Shoreline Community College Climate Action Plan May 15th, 2010 Action... · climate neutrality and...

Shoreline Community College

Climate Action Plan

May 15th, 2010

Table of Contents EXECUTIVE SUMMARY ............................................................................................................................................................ 1

Introduction ........................................................................................................................................................................ 3

Climate Commitment .......................................................................................................................................................... 4

Scopes of Carbon Emissions ................................................................................................................................................ 4

CAMPUS EMISSIONS ............................................................................................................................................................... 6

Sources of Carbon Emissions .............................................................................................................................................. 6

Table 1 Emission Sources, Shoreline Community College ............................................................................................... 6

Table 2 Average Scope 1 +2 Emissions for 172 Initial Reporting Institutions ................................................................. 7

Table 3 Gross Emission Sources, Shoreline Community College ..................................................................................... 7

Table 4 Average Gross Emissions per 1,000 sq ft for 172 Initial Reporting Institutions ................................................. 7

Analysis ............................................................................................................................................................................... 8

Table 5 Average Gross Emissions by Source for Associate's and Tribal Colleges ............................................................ 8

OBJECTIVES, AND ACTIONS (STRATEGIES) .............................................................................................................................. 9

The Plan: .............................................................................................................................................................................. 9

Educational, Research, and Community Outreach Efforts ................................................................................................. 9

Education ...................................................................................................................................................................... 10

Research ........................................................................................................................................................................ 10

Community Outreach Efforts ............................................................................................................................................ 10

Financing ........................................................................................................................................................................... 11

MITIGATION EXECUTIVE SUMMARY ..................................................................................................................................... 12

Buildings and Energy ......................................................................................................................................................... 12

Transportation .................................................................................................................................................................. 13

Consumption and Solid Waste .......................................................................................................................................... 14

Food and Agriculture ........................................................................................................................................................ 14

MITITGATION STRATEGIES .................................................................................................................................................... 15

Buildings and Energy ......................................................................................................................................................... 15

2030 OBJECTIVE 1 ......................................................................................................................................................... 15

2030 OBJECTIVE 2 ......................................................................................................................................................... 16

2030 OBJECTIVE 3 ......................................................................................................................................................... 17

2030 OBJECTIVE 4 ......................................................................................................................................................... 18

Transportation .................................................................................................................................................................. 19

2030 OBJECTIVE 1 ......................................................................................................................................................... 19

2030 OBJECTIVE 2 ......................................................................................................................................................... 19

2030 OBJECTIVE 3 ......................................................................................................................................................... 19

2030 OBJECTIVE 4 ......................................................................................................................................................... 19

2030 OBJECTIVE 5 ......................................................................................................................................................... 20

Consumption and Solid Waste .......................................................................................................................................... 21

2030 OBJECTIVE 1 ......................................................................................................................................................... 22

2030 OBJECTIVE 2 ......................................................................................................................................................... 24

Plants List for Campus Landscaping .................................................................................................................................. 26

Landscaping Design Checklist ....................................................................................................................................... 27

Best Times to Plant ....................................................................................................................................................... 27

Food and Agriculture ........................................................................................................................................................ 28

2030 OBJECTIVE 1 ......................................................................................................................................................... 28

Acknowledgements ........................................................................................................................................................... 29

Bibliography ...................................................................................................................................................................... 30

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EXECUTIVE SUMMARY

This plan represents the first Climate Action Plan (CAP) produced by Shoreline Community College (SCC). Its primary

purpose is to serve as a guide to SCC in promoting climate neutrality and sustainability. The CAP addresses SCC’s

greenhouse (GHG) gas emissions from the results of our GHG inventory and provides mitigation strategies designed to

help reduce the same. It also identifies SCC’s belief that education and community outreach are central to promoting

climate neutrality and sustainability.

Carbon neutrality is accessible in a variety of ways, but there are at least two fundamental strategic paths: The first path

assumes that carbon neutrality is a cost of doing business and approaches the goal by purchasing carbon offsets to “zero

out” normal operational emissions. This strategy places the responsibility for carbon neutrality solely upon the

operational side of an institution. The second path assumes responsibility uniformly throughout the institution. This

strategy is more difficult, as it requires an active engagement with and exploration of the goal as part of the process. It

requires a process of engaging and including key stakeholders, of complementing educational goals, of reaching for

widespread campus participation and strategic community partnerships, as well as exploring innovative technical

solutions. The second strategy focuses upon reducing overall emissions, throughout the organization, and only then

considering offsets for unavoidable greenhouse gas emissions.

Institutions with sufficient budget or endowment may choose to pursue the first path, and may legitimately claim

impressive reductions in net carbon emissions. Yet, this solution lacks a large part of the learning and local engagement

of the second (longer, more challenging, and arguably more substantive) path. Through this Climate Action Plan, SCC is

committing to the latter course. We are choosing to be active and engaged.

This plan represents a commitment to an overall approach. It is an articulation of the strategies, tactics, and resources

required to succeed on this more complex path as envisioned at this particular point in time. This plan is not an absolute

commitment to every tactic or investment noted. There are too many variables in play to fully predict every nuance of

the course ahead as we begin the journey. It is, however, a good faith attempt to describe the types and magnitude of

changes needed in the coming months and years. The early plan steps are likely to occur as described. Actions scheduled

for later years, however, are likely to evolve with changing circumstances and the lessons we learn along the way.

While the goal of carbon neutrality by 2030 will remain constant, the means to that end will be developed and refined,

relying in large part on the creative input and collective energy of a broadening base of participants and supporters. This

plan is the point of departure for that work.

