list of energy efficiency projects with ROIs • Create and distribute a regular report on energy usage or users • Review existing square footage; maximize existing space

Return to Contents

• Improve Pass to Class education

• Improve public transportation to all campuses • Leverage community partnerships around transportation

Metropolitan Community College Sustainability Master Plan Appendix

Students and Education

54

Grounds Strategy List Embed and Engage Sustainability Increase non-turf and lower maintenance plantings, increase pollinator plants • Work with the community and administration to be clear on the look of the grounds on each campus • Convert some turf to prairie biostrips

• Create signage for sustainable grounds aspects on all areas of campuses

Tracking and Assessment • Create sustainable tilling plans • Document current Grounds practices into an Integrated Pest Management strategy document

• Incorporate buffalo grass or another drought and disease resistant grass that requires low water • Work with Grounds and Horticulture to identify optimal non-turf species • Plant more perennials, self-seeding annual, natives, and shrubs • Use green alternatives to pesticides • Expand non-mowing spaces • Increase water collection for irrigation • Water based on soil loss based on soil moisture management

Students and External • Host a student competition for innovation • Expand and use partnerships • Involve students • Provide more sustainability classes for staff, students, and the community • Provide more education on what is currently happening for landscaping practices at MCC

• Use fewer chemicals on turf

Waste/Recycling Strategy List Availability, Accessibility, and Operations

Education and Engagement • Have an interoffice recycling competition • Increase education on recycling

• Ban plastic bottles on campuses

• Develop a communication plan for increased recycling

• Offer reduced tuition for paperless classrooms

• Improve recycling education

• Reduce yard waste, increase yard waste composting • Increase the easy availability of recycling bins • Expand composting in select areas (re: near eating areas)

Students and External

• Utilize technology to reduce the number of people on campus and reduce waste

• Provide a free class on recycling in Omaha

• Install more water refilling stations

• Extend partnerships to continue virtual offerings

• Continue work on composting expansion

• Involve students

• Provide more event recycling

• Have FOC and EVC be sustainability showcases

• Require renovations to include recycling

• Use partnerships

• Review supply needs for Horticulture and Culinary: what’s really needed?

• Complete quarterly fullness audits on dumpsters • Do waste audits to know what is in each stream

Return to Contents

• Host a student competition for innovation

Metropolitan Community College Sustainability Master Plan Appendix

Improve the annual diversion rate

55

Sustainability Engagement Survey Results February-March 2020

Overview In February, Metropolitan Community College (MCC) distributed a survey to gauge student, staff, and faculty’s engagement in sustainability.

This survey helps establish an understanding of the MCC community’s views on sustainability, and the results will shape sustainability initiatives going forward. To quantify this metric, the survey measures five dimensions of sustainability (see table below), scoring each dimension out of 100. The overall score is calculated by averaging scores from the five key dimensions. A total of 693 individuals completed the survey (through to the end) - 346 students and 347 staff/faculty. Despite attempts to garner participation, the response rate for students (3.2%) would not have been scientifically valid. For this reason, scores in the table below are calculated based on MCC staff and faculty responses only. The remainder of the report provides more detailed results on each survey question, which reflect ALL participants (including students), except where noted.

Highlights

Dimensions of Sustainability Engagement Dimensions

Staff Score

40%

Awareness of Efforts (very/moderately aware) at the organization to be more sustainable

37

Knowledge (very/moderately knowledgeable) about ways to be sustainable at work

69

Behavioral Frequency (always/most of the time) self-reported key sustainable behaviors

48

88%

Perceived Norm (always/most of the time) perceptions of how often others engage in key sustainable behaviors

22

Awareness of Sustainability (very/moderately familiar) familiarity with the concept of sustainability

54

of faculty/staff believe it is important for MCC to take active steps to be more sustainable.

Overall Score 1

46

of MCC faculty/ staff participated in the survey.

Key Findings Low Student Participation Rate Due to the timing of the survey (during the end of the quarter), there was a very low student response rate - less than 4% of all students took the survey. For this reason, the student responses were excluded from the calculated SES score so as to maintain scientific validity.

Diversity & Inclusion Results show a fairly high awareness of MCC’s diversity and inclusion efforts. This is clear within the Awareness of Efforts question, with 73% of respondents very or moderately aware of MCC’s efforts to promote diversity and inclusion, as well as in the high number of qualitative comments about this topic (49, or 13% of comments).

