2014-05-12-college-of-the-atlantic-me

College of the Atlantic The following information was submitted through the STARS Reporting Tool Date Submitted: May 12, 2014 STARS Version: 2.0 Campus Sustainability Data Collector | AASHE Snapshot | Page Table of Contents Institutional Characteristics Institutional Characteristics Academics 12 Curriculum 12 Research Engagement 27 33 Campus Engagement Public Engagement Operations 33 55 71 Air & Climate Buildings Dining Services Energy Grounds Purchasing Transportation Waste Water Planning & Administration 71 80 90 98 107 114 126 138 150 156 Coordination, Planning & Governance Diversity & Affordability Health, Wellbeing & Work Investment Innovation 156 171 183 191 199 Innovation 199 The information presented in this submission is self-reported and has not been verified by AASHE or a third party If you believe any of this information is erroneous, please see the process for inquiring about the information reported by an institution Campus Sustainability Data Collector | AASHE Snapshot | Page Institutional Characteristics Institutional Characteristics The passthrough subcategory for the boundary Credit Institutional Boundary Operational Characteristics Academics and Demographics Campus Sustainability Data Collector | AASHE Snapshot | Page Institutional Boundary Criteria This won't display Submission Note: College of the Atlantic has a very small graduate program Each year we typically award 2-3 M Phil degrees Because this program is so small -less than three percent of our student body -and because the overwhelming majority of our resources are devoted to undergraduates, we focus on our undergraduate program in this survey " -" indicates that no data was submitted for this field Institution type: Baccalaureate Institutional control: Private non-profit Which campus features are present and included in the institutional boundary?: Present? Included? Agricultural school No No Medical school No No Pharmacy school No No Public health school No No Veterinary school No No Satellite campus No No Hospital No No Farm larger than acres or hectares Yes Yes Campus Sustainability Data Collector | AASHE Snapshot | Page Agricultural experiment station larger than acres or hectares No No Reason for excluding agricultural school: - Reason for excluding medical school: - Reason for excluding pharmacy school: - Reason for excluding public health school: - Reason for excluding veterinary school: - Reason for excluding satellite campus: - Reason for excluding hospital: - Reason for excluding farm: - Reason for excluding agricultural experiment station: - Narrative: The College of the Atlantic's main campus is 37 acres fronting on the Atlantic Ocean in the Town of Bar Harbor The campus has parking adjacent to Route 3, its main access route The campus has extensive lawns and gardens and a protective buffer of trees along the ocean Campus Sustainability Data Collector | AASHE Snapshot | Page shore front The college has two working farms: Beech Hill Farm and the Peggy Rockefeller Farms Beech Hill farm is a 72-acre farm twelve miles from campus that raises 4-5 acres of vegetables for sale to the public at a farm stand, to wholesale accounts, a CSA program, and also sells produce to the main campus cafeteria Peggy Rockefeller Farms are miles from campus and comprise 125 acres with 50 acres of pasture and hay land The farm currently raises small livestock and an apple orchard was recently planted Broiler chickens from this farm are provided to the college cafeteria Both farms have extensive student involvement in their operations Also, while not included in the list above, the college has two facilities on offshore islands in the Gulf of Maine that are used for marine research and teaching COA ownership on the islands amounts to 15 acres We also own a 100-acre forested property about miles from the main campus that is used for field studies It is not included in the Institutional Boundary (IC-1) since there was not a category above provided for forest land Campus Sustainability Data Collector | AASHE Snapshot | Page Operational Characteristics Criteria n/a Submission Note: We not have a natural gas supply on Mount Desert Island and so use propane The biomass source is wood pellets made here in Maine Our total campus area includes the main campus (37 acres), Beech Hill Farm (72), Peggy Rockefeller Farms (125) and two small research Island properties (15), and the Cox Woodlot (100) for a total of 349 acres " -" indicates that no data was submitted for this field Endowment size: 35,000,000 US/Canadian $ Total campus area: 349 Acres IECC climate region: Cold Locale: Small town Gross floor area of building space: 144,500 Gross Square Feet Conditioned floor area: 141,500 Square Feet Floor area of laboratory space: Square Feet Floor area of healthcare space: Square Feet Floor area of other energy intensive space: Square Feet Campus Sustainability Data Collector | AASHE Snapshot | Page Floor area of residential space: 48,360 Square Feet Electricity use by source:: Percentage of total electricity use (0-100) Biomass - Coal - Geothermal - Hydro - Natural gas - Nuclear - Solar photovoltaic Wind 93 Other (please specify and explain below) - A brief description of other sources of electricity not specified above: We have a small wind turbine but it only produces a very small amount of electricity and was not included for this question Energy used for heating buildings, by source:: Percentage of total energy used to heat buildings (0-100) Biomass 12 Coal - Electricity - Fuel oil 65 Campus Sustainability Data Collector | AASHE Snapshot | Page Geothermal - Natural gas 23 Other (please specify and explain below) - A brief description of other sources of building heating not specified above: A very small amount of electricity is used for heating some 144 square foot faculty huts but is not included above We did not included square footage for laboratory or health care space as we have not facilities that meet the definition of using twice that of normal administrative space For our small school, these facilities use heating fuel in the same way as administrative spaces Campus Sustainability Data Collector | AASHE Snapshot | Page Academics and Demographics Criteria n/a Submission Note: All data are for the 2012-2013 academic year (July 1, 2012 through June 30, 2013) " -" indicates that no data was submitted for this field Number of academic divisions: Number of academic departments (or the equivalent): Full-time equivalent enrollment: 329 Full-time equivalent of employees: 105 Full-time equivalent of distance education students: Total number of undergraduate students: 362 Total number of graduate students: Number of degree-seeking students: 356 Number of non-credit students: Number of employees: 117 Campus Sustainability Data Collector | AASHE Snapshot | Page 10 A brief description of how managers are adhering to proxy voting guidelines: From the 2008 Guidelines for the College of the Atlantic Endowment: Proxies are to be voted by the investment managers The College of the Atlantic Shareholder Advisory Standing Committee will provide recommendations on how to vote proxies that concern environmental and social issues Has the institution filed or co-filed one or more shareholder resolutions that address sustainability or submitted one or more letters about social or environmental responsibility to a company in which it holds investments during the previous three years?: No Examples of how the institution has engaged with corporations in its portfolio about sustainability issues during the previous three years: - Does the institution engage in policy advocacy by participating in investor networks and/or engaging in inter-organizational collaborations to share best practices?: No A brief description of the investor networks and/or collaborations: - The website URL where information about the institution's sustainable investment efforts is available: http://coa.edu/sustinvestment.htm Campus Sustainability Data Collector | AASHE Snapshot | Page 197 Investment Disclosure Responsible Party Donna Gold Director of Public Relations Public Relations Criteria Institution makes a snapshot of its investment holdings available to the public, including the amount invested in each fund and/or company and proxy voting records The snapshot of holdings is updated at least once per year Institutions for which investments are handled by the university system, a separate foundation of the institution and/or a management company contracted by the institution should report on the combined activities of those entities This credit was marked as Not Pursuing so Reporting Fields will not be displayed Campus Sustainability Data Collector | AASHE Snapshot | Page 198 Innovation Innovation These credits recognize institutions that are seeking innovative solutions to sustainability challenges and demonstrating sustainability leadership in ways that are not otherwise captured by STARS Credit Innovation Innovation Innovation Innovation Campus Sustainability Data Collector | AASHE Snapshot | Page 199 Innovation Responsible Party Dave Feldman Professor of Physics and Mathematics Environmental Science Criteria Innovation credits are reserved for new, extraordinary, unique, ground-breaking, or uncommon outcomes, policies, and practices that greatly exceed the highest criterion of an existing STARS credit or are not covered by an existing STARS credit In general, innovation credits should have roughly similar impacts or be on the same scale as other STARS credits Outcomes, policies, and practices that are innovative for the institution’s region or institution type are eligible for innovation credits The innovative practice, policy, program, or outcome must have occurred within the three years prior to the anticipated date of submission The innovative practice or program has to be something that the institution has already done; planned activities not count The innovative practice or program should originate from an area within the defined institutional boundary An institution can only claim a particular activity as an innovation credit once When re-submitting for a STARS rating, an innovation credit that the institution submitted previously cannot be re-submitted An institution that has made significant advancements to a project or program that was previously submitted as an innovation may resubmit based on those advancements if the project or program is still considered innovative Practices, policies, and programs that were once considered innovative but are now widely adopted (e.g being the first institution to enact a policy 20 years ago that is now common) may not be claimed as innovation credits Multiple activities or practices whose sum is innovative can be considered for an innovation credit as long as those activities or practices are related For example, three innovative waste reduction programs in research laboratories could be listed together under a single innovation credit for