It is not enough to transform ‘carbon’ costs into economic costs, nor is that a feasible strategy considering the current

state of the national economy. The first step to reducing greenhouse gas emissions is to reduce total emissions overall

through energy conservation and efficiency strategies, then replace non‐renewable energy sources with renewable

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sources that do not contribute to atmospheric accumulation of greenhouse gases, and then finally to seek out market‐

based Renewable Energy Credits, carbon sequestration strategies, and ‘carbon offsets’.

This Climate Action plan proposes a wide range of strategies to reach carbon neutrality, each of which would be selected

based upon the following criteria:

• An action must be consistent with the mission and values of the college • It should demonstrate financial efficiencies • It should have a reasonable ease of implementation • It should be achievable • It should advance social, ecological, and economic sustainability • Our plan should demonstrate flexibility and resilience to future changes

The recommended strategies within this plan focus on:

• Energy efficiency and conservation • On‐site renewable energy production • Commuting efficiencies and transportation alternatives • Waste stream management, including purchasing and food management processes • Building and grounds infrastructure and practices

Our strategic approaches include:

• Technical innovations • Increasing individual mindfulness and engagement with carbon neutral habits • Institutional policy and procedural changes

It is critical that this climate action plan support the mission and values of the college. Activities such as out‐of‐state

recruiting, study abroad, and paper use, among other key components of higher educational processes, will necessarily

continue as a part of normal operations. In the absence of any substantially new transportation and/or communication

alternatives it is unreasonable to anticipate a 100% reduction of greenhouse gas emissions from all of our core activities.

Therefore, the overall strategy of this plan is to minimize or eliminate as many emissions as possible, and then offset the

emissions that remain.

Goal oriented planning necessarily requires a narrow focus upon the specific activities and procedures pertinent to

success. Achieving our goal of carbon neutrality requires a dominant focus upon altering our use and reliance upon fossil

fuels. Climate change, however, is an issue that affects all aspects of our world, and true sustainability requires a wide

and holistic thought process inclusive of far more than merely energy use.

Shoreline Community College is first and foremost a higher education institution. There are long‐term values, priorities,

and practices that must be emphasized, in parallel with this plan, as equally critical to our larger perspective

sustainability goals. One such practice clearly pertinent to this plan is the preservation and management of our campus

woodlands. The woodlands are actively sequestering carbon and, while this sequestration is not a new mitigation or

offset within the scope of this plan, long‐term preservation of the woodlands is critical to preserving the college’s carbon

neutral footprint.

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It is important to recognize that SCC’s woodlands do help alleviate GHG production. This role of campus woodlands is

acknowledged on page 43 of the ACUPCC Guidelines. The campus woodlands are sequestering carbon each year, and

while such sequestration cannot be considered a saleable offset, it does contribute to SCC’s overall carbon budget.

Growing and maintaining woodlands does help reduce carbon dioxide in the atmosphere, and should be counted in

SCC’s carbon budget. Because of this, SCC should become, in sum total, a carbon negative, rather than merely a carbon

neutral, campus. Our most recent estimate of carbon uptake in the woodlands suggests that 3300 MTCDE are

sequestered per year.

The most effective carbon sequestration strategy for the college reserve should be either 1) leaving the forest alone (no

active management or timber removal) or 2) no timber removal coupled with active planting of trees in the forest

reserve. While these strategies are not directly addressed in this plan, forest management practices do have the

potential to significantly alter the college’s total carbon footprint.

Introduction

Climate change challenges us to re‐think and change the way we use energy, consume natural resources, transport

goods and people, and educate our citizens. Data show that, after controlling for naturally occurring warming cycles,

human produced greenhouse gas emissions are exacerbating global warming. Most scientists doing research in the field

believe the warming of planet Earth will reach a tipping point at which continued warming will become uncontrollable.

At that point, solar warmth will kick off a natural release of greenhouse gases that will amplify the already occurring

warming trend. As warming cascades, our environment and life as we know it, it will be unalterably changed. That

tipping point, most scientists believe, is about 3.6 degrees Fahrenheit, which we will reach unless we aggressively begin

to reduce carbon consumption within the next few years.

The consensus of most scientists is that to stop the increase in warming, to avoid reaching the tipping point, we must

reduce greenhouse gas emissions 40% by 2030 and 80% by 2050. A growing segment of the scientific community

believes we must reach these goals even sooner.

Responsible environmental stewardship is the key to addressing this problem. We must think differently about how we

use natural resources and must challenge ourselves to put those thoughts into practice.

President Lee Lambert recognized the importance of this, and signed a commitment with the American College and

University Presidents Climate Commitment (ACUPCC) on September 24, 2007. ACUPCC believes “Colleges and

universities must exercise leadership in their communities and throughout society by modeling ways to eliminate global

warming emissions and by providing the knowledge and the educated graduates to achieve climate neutrality”.1

Presidents and chancellors of colleges and universities are deeply concerned about the unprecedented scale and speed

of global warming and its potential for large‐scale, adverse health, social, economic and ecological effects.

1 http://www.presidentsclimatecommitment.org/

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Like other ACUPCC signatories, SCC seeks to model ways to eliminate global warming emissions. To help guide our

efforts, SCC provides this document, its CAP, which is critical to helping promote a climate neutral environment,

advancing sustainable practices, and helping our students achieve future career goals. Moreover, consistent with its

Strategic Plan and the ACUPCC climate neutral initiatives, SCC commits to engage faculty to create unique and

innovative curricula that prepare students to think, learn, and act globally.

Climate Commitment

We, Shoreline Community College (SCC), affirm our commitment to protect and enhance the environment through our

learning, research, service, and administrative operations. We seek to foster a community that sustains ecological

systems and educates for environmental awareness, local action, and global thinking. We seek to incorporate

environmental principles and environmentally responsible practices as fundamental and integrated components of all

SCC operations and programs. Our fundamental principles are to:

• Incorporate environmental concerns as a significant priority in College decision making. • Seek alternative practices and procedures to minimize negative impacts on the environment. • Conserve natural resources and restore environmental quality. • Protect the biodiversity of our region and serve as a living laboratory and habitat for local species. • Consider the social, economic, and environmental impacts of Shoreline Community College’s operational

policies and foster a participatory process in developing these policies.