Low Awareness Overall score and specific scores for most efforts on the Awareness of Efforts question were fairly low, indicating that many staff, faculty, and students are unaware of what MCC has already done related to sustainability. Although it is possible this is due to a lack of effort by MCC, it is much more likely that there is a need for greater communication and education, per the qualitative responses on page 10.

2

Awareness of Efforts

Overall Score: 37

Awareness of efforts at MCC to…

Very aware

Moderately aware

Somewhat aware

Slightly aware

Not at all aware

73%

Promote diversity and inclusion

52%

Reduce unnecessary waste and promote recycling Maintain the grounds and landscaping in an environmentally-responsible manner

43% 41%

Promote sustainable commuting to/from work

38%

Operate in a way that creates more benefits than harm

38%

Enhance public health at MCC

35%

Conserve energy

33%

Conserve water Provide healthy and sustainable food options

30%

Purchase environmentally-responsible products

30% 24%

Reduce greenhouse gas emissions Develop plans and strategies to be more resilient to the effects of climate change

21% 0%

25%

3

50%

75%

100%

Knowledge

Overall Score: 69

Knowledge of ways to personally…

Very knowledgeable

Moderately knowledgeable

Somewhat knowledgeable

Slightly knowledgeable

Not at all knowledgeable

80%

Recycle allowable items at work/school

78% 75% 75%

Promote diversity and inclusivity Promote wellness for myself and others Reduce unnecessary waste of materials at work/school

72% 68%

Conserve energy Commute to/from work in a manner that reduces greenhouse gas emissions and pollution

57%

Think in ways that anticipate and respond to disturbance or climate events

47% 0%

25%

4

50%

75%

100%

Behavioral Frequency (Self-Reported)

Overall Score: 48

How often do you personally do the following at work?

Always

Most of the time

Sometimes

Rarely

Never

84%

Place allowable recyclables in a recycling container

96% 82%

Use reusable mugs, water bottles, bags, lunch containers, utensils, and/or plates Turn off non-emergency lights when leaving unoccupied workspaces

68%

Use computer or online resources instead of paper for meetings, class, etc. when available

65%

Lower the light levels or use fewer lights if natural light is available

54% 76%

Shut off your computer monitors when they will not be used for more than 15 minutes

52%

Incorporate ways of being more sustainable in your department, office, or classroom

45%

Go outside for meetings, exercise, well-being, or work

34%

Commute to MCC or for MCC purposes via walking, public transportation, or bike

19% 53% 13%

Attend MCC sustainability-related events or classes 0%

25%

46%

5

50%

75%

100%

Perceived Norm (Behavioral Frequency of Peers)

Overall Score: 22

How often do other employees do the following at work?

Always

Most of the time

Sometimes

Rarely

Never

52%

Place allowable recyclables in a recycling container Use reusable mugs, water bottles, bags, lunch containers, utensils, and/or plates

49%

Use computer or online resources instead of paper for meetings, class, etc. when available

44%

Turn off non-emergency lights when leaving unoccupied workspaces

35%

Incorporate ways of being more sustainable in your department, office, or classroom

30%

Shut off your computer monitors when they will not be used for more than 15 minutes

29%

Lower the light levels or use fewer lights if natural light is available

27%

Commute to MCC or for MCC purposes via walking, public transportation, or bike

18%

Go outside for meetings, exercise, well-being, or work

16% 14%

Attend MCC sustainability-related events or classes 0%

25%

6

50%

75%

100%

Awareness of Sustainability

Overall Score: 54

How familiar are you with the following concepts?

Very familiar

Moderately familiar

Somewhat familiar

Environmental Sustainability

Slightly familiar

Not at all familiar

68%

60%

Long-Term Thinking

58%

Social Sustainability

49%

Financial Sustainability

42%

Climate Resiliency

41%

Regenerative Systems 0%

25%

50%

7

75%

100%

Primary Focus: STAFF ONLY Top areas that STAFF/FACULTY respondents believe MCC should focus its efforts on: WASTE: reducing waste, increasing recycling, and purchasing environmentally-responsible products

60%

ENERGY: conserving energy, making buildings more energy efficient, and generating energy on site from renewable sources (e.g. wind or solar)

56%

WELLNESS: supporting MCC's staff and students to meet the challenges they face and supporting their strengths so they feel a part of the community, and are connected to their natural surroundings

38%

GROUNDS MANAGEMENT: Engaging in environmentally-responsible landscaping (e.g., managing stormwater, native plants, limited pesticide use, creating habitats for the local ecosystem)

