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Campus Organization, Carbon Audit and Mitigation Activities at Frostburg State University


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Title: Campus Organization, Carbon Audit and Mitigation Activities at Frostburg State University

Campus Organization, Carbon Audit and Mitigation
Activities at Frostburg State University
  • Jonathan Gibralter President

American College and University Presidents
Climate Commitment
  • My role I signed on behalf of Frostburg State
    University in April 2007. I am also a member of
    the Leadership Circle and attended the ACUPCC
    Summit in Washington, D.C., in June.
  • Goal is to have 1,000 signatories by 2009.
  • 409 colleges and universities have signed.

Why Involve Higher Education?
  • If higher education is not relevant to solving
    the crisis of global warming, it is not relevant,
  • David Hales, President
  • College of the Atlantic
  • More than ever, universities must take
    leadership roles to address the grand challenges
    of the 21st century, and climate change is
    paramount amongst these.
  • Michael Crow, President
  • Arizona State University

Campus OrganizationFrostburg State University
  • Establish a Steering Committee of 23 people
    representing faculty, staff and students.
    Committee chaired by Associate Vice President for
    Institutional Effectiveness.
  • Sierra Student Coalition is an active
  • 11 subcommittees are being formed.
  • Measures meet ACUPCC requirement Within two
    months of signing this document, create
    institutional structures to guide the development
    and implementation of the plan.

Campus-Wide Committee
  • 1. Ray Blank/Facilities Management
  • 2. Alan Snyder/Purchasing
  • 3. Patrick O'Brien/Student
  • 4. Jeff Sellers/Student
  • 5. Dave Firman/Student
  • 6. Bob Larivee/Faculty, Natural Sciences
  • 7. Oguz Soysal/Faculty, Natural Sciences
  • 8. Bud Precht/Faculty, Natural Sciences
  • 9. David Arnold/Faculty, Natural Sciences
  • 10. Bill Seddon/Faculty, Natural Sciences
  • 11. Sydney Duncan/Faculty, Humanities
  • 12. Skott Brill/Faculty, Humanities
  • 13. Joan Andorfer/Faculty, Social Sciences
  • 14. Kara Rogers Thomas/Faculty, Social Sciences
  • 15. Mikal Crawford/Faculty, Education
  • 16. Karla Diehl/Faculty, Education
  • 17. Keramat Poorsoltan/Faculty, Business
  • 18. Dana Severence/Residence Life
  • 19. Lisa Rodgers/Aramark Manager, Dining Services

  • Greenhouse Gas Reduction
  • New Energy Initiatives
  • Energy Conservation
  • Green Campus Master Plan
  • Individual Action
  • Recycling Solid Waste Management
  • Curricular and Co-Curricular Opportunities
  • Space Utilization
  • Community Partnerships
  • Research
  • Student Engagement

Initiate two or more tangible actions (examples)
  • All new campus construction to be built to at
    least the U.S. Green Building Councils LEED
    Silver standard or equivalent.
  • Appliance purchasing policy requiring ENERGY
    STAR- certified products.
  • Policy of offsetting all greenhouse gas emissions
    generated by air travel paid by institution.
  • Encourage use of and provide access to public
    transportation for all faculty, staff, students
    and visitors at our institution
  • Within a year, begin purchasing or producing at
    least 15 of electricity from renewable sources.
  • Campus recycling program.

Solar Installation on Fuller House at Frostburg
State University
2-kW grid-tied solar unit generated an average
of 7.65 kilowatts per hour in June and July
Wind Turbine at Fuller House on Frostburg State
University Campus
2-kW grid-tied wind turbine tops a 45-foot tower
(which replaced the pictured 33-foot tower in
Renewable Energy Symposiumand Exposition Sept.
  • 28 presentations were made on topics as varied as
    funding options, wind power, wood gasification,
    small- and large-scale renewable energy, and
    community impact.
  • Nearly 150 people attended from all across the
    Mid-Atlantic region, representing FSU and several
    other universities, a variety of industries and
    those simply interested in learning more about
    renewable energy.

Renewable Energy Symposiumand Exposition Sept.
U.S. Rep. Roscoe Bartlett, R-Md., presented the
keynote address on peak oil. He is pictured in
the General Motors hydrogen fuel cell vehicle on
display at the Expo.
University System of Maryland Chancellor William
E. Kirwans speech led off the second day.
Renewable Energy Symposiumand Exposition Sept.
Residential-scale wind turbine
Solar-powered utility vehicle
  • Nearly 20 businesses and organizations displayed
    their wares as part of the exposition.

Focus the Nation National Teach-in
  • A national teach-in engaging millions of students
    and citizens with political leaders and decision
    makers about Global Warming Solutions
  • Focus the Nation will culminate January 31, 2008,
    in the form of national symposia held
    simultaneously at over a thousand campuses,
    places of worship, businesses, and other venues
    across the country.
  • On that day, each Focus the Nation team will
    invite local, state and federal political leaders
    to come to campus and participate in a
    non-partisan, round-table discussion of global
    warming solutions.