Our decisions and actions will be guided by the College’s Mission Statement, reflective of the College’s resources, and

informed by the Board of Trustee’s Policies and the College’s Strategic Plan. As a learning institution, we recognize that

planning for sustainability will be an evolving practice.

Scopes of Carbon Emissions

Upon signing the ACUPCC agreement, SCC committed to completing a comprehensive inventory of all greenhouse gas

emissions within one year and updating the inventory every other year thereafter. The signing also committed the

college to complete six “tangible actions” that would move us forward immediately on the road to sustainability. SCC,

under the leadership of the Office of Administrative Services and the Implementation Liaison, met these commitments.

ACUPCC recommends that the climate action plan address three “scopes” of emissions. These include:

• Scope 1 emissions, defined as “direct greenhouse gas emissions, occurring from sources that are owned and controlled” by the college;

• Scope 2 emissions, defined as “indirect greenhouse gas emissions generated in the production of electricity consumed” by the college; and

• Scope 3 emissions, defined as “all other indirect emissions those that are a consequence of the college.”

The SCC Climate Action Plan provides objectives and actions (strategies) for emissions that the institution has the most

control over; that is, scope 1 and 2 emissions. Scope 3 emissions are primarily carbon produced through commuter

travel. A strategy to develop the scope 3 emission action plan is set forth in this document.

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The SCC Climate Action, as recommended by the ACUPCC, is broken down into seven major areas:

1. Sustainability in Education and Research 2. Community Outreach 3. Tracking Progress and Financing 4. Buildings and Energy 5. Transportation 6. Consumption and Solid Waste 7. Food and Agriculture

Shoreline Community College’s Climate Action Plan adopted in May 2010, sets forth broad objectives and specific

strategies for achieving the college’s greenhouse gas emission reduction goals. The plan was submitted to the American

Colleges and Universities Presidents Climate Commitment by President Lambert on May 15, 2010.

CAMPUS EMISSIONS

The College submitted its 2008 Greenhouse Gas (GHG) Emissions Inventory to ACUPCC on May 15, 2009. This inventory

is one of several steps that form the ACUPCC signators’ commitment to seek an 80% reduction in GHG emissions by mid‐

century.

Sources of Carbon Emissions

Recognizing resource limitations, this first inventory was conducted by students using existing data. Data was entered

into the Clean Air – Cool Planet Greenhouse Gas Emissions Calculator (“Calculator”), one of the tools recommended by

the ACUPCC. The results of the inventory were then submitted directly to ACUPCC following on‐line instructions for

GHG Inventory Reports. The ACUPCC in turn generated a summary report for Shoreline Community College, indicating

its calculation of gross emissions for the College.

Based on the data given, the College generated 14,280 metric tons of CO2e in the 2008 reporting year. Based on the

reported enrollment and square footage of the institution, these numbers translate to 0.7 metric tons per full‐time

enrollment, and 29.4 metric tons per 1,000 square feet for Scopes 1, 2 and 3.

Table 1 Emission Sources, Shoreline Community College

Statistics from the initial 172 submissions of greenhouse gas reports from other “Associate” institutions, (Table 2 below)

show that the average Scopes 1 + 2 emission is 1.29 metric tons per full‐time student, and 10.9 metric tons per 1,000

square feet. Table 3 shows Shoreline Community College’s Scopes 1 + 2 emissions are slightly below this average,

showing 0.4 metric tons per full‐time student, although, showing slightly higher 16.1 metric tons per 1,000 square feet.

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Table 2 Average Scope 1 +2 Emissions for 172 Initial Reporting Institutions2

Table 3 Gross Emission Sources, Shoreline Community College

Total Per Full‐Time Enrollment Per 1000 Square Feet

% Offset

Gross emissions (Scopes 1 + 2) 7,805 metric tons of CO2e 0.4 metric tons of CO2e

16.1 metric tons of CO2e 0%

Gross emissions (Scopes 1 + 2 + 3) 14,280 metric tons of CO2e 0.7 metric tons of CO2e

29.4 metric tons of CO2e 0%

Net emissions 14,280 metric tons of CO2e 0.7 metric tons of CO2e 29.4 metric tons of CO2e N/A

Table 4 Average Gross Emissions per 1,000 sq ft for 172 Initial Reporting Institutions3

Emissions Scope Average Emissions per 1,000 sq ft

Percent of Average Gross per 1,000 sq ft

Associate's and Tribal Colleges (n=106)

Scope 1 4.23 metric tons CO2e 15% Scope 2 9.69 metric tons CO2e 34% Scope 3 14.81 metric tons CO2e 52%

Gross Emissions 28.73 metric tons CO2e 100%

2 http://www.aashe.org/node/3018 3http://acupcc.aashe.org/ghg‐source‐statistics.php

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It must be noted that the calculation of emissions is based on formulas developed by the Calculator. As long as the

inventory is used in conjunction with the ACUPCC, the College’s emissions can be measured consistently against others

using the same system.

However, the resultant information could change if other tools are used. For example, the Calculator does not

differentiate hybrid or alternative fuel vehicles from SUVs in calculating the use of a single‐occupant vehicle.

Analysis

While the initial inventory indicates emissions in the range of average for reporting institutions for emissions per full‐

time students, the College is slightly higher than average per 1000 sq ft. We note, however, that the College’s initial

attempt at measuring emissions may not be statistically valid. For example, forty‐five percent (45%) of reported

emissions was attributed to commuting, but the commuter calculation was based on a class project survey that was not

a scientific or random sample. Although it provides anecdotal data, the data may nonetheless be useful in exploratory

analysis.