31%

WATER: conserving water and/or capturing rainwater and runoff

29%

FOOD: making healthy and sustainable food options more available

29%

Primary Focus: STUDENTS ONLY Top areas that STUDENT respondents believe MCC should focus its efforts on: WASTE: reducing waste, increasing recycling, and purchasing environmentally-responsible products

46%

ENERGY: conserving energy, making buildings more energy efficient, and generating energy on site from renewable sources (e.g. wind or solar)

45%

FOOD: making healthy and sustainable food options more available

34%

WELLNESS: supporting MCC's staff and students to meet the challenges they face and supporting their strengths so they feel a part of the community, and are connected to their natural surroundings

34%

ACADEMICS: offering more courses and programs that integrate or focus on sustainability and/or resilience 8

30%

Mission Alignment & Importance: STAFF ONLY Mission Alignment: How strongly STAFF/FACULTY respondents agree or disagree that sustainability concepts align with MCC’s mission.

Importance: How strongly STAFF/FACULTY respondents agree or disagree that it is important for MCC to take active steps toward the various aspects of sustainability.

Shown below are the results for both Mission Alignment and Importance for each of the four sustainability concepts, as well as the average of the four that is used as an overall response.

Concept

Mission

Importance

Sustainability

79%

93%

Community leadership in sustainability

73%

86%

Resiliency to the effects of climate change

60%

80%

Operating in a way that produces more benefits than harm

80%

92%

73%

88%

Overall Average

9

Primary Reason The top five reasons why STUDENTS believe sustainability matters at MCC*: ENVIRONMENT - Because it lessens MCC's environmental impact, conserves resources, and reduces emissions RESPONSIBILITY - Because it’s the right thing to do HEALTH & WELLNESS - Because it protects public health and promotes wellness FUTURE GENERATIONS - Because it ensures that future generations can fully meet their needs FINANCIAL SAVINGS - Because it saves money

The top five reasons why STAFF/FACULTY believe sustainability matters at MCC: ENVIRONMENT - Because it lessens MCC's environmental impact, conserves resources, and reduces emissions RESPONSIBILITY - Because it’s the right thing to do FUTURE GENERATIONS - Because it ensures that future generations can fully meet their needs HEALTH & WELLNESS - Because it protects public health and promotes wellness LEADERSHIP - Because it demonstrates leadership and establishes MCC as a model institution

Why do you believe sustainability is NOT important for MCC? (ALL respondents) This question only appeared for the FOUR respondents who chose “NONE - Because I don't think it is important for MCC to pursue sustainability” on the previous question.

Not related to mission or vision No impact on operations Does not impact staff or students

25% 50% 25%

10

*With 346 responses, or approximately 3% of the student population, these responses are not considered to be reflective of the entire student body.

Qualitative Comments: Successes The survey asked participants for specific sustainability strengths and recent successes with explanations if possible. Of the 693 participants who completed the survey, 388 left comments. The table below shows the common themes identified in these comments and the percentage of respondents who mentioned that theme.

Commonly Identified Strengths 1. Waste Reduction & Recycling. 169 respondents (44%) identified waste reduction and recycling measures as strengths at MCC. This included many comments about the water bottle refilling stations and recycling bins across campus.

2. Energy/Green Design. 95 respondents (24%) highlighted MCC’s success in conserving energy and implementing green design practices for more efficient buildings. This included quite a few references to automatic lights and electric vehicle charging stations.

3. Social/Community/Diversity. 49 respondents (13%) mentioned forms of social sustainability, such as smoke-free campus policies, diversity and inclusion efforts, and community leadership.

Theme

%

Waste Reduction/Recycling

44%

Energy/Green Design

24%

Social/Community/Diversity

13%

Water/Landscaping/Horticulture

10%

Pass to Class/Transportation

9%

Communication/Education/Engagement

9%

Academics

7%

Organization Level/Leadership

5%

Sample Responses • “The water stations at some locations and in some buildings are fantastic and help prevent needless purchase of plastic water bottles. The prominently posted LEED certifications on new buildings are also a nice reminder of the college's interest in and leadership in sustainability.”

• “Some of MCC’s sustainability strengths are the ways in which the grounds are cared for and maintained. The plants and bees that surround the Fort Omaha campus have a positive impact not only on campus but within the community. Specifically towards the pollination of bees.’

• “The Horticulture department is awesome. They grow crops on-site where people can see it and provide food to the Culinary Department for their classes.” (This collaboration was often called out specifically!)