Greening Laboratories Listing a series of unrelated accomplishments or events under a single innovation credit is not accepted 10 While the practices that led to receiving an award may be appropriate for an innovation credit, winning awards and/or high sustainability rankings in other assessments is not, in and of itself, grounds for an innovation credit When the innovation is part of a partnership, the summary provided must clearly describe the institution’s role in the innovation To help ensure that the policy, practice, program, or outcome that the institution is claiming for an innovation credit is truly innovative, institutions must submit a letter of affirmation from an individual with relevant expertise in the associated content area The letter should affirm how the innovation meets the criteria outlined above For example, if an institution claims an innovation credit for water use reduction, the institution might solicit a letter from a hydrologist or a water expert from another campus or organization to verify that the strategy is innovative An innovation may be affirmed internally by campus personnel who are independent of the policy, practice, program, or outcome Please note that it is not required that the individual be employed in the higher education sector to submit a letter of verification The letter should be specific to a single innovation credit If an institution is claiming three innovation credits, it would solicit and submit three separate letters, with each letter speaking to the specific innovation credit it addresses Campus Sustainability Data Collector | AASHE Snapshot | Page 200 " -" indicates that no data was submitted for this field Title or keywords related to the innovative policy, practice, program, or outcome: Divestment from fossil fuel companies A brief description of the innovative policy, practice, program, or outcome : On March 11, 2013, at a special meeting of College of the Atlantic’s Board of Trustees, the trustees accepted a student proposal to divest the college from all fossil fuel-related investments The day after this resolution passed, the college fully divested its approximately $1 million in fossil fuel-related investments COA second-year student Lucas Burdick led the successful student campaign to divest The divestment campaign began just before the college’s January board meeting The student campaign quickly garnered widespread support from faculty, staff, and the board of trustees It took only one week for the college to accept a provisional agreement to divest The college then held a special meeting of the board of trustees to formally approve the final resolution According to the organization 350.org , COA is just the fourth college to resolve to divest its endowment from fossil fuel companies ( http://gofossilfree.org/commitments/ ) Although around a dozen schools have decided to divest from fossil fuels, COA is seen as one of the most well-known schools to have done so ( http://chronicle.com/article/Pitzer-College-to-Take/145905/ ) A brief description of any positive measurable outcomes associated with the innovation (if not reported above): - A letter of affirmation from an individual with relevant expertise: 2014_05_12_aashestars.pdf Which of the following STARS subcategories does the innovation most closely relate to? (Select all that apply up to a maximum of 5): Yes or No Curriculum Campus Sustainability Data Collector | AASHE Snapshot | Page 201 Research - Campus Engagement - Public Engagement - Air & Climate - Buildings - Dining Services - Energy - Grounds - Purchasing - Transportation - Waste - Water - Coordination, Planning & Governance - Diversity & Affordability - Health, Wellbeing & Work - Investment Yes Other topic(s) that the innovation relates to that are not listed above: - The website URL where information about the innovation is available : http://news.coa.edu/2013/03/12/coa-divests/ Campus Sustainability Data Collector | AASHE Snapshot | Page 202 Innovation Responsible Party Dave Feldman Professor of Physics and Mathematics Environmental Science Criteria Innovation credits are reserved for new, extraordinary, unique, ground-breaking, or uncommon outcomes, policies, and practices that greatly exceed the highest criterion of an existing STARS credit or are not covered by an existing STARS credit In general, innovation credits should have roughly similar impacts or be on the same scale as other STARS credits Outcomes, policies, and practices that are innovative for the institution’s region or institution type are eligible for innovation credits The innovative practice, policy, program, or outcome must have occurred within the three years prior to the anticipated date of submission The innovative practice or program has to be something that the institution has already done; planned activities not count The innovative practice or program should originate from an area within the defined institutional boundary An institution can only claim a particular activity as an innovation credit once When re-submitting for a STARS rating, an innovation credit that the institution submitted previously cannot be re-submitted An institution that has made significant advancements to a project or program that was previously submitted as an innovation may resubmit based on those advancements if the project or program is still considered innovative Practices, policies, and programs that were once considered innovative but are now widely adopted (e.g being the first institution