Another 34% of the College reported emissions were attributed to purchased electricity, which is just lower than the

35% average from other institutions according to table 5, Average Gross Emissions by Source for Associate's and Tribal

Colleges.

The remaining 21% of the College’s reported emissions were attributed to stationary and mobile combustion emissions.

Significantly, other institutions attribute an average of 13% for these same combustions as noted in table 5. This

category is worth further investigation during the next inventory as these emissions occur from sources owned and

controlled by the college.

Table 5 Average Gross Emissions by Source for Associate's and Tribal Colleges4

4 http://acupcc.aashe.org/ghg‐source‐statistics.php

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OBJECTIVES, AND ACTIONS (STRATEGIES)

The Plan:

• Establishes an interim goal of a 40 percent reduction below 2006 carbon emissions by 2030.

• Ascertain objectives to achieve the interim goal.

• Focuses on achieving major actions to be taken in the next five years (by 2015) to achieve SCC’s first initial

milestone of reducing our emissions 10 percent below 2006 levels.

The Climate Action Plan was prepared by the Implementation Liaison using existing available information collected over

the last year and with the help of small work groups consisting of staff, faculty, and administrators. The College will

circulate this plan for wide review starting immediately after its submittal to the ACUPCC in May of 2010, and will amend

the plan as new comments are received.

• Small Work Groups. The small work group’s model has been successful in developing the GHG Mitigation,

curriculum, and communication section of the Climate Action Plan. A series of small work groups may be

assigned to tackle individual strategies outlined herein, over the course of the next several years.

• Administrative Processes. One of the most critical elements of committing to and controlling sustainability

initiatives is through the development and implementation of Board policies and administrative procedures,

which document responsible parties and accountability for action. In 2009, the Board of Trustees updated its

policies and college administrators will be doing the same to update and include sustainability.

This Climate Action Plan outlines the College’s plan for becoming climate neutral as soon as possible, in accordance with

the ACUPCC and in compliance with state and federal regulations for greenhouse gas reductions.

The College will: ‐ Report on college carbon emissions bi‐annually.

‐ Report on progress in achieving major actions outlined in the CAP

‐ Evaluate existing actions and identify new actions every three years.

‐ Re‐examine the established objectives every five years.

Educational, Research, and Community Outreach Efforts

The success of our climate reduction plan is dependent on including the goal of climate neutrality into all educational

programs, conducting research where appropriate on the effectiveness and efficacy of our reduction strategies, and

engaging in community outreach efforts to expand the awareness and understanding of our efforts and progress.

Shoreline Community College, as part of its goal to reduce and eventually eliminate its GHG, will integrate sustainability

into its curriculum through its education, research, and community outreach efforts.

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Education

Shoreline Community College is committed to incorporating sustainability into all services and programs. Sustainability

has such a broad meaning that it can be related to every course and curriculum. A sustainable education is one that

exposes students to the concept of Triple‐Bottom Line thinking and how being a sustainably literate citizen is one that

has a basic understanding of the social, environmental, and economic aspects of sustainability.

A variety of departments and programs have begun incorporating sustainability into their curriculum and courses. The

number of courses that include sustainability in their content continues to increase. The College is exploring the

possibility of a sustainability module in our student and employee orientations. This module may include a carbon

footprint calculator that shows students and employees how their behaviors contribute to greenhouse gasses and how

to change behaviors to reduce their contributions. In addition, the real world application of renewable energy

technologies is being integrated into several of our trades programs.

Research

Shoreline Community College is a transfer and professional technical institution and as such does not conduct formal

research. As part of this commitment and plan, the College will explore ways to engage in research on its sustainable

endeavors and to provide faculty, staff, students and the community with opportunities to develop their knowledge of

sustainability, in hopes of stimulating their desire to incorporate sustainability into more of the College’s services and

programs.

Although not a research based institution, the College needs to engage in research by looking at the use and

effectiveness of various sustainable practices. Renewable energy systems, the use of alternative fuels, and sustainable

products are being used and studied.

Community Outreach Efforts

The College makes its sustainable efforts and initiatives available to the community in a variety of ways. The College has

an established Sustainability Committee that has a purpose of bringing about awareness of sustainable practices on the

campus and in the larger community. The committee recommends sustainable initiatives, education, and outreach

efforts and assists in the implementation of these efforts. The College is currently in the process of developing a

Sustainability Website. This website will benefit not only the campus community, but the surrounding communities as

well, by providing educational resources to incorporate sustainability into their lives.

The College will continue to hold community events like Solar Fest and Odyssey days to engage community involvement.

Our various college departments and offices continue to collaborate on ways to educate the public on sustainability and

work with the community to ensure access to quality green jobs (green job training programs as a pathway to a skilled

workforce in a green economy).

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Financing

Engaging in energy efficiency projects enables the College to meet both its goal of becoming climate neutral and

assisting in funding additional mitigation strategies. Cost savings realized from energy efficiency strategies are and will

be used to implement additional mitigation strategies identified in the plan. The College’s facilities are funded through

state budget funding, which covers operating expenses such as utilities and the maintenance of facilities. To date, the

College has implemented a variety of energy efficiency initiatives through the use of these funds and will continue to

request funding through the budget process for additional projects. In addition, we will seek alternative funding such as

state and federal grants, public private partnerships, and explore using student fees to fund energy efficiency projects

and programs.