• “The Pass-to-Class travel pass for students is a great example of incorporating public transport and sustainability into the students' lives while also making sure that social justice is guiding it by providing free rides to those that may not be able to afford driving to class every week.”

11

Qualitative Comments: Opportunities In addition to asking survey participants about strengths, the survey asked respondents to suggest opportunities for MCC to be more sustainable. Of the 693 participants who completed the survey, 385 left comments. The table below shows the themes identified in these comments and the percent of respondents who mentioned that theme.

Commonly Identified Opportunities 1. Communication/Education/Engagement. 85 respondents (22%) requested more communication around sustainability, including providing education about sustainable behaviors, having more events and programs, and being more vocal about MCC’s existing efforts.

2. Waste/Recycling. 71 respondents (18%) identified waste and recycling as one of the top opportunities for MCC, particularly in terms of providing more bins and signage about what is allowable in the containers.

3. Energy/Green Design. 64 respondents (17%) mentioned energyrelated opportunities, including renewable energy, transportation, and more efficient building design.

Sample Responses

Theme

%

Communication/Education/Engagement

22%

Waste/Recycling

18%

Energy/Green Design

17%

Academics

9%

Transportation

9%

Water/Landscaping

8%

Wellness/Food

8%

Electronic Communication/Less Print

8%

Purchasing

7%

Community Work/ Partnership

5%

Financial

1%

• “Recycling. There are recycling containers around campus but no Diversity/Student Support 1% program to educate the faculty/staff/students as to what is recyclable. It isn't enough to just drop the containers and do no training.”

• “Our campus vehicles could be more fuel efficient or electric. We should make an intentional effort to add wind and solar power to our campuses.”

• “I get SO many paper handouts of various powerpoint presentations or paper things, that are almost always available on BlackBoard. … There needs to be a big push to eliminate paper in the classroom.”

• “I think awareness is huge; a campaign of brochures and "advertisements" that advocate why change is important, how the small changes made on an individual level can add up, what people can do to contribute, could be very effective. Hosting on-campus q&a's or workshops could also be good to increase awareness; a student-led forum could be an interesting way to get student involved, as well as increase interest.”

12

Qualitative Coding by Role The tables below show the number and percent of responses within each theme, broken down by number of Staff/ Faculty vs. Student responses. Percentages are percent of comments within that group.

Strengths Theme

Total ALL

Staff

Staff %

Students

Student %

Academics

27

9

5%

18

9%

Energy/Green Design

95

66

37%

29

14%

Organization Level/Leadership

21

13

7%

8

4%

Waste Reduction/Recycling

169

77

43%

92

44%

Water/Landscaping/Horticulture

37

22

12%

15

7%

Social/Community/Diversity

49

15

8%

34

16%

Communication/Education/Engagement

33

14

8%

19

9%

Pass to Class/Transportation

36

23

13%

13

6%

Opportunities Theme

Total ALL

Staff

Staff %

Students

Student %

Energy/Green Design

64

32

18%

32

16%

Academics

35

12

7%

23

11%

Communication/Education/Engagement

85

48

27%

37

18%

Purchasing

27

13

7%

14

7%

Transportation

34

21

12%

13

6%

Water/Landscaping

31

18

10%

13

6%

Wellness/Food

32

12

7%

20

10%

Waste/Recycling

71

42

23%

29

14%

Community Work/ Partnership

20

10

6%

10

5%

Financial

5

2

1%

3

1%

4

0

0%

4

2%

31

17

9%

14

7%

Diversity/Student Support Electronic Communication/Less Print

13

Respondent Demographics Primary Campus Location

Role

Fort South

Faculty 14%

Elkhorn Sarpy Online Applied Technology Ctr

Staff/ Admin 32%

South Express Fremont

Student 54%

North Express DoSpace Other 0%

11.25%

Number of Responses

Credits Taken (Students Only)

22.5%

33.75%

45%

Instructor Type (Faculty Only)

Staff Role (Staff/Admin Only)

240

100

120

180

75

90

120

50

60

60

25

30

0

1-5

5-10

10+

0

FT

Adjunct

14

PT

0

Non- Exempt Admin Unsure Other Exempt

Respondent Demographics (cont.)

Prefer to self-describe 0.3% Non-binary 2%

160

Prefer not to disclose 5%

120

80

Male 30% Female 63%

40

0

Gender

<18

18-24

25-34

35-44 45-54

Age

15

55-64

65+

Prefer not to disclose

Metropolitan Community College P.O. Box 3777 Omaha, NE 68103-0777 531-622-2400 mccneb.edu