Carbon Audit
  • CA-CP Campus Carbon Calculator facilitates the
    collection, analysis, and presentation of data
    constituting an inventory of the emissions of
    greenhouse gases attributable to the existence
    and operations of an institution. It provides an
    essential foundation for focused, effective
    outreach on the issue of climate change at a
    college or university, and the basis for
    institutional action to address it.
  • There are three steps to the greenhouse gas
    emission inventory process
  • Data collection
  • Calculating greenhouse gas emissions
  • Analyzing and summarizing the results.

Getting Started Scope of Emissions
  • Scope 1 - includes all direct sources of
    Greenhouse Gas (GHG) emissions from sources owned
    or controlled by your institution, including (but
    not limited to) production of electricity, heat,
    or steam transportation or materials, products,
    waste, and community members and fugitive
    emissions (from unintentional leaks).
  • Scope 2 - includes GHG emissions from imports of
    electricity, heat or steam generally those
    associated with the generation of imported
    sources of energy.

Getting Started Scope of Emissions
  • Scope 3 - includes all other indirect sources of
    GHG emissions that may result from the activities
    of the institution but which occur from sources
    owned or controlled by another company, such as
    business travel, outsourced activities and
    contracts, emissions from waste generated by the
    institution when the GHG emissions occur at a
    facility controlled by another company (e.g.
    methane emissions from landfilled waste,) and the
    commuting habits of community members.

  • Operating Budget
  • All sources of funding for which the University
    has financial control. Plainly considered as the
    cost to operate the institution.
  • Research Dollars
  • All sources of financial funding the institution
    receives for its research endeavors.
  • Energy Budget
  • Amount of money the institution spends on
    providing the energy needs for all operations.

  • Energy sources will likely contribute over 90 of
    the university's emissions. This source is
    further divided into on-campus stationary
    sources, off-campus electricity production,
    off-campus steam production, and transportation.
    In the case where a campus has a co-generation -
    or combined heat and power (CHP) - plant, both
    electricity and steam are derived from an
    on-campus stationary source.
  • On-campus stationary sources will include all the
    fuels purchased other than gasoline or diesel
    fuel for vehicles. Most will probably be used
    for heating buildings, primarily oil, coal, or
    natural gas.

  • This section will estimate emissions from
    off-campus electric production. If your campus
    produces its own electricity, the associated
    emissions will be captured in the On-Campus
    Stationary Sources section (since it will be
    produced with the other fuels). Likely uses
    include lighting, computers, refrigeration, air
    conditioning, cooking, and sometimes even
  • You will need to know how much electricity was
    purchased (or produced) each year, generally
    gathered in kilowatt-hours (one kilowatt-hour
    kWh is the amount of energy that will power ten
    100-watt light bulbs for an hour). This data is
    often already compiled, but may require digging
    through monthly energy records.

  • Most universities keep a fleet of vehicles that
    are used for everything from moving equipment
    around campus, collecting solid waste or
    materials to be recycled, delivering campus mail,
    or managing the grounds and roads.
  • The information gathered needs to be in gallons
    of gasoline and diesel fuel, MMBtus of natural
    gas, and kWh of electric used for the fleet. If
    there are any other alternative-fueled vehicles
    in the fleet, record them, too. There is a field
    in the Calculator for other fuels.

Commuter Traffic
  • This category may be the most difficult to
    estimate. The goal is to estimate the number of
    annual miles traveled by faculty/staff and
    student commuters. To estimate this you will
    need to know how large these communities are,
    what their "average" commuter habits are
    (frequency of trips from home to school and
    back), the distance from home to school, and the
    number of commuting days.

Air Travel
  • Include air travel by faculty and staff on
    business and any student programs.

  • Methane and nitrous oxide emissions from
    agriculture. Many animals, especially dairy
    cows, release methane generated by microbes in
    their guts and also from the decomposition of
    their manure. While this source will likely be
    only about 1 of total emissions if your
    university has animals, they are worth noting.

Solid Waste
  • Institutions have several methods for managing
    solid waste. The two most common are
    incineration and landfilling.

  • When chlorofluorocarbons (CFCs) were found to be
    damaging to the ozone layer, alternatives such as
    hydrofluorocarbons (HFCs) and perfluorocarbons
    (PFCs) were required.
  • These chemicals were later discovered to also be
    strong greenhouse gases.

  • Purchase of Tradeable Renewable Energy
    Certificates (TRECs), also known as green
    electricity credits or green tags. These
    represent the fact that electricity was produced
    using one or several renewable technologies, such
    as wind, solar or small-scale hydroelectric.
  • Composting.
  • Carbon offset stored in trees.

Total Emissions in Metric Tons of CO2