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MITIGATION EXECUTIVE SUMMARY

The following tables detail the six major areas and the corresponding actions to be taken in the next three years (by the

end of 2012) to meet the objectives set for 2030. This long‐range plan is designed to put Shoreline Community College

on a path to accomplish the 40% carbon reduction goal. By the end of the calendar year 2012, this plan will be updated

to include additional actions to meet the 2030 goal.

Buildings and Energy

2030 Objectives Actions Planned for Completion by end of year 2012

1. Implement Master Plan to achieve energy reduction goals.

Complete a 10‐year Master Plan with the City of Shoreline.

Complete a 30‐year Long Range Development Plan with the State Board for Community and Technical Colleges.

2. Utilize state of the art HVAC control systems campus‐wide to maximize energy efficiency.

Complete energy reduction light project for 2100 Automotive Training Center.

Complete energy reduction study for outside lighting.

Replace many of the existing boiler/HVAC analog controls with digital controls.

As buildings are renovated/improved; install college standard HVAC Direct Digital Control System.

3. Renovate buildings that will not be replaced in the Master Plan.

Renovate 1100 building, which includes integrating cost effective sustainable design elements.



4. Develop and implement energy conservation program

Create long‐range strategies that will be used in the energy conservation program for the college.

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Transportation


1. Improve carpool usage by students/faculty and staff

Students and faculty/staff will receive information regarding carpooling on a regular basis. Relocate designated carpool parking closer to the campus.

2.

Develop a rent or share bike program.

Start initiatives to encourage biking on campus, including increased bike racks for storage, and a rent or share bike programs

3.

Expand the use of the College Telecommuting policy.

Encourage the use of the Telecommuting policy for employees.

4.

Establish transportation baseline data.

Conduct annual commuter surveys of SCC faculty, staff, and students to create baseline data.

5.

Reduce campus fleet emissions.

Create a timeline and financing plan to replace current campus fleet with an emission‐free fleet by the end of 2030. Begin to infuse alternative vehicles into campus fleet by 2012. Implement a zero “idol-time” policy on college vehicles when not in use.

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Consumption and Solid Waste


1. Improve recycling, reusing, and composting strategies.

Increase awareness around recycling and composting efforts.

Continued campus‐wide reduction of paper consumption.

Reduce garbage collection by increased recycling of materials.

2. Develop a water conservation plan to capture and filter storm water before it enters the receiving streams.

Negotiate an agreement with the City of Shoreline that will establish the long‐range water conservation plan related to onsite storm water detention.

Develop the long‐range storm water solution strategy needed to implement Objective 2.

3. Re‐design green space on campus grounds to reduce the need to use water for irrigation..

When possible, replace lawn with more sustainable landscaping design as part of building renovation projects.

Create the long‐range landscaping plan that will transform current campus green spaces with the most sustainable plantings and designs.

Food and Agriculture


1. Expand sustainable food options on campus.

Incorporate more local and sustainable vendors/growers into current food options.

Integrate curriculum on sustainable agricultural/horticulture practices as part of the community garden project on campus.

MITITGATION STRATEGIES

Buildings and Energy

Background

There are currently twenty‐six buildings that make up the SCC campus. Twenty of them were built from 1965 – 1977.

They are mostly small, energy‐inefficient, and are positioned too close together for additions. Some classroom energy

conservation upgrades have been made to them over the years, which include lighting motion sensors and more energy

efficient ballasts and fluorescent tubes.

The HVAC systems now have an improved standardized digital control system, which increased the college’s ability to

control the times heat is on/off and provided a greater ability to automate many of the room temperature settings. It

has been implemented in all of the renovated buildings and is partially implemented in the other existing buildings.

As part of the 2900 renovation project, solar panels were installed on the roof of the building. The power produced is

purchased by City Light. The solar energy system website can be found at

http://www.sunnyportal.com/Templates/PublicPageOverview.aspx?page=966c074c‐f1bc‐4779‐a706‐

5c286a5735ab&plant=6a2710f7‐3bbb‐459f‐845d‐a24314ea2432&splang=en‐US . The college also has a smaller array on

the roof of the Clean Energy Technology Center, the main office for an emerging clean energy program.

Immediate Action Items and Long‐Term Objectives

2030 OBJECTIVE 1

Implement Master Plan to achieve energy reduction goals.

Actions to be taken Before 2012

1. Complete a 10 year Master Plan with the City of Shoreline.

The extensive master planning process is in progress. The submittal documents should be ready for presentation to

the City of Shoreline in Spring 2010. This will start a formalized process to finalize the plan. It is being funded by the

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college. With the State funding process currently on hold and with the distressed economic climate, the college is

planning on one new Science Building and an expanded Automotive Training Center during the duration of this plan,

upon its approval. The new Science Building will be certified LEED Silver or better and replace five old and energy

inefficient buildings. It will also start the storm water detention system that will be phased in as replacement‐

building projects are completed.

2. Complete a 30‐year Long Range Development Plan with the State Board of Community and Technical Colleges

(SBCTC).

The mission for this plan will:

Replace worn and obsolete buildings with new buildings that are energy efficient and certified LEED Silver or better

Improve the campus environment in terms of orientation, disabled access, security, and way finding Encourage student interaction and faculty/student interaction by providing a variety of communal indoor and

outdoor spaces Respect the character of the existing campus by preserving trees and other significant landscape elements Implement SCC’s commitment to an environmentally sustainable campus Select building materials that should follow the Cascadia Region Green Building Council’s Materials Red List Use regionally available and easily renewable materials should be used for new construction Building new buildings that may be able to rely on natural ventilation for cooling New buildings could also use stack effect cooling Be fundable through the SBCTC capital funding process

2030 OBJECTIVE 2

Utilize state –of‐ the‐art HVAC control systems campus‐wide to maximize energy efficiency.


