Climate Action Plan - ACUPCC Reports - Climate Commitment

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on climate neutrality in ways that will be mutually beneficial to theUniversity and to business.• Research Investments. The strategies and solutions that will ultimatelyenable the campus to achieve climate neutrality are not all known today,and will likely involve technologies and advances not yet imagined.Continuous, strong support for current and emerging research conductedby University faculty will be critical for developing the game-changinginnovations necessary to achieve climate neutrality.• Campus as a living laboratory. Through partnerships between facultyand campus operations, physical space can be established for faculty topilot the most promising ideas while reducing the campus’ carbonfootprint.• Culture change/engagement. Actively and continuously engaging thecampus community in achieving climate neutrality will elevateawareness of the issues and create a community that will act to achievethe goal.• Policy. Achievement of the campus’ emissions reduction goals may begreatly accelerated by the adoption of policies at the local, state, andfederal level that encourage the development of low-carbon or renewableenergy generation and less emissions-intensive transportation. Oncampuspolicies concerning budgeting, space allocation, and energy alsohave the potential to further efforts to attain climate neutrality.The Committee is evaluating the most promising ideas in these primary andenabling areas (Appendix B) relative to a set of criteria they have established(Appendix D). The evaluation process will result in the development of aspecific set of strategies that will be disseminated across the Twin Cities campusin Spring 2011 for feedback and input. Based on input from the campuscommunity, the set of strategies will be amended, the CAP will be revised, andversion 1.1 of the CAP will be published.Education, Outreach and ResearchEducation and OutreachSustainability is already a common thread running through students’ educationalexperiences at the University. Through curricular and co-curricular channels,students learn about sustainability and the environment. These educationalexperiences contribute to an engaged and informed student body that helps spurefforts to makes the university more sustainable in its operations. They alsoproduce graduates who are prepared to create new knowledge and solveproblems in the areas of sustainability and climate neutrality. The following areexamples of how sustainability is incorporated into the educational experience ofall students:This document is intended to be viewed online.Please think about the environment before printing.University of Minnesota, Twin CitiesClimate Action Plan v. 1.0 ‐ Page 12 of 24
Curriculum• Over the past two years, over 600 sustainability-focused orsustainability-related courses were offered with total course enrollmentexceeding 70,000 students.• To earn a degree from the University, all undergraduates must take onecourse that fulfills an Environment Theme. Environment Theme coursesengage students in interdisciplinary studies of issues occurring at theintersection of the natural environment and human society, including thesustainability of personal actions.• Dozens of academic programs are offered including minors insustainability studies, corporate environmental management, andsustainable agriculture; majors in environmental design andenvironmental sciences, policy, and management; and program tracksfocused on sustainability in disciplines ranging from global studies toarchitecture.• Through the off-campus study program, HECUA – Higher EducationConsortium for Urban Affairs, and graduate and undergraduate researchopportunities for credit, students are engaging in hands-on projects tofurther their knowledge of sustainability and apply that knowledge tosolve current problems.• Many graduate courses incorporate sustainability into their curriculumsuch as GEOG 8101 Proseminar Nature and Society; GEOG 8200Seminar Urban Geography; GEOG 8211 Environmental Policy; LA 5755Infrastructure, Natural Systems and the Space of Inhabited Landscapes;MDP 5001 Ways of Knowing and Sustainable Livelihoods; MDP 5002Research Methods for Sustainable Livelihoods; MDP 5003 Field StudyPre-Departure Seminar; PA 5531 Strategies for SustainableDevelopment; SAGR 8010 Colloquium in Sustainable Agriculture; andothers across multiple disciplines.Co-Curricular• During Welcome Week, an on-campus program designed to complementthe orientation experience for first year students, over 5,000matriculating undergraduates are introduced to sustainable practices,student organizations, and educational programs.• Housing & Residential Life employs a Sustainability EducationCoordinator and 17 volunteer Sustainability Advocates, students whoplan and deliver peer-to-peer educational programming on sustainabilitytopics for the 6,500 on-campus residents.• There are approximately 20 student organizations focused on topicsrelated to sustainability and the environment including Active EnergyClub, EcoWatch, Greenlight, GreenBiz, Campus Beyond Coal,This document is intended to be viewed online.Please think about the environment before printing.University of Minnesota, Twin CitiesClimate Action Plan v. 1.0 ‐ Page 13 of 24
Page 1: Climate Action Planfor the Universi
Page 5 and 6: IntroductionThe American College an
Page 7 and 8: state provided resources more effic
Page 9 and 10: The criteria being used for the eva
Page 11 and 12: Table 1 - Emissions Sources by Scop
Page 13 and 14: personal steps to conserve energy,
Page 15: ecommissioning all buildings on a f
Page 19 and 20: • Local, state, and federal polic
Page 21 and 22: Appendices• Appendix A - Meetings
Page 23: Appendix B - Initial list of strate
Page 27 and 28: University of MinnesotaTwin CitiesG
Page 29 and 30: Table of ContentsTable of ContentsE
Page 31 and 32: IntroductionIntroductionOn January
Page 33 and 34: EmissionsEmissions by ScopeScopes h
Page 35 and 36: Total EmissionsTotal EmissionsThe t
Page 37 and 38: TransportationEmissions from Direct
Page 39 and 40: Purchased ElectricityEmissions from
Page 41 and 42: CommutingEmissions from CommutingTh
Page 43 and 44: WasteEmissions from WasteIncinerati
Page 45 and 46: Appendix 1Snapshot of Clean Air Coo
Page 47: Appendix D - Decision Criteria for
Page 51 and 52: University of MinnesotaSystemwide S
Page 55 and 56: University of MinnesotaBoard of Reg
Page 57 and 58: University of MinnesotaSustainabili
Page 59 and 60: PrefaceThe test of the University
Page 61 and 62: Executive SummaryIn July 2004, the
Page 63 and 64: High-Level GoalsThe following high-
Page 65 and 66: GoalsLeadership and ModelingGoal 1:
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in teaching, research, outreach, an
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Numerous efforts on individual camp
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leadership, the strategic planning
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Goals, Desired Outcomes, MeasuresWh
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Leadership and ModelingBoard of Reg
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Leadership and Modeling Goal 2Activ
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Leadership and Modeling Goal 4Make
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Operational ImprovementsBoard of Re
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Strategic building planning and des
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Energy EfficiencyBoard of Regents P
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Energy Effi ciency Goal 1Reduce ene
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To meet ACUPCC goals, each campus h
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“Our commitment toexcellence is a
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The University of Minnesota should
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Education and OutreachBoard of Rege
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. The sustainability focus of servi
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Bringing knowledge to the wider com
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importance of integrating sustainab
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Implementation and ReportingIn the
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StructureSustainability committees
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AcknowledgmentsLeadership and Model
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Campus ConsultationsThe committee w
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Sustainability and Uhttp://www.user
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AdministrativeSUSTAINABILITY AND EN
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Appendix F - Related Reports and We
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Climate Action Plan - ACUPCC Reports - Climate Commitment

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