1. Complete energy reduction light project for 2100 Automotive Training Center.

Seattle City Light performed a partial audit of existing indoor and outdoor lighting being used. While most buildings

have been retrofitted with more energy efficiency lighting options, the original part of the building still needs 335 of

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the T12 fluorescent tubes replaced with T8 tubes and the original magnetic ballasts replaced with electronic ballasts.

This should realize a 35% reduction in energy costs for the operation of these lighting fixtures. Funding will come

from Seattle City Light.

2. Complete energy reduction study of outside lighting.

There are many different types of lighting being used for outside lighting. There is a lot of opportunity for upgrading

many of these fixtures to a more energy efficient option. Once the study is completed, the college will search for

funding options, which may include Seattle City Light or other grants.

3. Replace many of the existing boiler/HVAC analog controls with digital controls.

There are several old boilers and HVAC systems still in operation on campus. While most remain fairly reliable, new

digital controls would improve how efficient they operate. It will be funded from capital project funds.

4. As buildings are renovated/improved, install college standard HVAC Direct Digital Control System.

The 1800 building was renovated and now has a new DDC system. The 2100 building was expanded and also has the

new DDC system. Future renovation projects will include the same DDC upgrade, which greatly increases the

operating and cost efficiency of the HVAC systems.

2030 OBJECTIVE 3

Renovate buildings that will not be replaced in the Master Plan and include cost effective sustainable design features

into each project, funded by capital project funds.

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1. Renovate the 1100 building, which includes integration of cost effective sustainable design elements.

As was part of the 1800 renovation project, cost effective sustainable design elements may be included and are not

limited to the following:

• Separate HVAC units for each classroom, which allows individual control and the ability to turn down the temperature at times when the classrooms are not being used.

• Adding more insulation on the roof, as part of the re‐roofing job. • More efficient lighting fixtures in the classrooms. • Low VOC paint products. • Better ventilation system for the classrooms and restrooms. • Improved sustainable landscaping on the west side of the building. • Abatement of all asbestos in the building. • Carpet that is environmentally sustainable.


Many of the same sustainable design elements listed above will be included in this project. It will be funded by

capital project funds.


Again, many of the same sustainable design elements listed above will be included in this project. It will be funded

by capital project funds.

2030 OBJECTIVE 4

Develop and implement energy conservation program.


1. Create long‐range strategies that will be used in the energy conservation program for the college.

The strategies that may be used to reduce energy consumption could include and are not limited to:

• Use LEDs and dimming controls for interior lighting systems • Make a long‐term commitment to purchase sustainably‐generated power • Implement a retro commissioning and enhanced commissioning for environmental control systems • Building projects to conform to the City of Seattle Energy Code • All new buildings will be certified LEED Silver or better • Have on‐site energy production: photovoltaic arrays and/or geothermal well fields • Retrofit existing buildings with high‐efficiency VRV systems to reduce energy use on campus

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Transportation

Background Commuting is by far the largest source of GHG emissions at Shoreline Community College. The College is a commuting

school with students commuting from both within King County and from surrounding counties. 27% of our students live

within King County and 63% commute to campus from outside of the county. How to reduce this source of emissions

may be our greatest challenge.

The College will explore and engage in a variety of strategies to reduce GHG emissions resulting from commuting. The

following strategies have been implemented so far:

• College offers a 4‐day workweek schedule during the summer. • Carpooling resources and links are on the college website (Metro Rideshare ‐ a county ride‐sharing program to

assist carpoolers in finding others interested in carpooling in their area). • Provide subsidized public transportation passes for the city/county bus system(s). • Encourages students to use city bussing as an alternative to daily private vehicle travel. • Increased the offering of Distance Education classes and offer reduced days of the week that classes are taught

on campus year round. • Reduced business travel by staff/admin/faculty with the use of Elluminate and webinars. • Offer free carpool parking to students in designated parking spaces.



2030 OBJECTIVE 1

Improve carpool usage by students/faculty and staff.

• Students and faculty/staff will receive information regarding carpooling. • Relocate designated carpool parking closer to the campus.

2030 OBJECTIVE 2

Develop a rent or share bike program. • Start initiatives to encourage biking on campus, including increased bike racks for storage, and a rent or share

bike programs

2030 OBJECTIVE 3

Expand the use of the College Telecommuting policy. • Encourage the use of the Telecommuting policy for employees.

2030 OBJECTIVE 4

Establish transportation baseline data. • Conduct annual commuter surveys of SCC faculty, staff, and students to create baseline data.

2030 OBJECTIVE 5

Reduce campus fleet emissions.

• Create a timeline and financing plan to replace current campus fleet with an emission‐free fleet by the end of 2030.

• Begin to infuse alternative vehicles into campus fleet by 2011. • Upgrade/replace college vehicles with alternative fuel/hybrid/electric vehicles • Implement a zero “idol‐time” policy on college vehicles when not in use.

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Consumption and Solid Waste

Background

Beginning in 2008, Shoreline Community College began a minimum of a seven‐year partnership with CleanScapes

Recycling and Garbage Company. Through this partnership, SCC recycles the following quantities:

A minimum of 24 cubic yards of paper, cardboard, plastics, glass, and metal per week 5 – 96 gallon containers of food scraps per week 2 – 50 gallon drums of used food oil

Furthermore, SCC has 100 or more 38‐gallon recycling bins located throughout the campus. A 12” x 18” recycling

signage standard has been established, identifying what should and should not be recycled, and is posted on all recycling

bins. Also, they have been strategically placed near garbage bins to encourage visibility and provide a clear and easy

choice for the college community to recycle properly.

In 2005, the water system had a major upgrade, with a new water system pump house. This was required to provide

adequate water pressure in case of fire emergencies and to meet the water pressure requirements for future three story

building projects.

As part of the master planning process, the college is engaged in negotiations with the City of Shoreline to identify a

future storm water plan that will improve the quality and decrease the quantity of storm water entering Boeing Creek.

The master plan will also address how the college can create a more sustainable landscape design within three main

zones that will play off the existing character of the campus and will be using a native northwest plan palette.

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Currently, staff and faculty work together to identify sustainable plant choices when there is a landscaping improvement

opportunity. Their collaboration created the “Plants List for Campus Landscaping”. Within it, there is a “Landscape

Design Checklist” that is used to help identify the best plants for each landscape design improvement.


2030 OBJECTIVE 1

Improve recycling, reusing, and composting strategies.


1. Increase awareness around recycling and composting efforts.

The SCC Sustainability Committee formed a sub‐group that has worked on efforts to raise awareness around

campus, including the start of a Sustainability website, which is still in development. As student learning projects,

students are taking an active role in raising awareness of how to properly recycle. Staff and students have worked

together to create the new recycling signage standard, posting of the recycling signage on all recycling bins, and

placing the recycling bins where they can best be used. To highlight these efforts, a campus brochure on recycling

was designed and created in 2009. These brochures are located and distributed to many locations on campus. In

addition, campus community clubs, such as the Environmental Club, along with more student learning courses, could

be used to expand sustainability education.

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In the cafeteria. SCC uses compostable products, including but not limited to paper plate, napkins, along with

compostable spoons, forks, knives, and packaging. In 2009, a Trim Trax Program was installed to track the amount of

waste produced every day. Although the waste tracked primarily focuses on production, over production, and

unused/out of date product, paper product/materials are also included. From starting this program, SCC has

reduced its waste to approximately 20 quarts/day. Continuation of this effort will occur to minimize both food and

paper waste in the future.

2. Continued campus‐wide reduction of paper consumption.

While many printers on campus are set to print double‐sided as their default setting, there will be additional

research and effort placed to make this a campus standard. Also, staff, faculty, and students are encouraged to use

an electronic option whenever possible, with the goal of greatly reducing the amount of printing needed. This

includes the increased use of sending pdf copies via e‐mail versus having to fax the information.

In 2009, SCC switched to 100% recyclable paper for our white stock and 30% recyclable for our color stock. Apart

from changing the recyclable content of our paper, our website was redesigned and hosted with new active links to

formerly print only employee and student forms/documents. A process such as online web registration for

continuing and returning students also was established to cut down on paper consumption. With students

requesting more of a web/online access to services and forms, SCC will continue to be inventive in converting

materials/forms to a web format to decrease paper consumption.

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3. Reduce garbage collection by increased recycling of materials.

Staff and students have worked together to place the recycling bins where they can best be utilized. As was

previously stated, the recycling bins have been strategically placed near garbage bins to encourage visibility and

provide a clear and easy choice for the college community to recycle properly.

2030 OBJECTIVE 2

Develop a water conservation plan to capture and filter storm water before it enters the receiving waters.


1. Negotiate an agreement with the City of Shoreline that will establish a long‐range water conservation plan related to

onsite storm water retention.

The negotiation process has started, with an approved plan to be established sometime in 2010.

2. Develop the long‐range storm water solution strategy needed to implement Objective 2.

This will be part of the master planning process, working closely with a landscape architectural firm. As the master

plan is implemented, the college will go from 26 buildings that are mostly one‐story in construction to 12 buildings

that will be mostly three‐story in construction. This will provide additional landscaping square footage on campus.

As a result, we will need to increase our storm water strategies, which may include the use of rain gardens, flora and

fauna that is drought‐tolerant, the use of cisterns to collect gray water for irrigation and the flushing of low‐flow

fixtures, and a detention facility.

Re‐design green space on campus grounds to reduce the need to use water for irrigation.


1. When possible, replace lawn with more sustainable landscaping design as part of building renovation projects.

These strategies have already been used for the PUB 9000 Building and 1800 Building renovation projects. This will

be continued with the 1700 Building and 1500 Building renovation projects currently in the planning phase.

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2. Create the long‐range landscaping plan that will transform current campus green spaces with the most sustainable

plantings and designs.

As new replacement buildings are constructed the plan could include many landscaping design elements, including

and not limited to the following:

• New building courtyards that use natural materials, such as wood, stone, and rain water, to anchor these transparent buildings into the site

• Rain gardens that provide storm water filtration while maintaining the existing aesthetic character of the campus

• The existing stand of mature evergreen trees becomes the new focal point of the landscape; the setting of the existing stone is maintained and enhanced

• Outdoor spaces will have a significant landscape character to aid in campus organization and wayfinding • Barrier‐free access across steep slopes/no handrails • Accessible paths and easing elevation changes across campus • Clear interior and exterior circulation will form strong relationships between indoor and outdoor spaces • Decrease areas of lawn on campus; plant native and drought‐tolerant species

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Plants List for Campus Landscaping Shoreline Community College

Native Tree Name ~Size of Tree # Needed # Purchased

Vine Maple Acer circinatum 1 – 2” caliper 6 0

Serviceberry/Saskatoon Amelanchier alnifolia 1 – 2” caliper 3 0

Flowering Dogwood (Eddy’s Wonder) Cornus nuttalii 1 – 2” caliper 5 0

Garry Oak “Quercus garryana” 1 – 2” caliper 1 0

Native Plant Name (Shrubs) ~Size of Plant # Needed # Purchased

Red Flowering Current Ribes sanguineum 5 Gallon 7 0

Evergreen Huckleberry Vaccinium ovatum 5 Gallon 7 0

High Bush Cranberry Viburnum edule 5 Gallon 5 0

Snowberry Symphoricarpus mollis 5 Gallon 5 0

Mountain Laurel Kalmiopsis sp. 5 Gallon 5 0

Pink Rhododendron Rhododendron macrophyllum 5 Gallon 5 0

Wild Rose Rosa pisocarpa or R. gymnocarpa 5 Gallon 7 0

Black Twinberry Lonicera involucrata 5 Gallon 5 0

Viburnum Tinus (Spring Bouquet) 5 Gallon 7 0

Mock Orange “Philadelphia lewisii” 5 Gallon 5 0

Pacific Ninebark “Physocarpus capitatus” 5 Gallon 5 0

Nootka Rose “Rosa nutkaena” 5 Gallon 5 0

Native Plant Name (Groundcover – Ferns) ~Size of Plant # Needed # Purchased

Southern Maidenhair “Adiantum venustrum” Flat 4 0

Oak Fern “Gymnocarpium dryopteris” 6 inch pot 5 0

Lady Fern “Athyrium felix‐femina” 6 inch pot 5 0

Deer Fern “Biechnum spicant” 6 inch pot 5 0

Spreading Wood Fern “Dryopteris expansa” 6 inch pot 5 0

Wild Ginger “Asarum caudatum” 4 inch pot 10 0

Native Plant Name (Groundcover – Forbs) ~Size of Plant # Needed # Purchased

Starflower “Trientalis latifolia” 4 inch pot 10 0

Fringe Cup “Tellima grandiflora” 4 inch pot 10 0

Wood Sorrel “Oxalis oregana” 4 inch pot 10 0

Western Bleeding Heart “Dicentra formosa” 4 inch pot 10 0

Low Oregon Grape Mahonia nervosa 1 gallon 20 0

Evergreen Vancouveria Vancouveria 1 gallon 7 0

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Landscaping Design Checklist

There is list of factors on the Shoreline CC Landscaping Design Checklist that are considered when determining plant choices. The checklist questions include and are not limited to:

1. What space considerations are there?

• Many native trees are not suitable for a specific application due to their large size at maturity and/or are very messy to maintain.

• Spaces to be landscaped are often smaller in size • Many spaces are close to buildings

2. What security concerns could be involved when grouping plants?

3. Are specific plants a good choice near sidewalks?

4. What lines are underneath the ground, including gas, water, electrical, and sprinkler system?

5. Do the native and/or non‐native plants meet sustainability guidelines?

• Plants are low maintenance • Plants are drought tolerant • Plants adapt to a specific location without requiring pesticides, herbicides, fertilizers, and irrigation; knowing

some exceptions to this may be needed

6. Did we consider both native and/or non‐native plant options when determining which sustainable plant is best suited for a specific application?

7. Are the plants visually pleasing (color, texture, shape, size)?

8. Do the plants provide an educational opportunity?

9. Does the plant design compliment the building(s)?

10. Do the plants attract and support wildlife?

Best Times to Plant

During the year, the best times to plant are the following:

• From March 1 – June 30

• From September 1 – October 15

Food and Agriculture

Background

Beginning in March 2008, Shoreline Community College signed on with a five‐year contract with Chartwells Food Service.

Part of the decision was Chartwell’s policy and practice of encouraging responsible and sustainable practices by

partnering with local vendors. In addition to Chartwell’s vendors, SCC also outsources from local distributors such as

Café Appassionato, Seattle’s Best Coffee, and Springbrook Farms. However, whoever is the food service company for

the campus, SCC is committed to researching the 100 mile radius “seed to table” concept now and in the future.


2030 OBJECTIVE 1

Incorporate more local and sustainable vendors/growers into current food options.


1. Continue to work with Chartwell’s to engage the local community in this effort.

2. Integrate curriculum on sustainable agricultural/horticultural practices as part of the Community Garden project on campus.

In 2009, a six‐person team of staff, faculty, and Americorps volunteer submitted a proposal for the creation and

maintenance of a community garden, which was approved by the college administration, in the space north of the

2700 building and south of the 2400 compound. The purpose or benefit of the community garden is multifaceted

and includes:

• Constructing several raised beds for growing vegetables

• Providing efficient use of growing space, using trellises and espaliers along brick wall, multi‐layered plantings

• Implementing sustainable features as water conservation and integrated pest management

• Serving as a focal point for the Earth Week activities

• Serving the community by donating the harvest to local food banks

• Offering service learning opportunities for SCC and Learning Center North students

• Integrating additional “outdoor lab” space for classes such as Botany and Sustainable Gardening/Horticulture

• Increasing opportunities for community events, such as garden talks, tours, or continuing education classes

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Acknowledgements

The following people are thanked for their involvement and help in the creation of the SCC CAP.

Bob Roehl – Director of Facilities and Capital Projects Alicia Zweifach – Counselor Daryl Campbell – Vice President of Administrative Services Sharon Wines – Confidential Assistant for Administrative Services Student from SCC’s Service Learning Projects through Economics, Geography, and Geology classes SCC Sustainability Committee Members Chip Dodd Chair, Faculty Emma Agosta Co‐Chair, Faculty Judy Penn Faculty

Debra Doepping Classified Staff Ava Munsun – Social Justice Minister Yasuhiro Sumino – Student Body President Elysia Morrison – Student Maxwell Fuangaromyn – Student Adam Warren – Student Gillian Lewis – Dean of Health Occupations and Physical Education Bob Roehl – Director of Facilities and Capital Projects Sharon Wines – Confidential Assistant for Administration Services

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Bibliography

Reference information for the SCC Climate Action Plan came from the following informative websites, as well as personal contact with the helpful individuals in the acknowledgements.

American College and University Presidents Climate Commitment – www.presidentsclimatecommitment.org

Association for the Advancement of Sustainability in Higher Education – www.aashe.org

Clean Air‐Cool Planet – www.cleanair‐coolplanet.org

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