to enact a policy 20 years ago that is now common) may not be claimed as innovation credits Multiple activities or practices whose sum is innovative can be considered for an innovation credit as long as those activities or practices are related For example, three innovative waste reduction programs in research laboratories could be listed together under a single innovation credit for Greening Laboratories Listing a series of unrelated accomplishments or events under a single innovation credit is not accepted 10 While the practices that led to receiving an award may be appropriate for an innovation credit, winning awards and/or high sustainability rankings in other assessments is not, in and of itself, grounds for an innovation credit When the innovation is part of a partnership, the summary provided must clearly describe the institution’s role in the innovation To help ensure that the policy, practice, program, or outcome that the institution is claiming for an innovation credit is truly innovative, institutions must submit a letter of affirmation from an individual with relevant expertise in the associated content area The letter should affirm how the innovation meets the criteria outlined above For example, if an institution claims an innovation credit for water use reduction, the institution might solicit a letter from a hydrologist or a water expert from another campus or organization to verify that the strategy is innovative An innovation may be affirmed internally by campus personnel who are independent of the policy, practice, program, or outcome Please note that it is not required that the individual be employed in the higher education sector to submit a letter of verification The letter should be specific to a single innovation credit If an institution is claiming three innovation credits, it would solicit and submit three separate letters, with each letter speaking to the specific innovation credit it addresses Campus Sustainability Data Collector | AASHE Snapshot | Page 203 " -" indicates that no data was submitted for this field Title or keywords related to the innovative policy, practice, program, or outcome: COA students play a leadership role at COP17 of the UN Framework Convention on Climate Change A brief description of the innovative policy, practice, program, or outcome: In December of 2011, College of the Atlantic sent students to participate in the 17th Conference of the Parties (COP17) of the United Nations Framework Convention on Climate Change (UNFCCC) in Durban, South Africa Students participated under the aegis of [earth] ("earth in brackets"), a COA student organization for students who wish to engage in global environmental politics COA prepared students for COP17 by offering a class the previous trimester devoted entirely to covering the structure of the UNFCCC regime as well as the specific political and economic issues to be negotiated at the conference Because of this preparation, the COA students were able to play a key role in the COP COA students played a central leadership role among youth at the conference, including on the policy, media, and organizing teams of the youth constituency Of particular note, a COA Student, Anjali Appadurai, was chosen to give the plenary address on behalf of worldwide youth at the close of the COP She wrote her speech in collaboration with COA students and other youth participants Ms Appadurai's speech was riveting and powerful, and it received coverage in The New York Times, on Democracy Now, and elsewhere ( http://www.coa.edu/press-release-archives_pg6_1006.htm ) Her speech was posted on YouTube, where it has received over 125,000 views ( https://www.youtube.com/watch?v=Ko3e6G_7GY4 ) A brief description of any positive measurable outcomes associated with the innovation (if not reported above): - A letter of affirmation from an individual with relevant expertise: lin letter_1.jpeg Which of the following STARS subcategories does the innovation most closely relate to? (Select all that apply up to a maximum of five): Yes or No Curriculum Yes Research No Campus Sustainability Data Collector | AASHE Snapshot | Page 204 Campus Engagement No Public Engagement Yes Air & Climate Yes Buildings No Dining Services No Energy No Grounds No Purchasing No Transportation No Waste No Water No Coordination, Planning & Governance No Diversity & Affordability No Health, Wellbeing & Work No Investment No Other topic(s) that the innovation relates to that are not listed above: - The website URL where information about the innovation is available: http://dotearth.blogs.nytimes.com/2011/12/10/young-voices-at-deadlocked-durban-climate-talks/?_ php=true&_type=blogs&_r=0 Campus Sustainability Data Collector | AASHE Snapshot | Page 205 Innovation Responsible Party Dave Feldman Professor of Physics and Mathematics Environmental Science Criteria Innovation credits are reserved for new, extraordinary, unique, ground-breaking, or uncommon outcomes, policies, and practices that greatly exceed the highest criterion of an existing STARS credit or are not covered by an existing STARS credit In general, innovation credits should have roughly similar impacts or be on the same scale as other STARS credits Outcomes, policies, and practices that are innovative for the institution’s region or institution type are eligible for innovation credits The innovative practice, policy, program, or outcome must have occurred within the three years prior to the anticipated date of submission The innovative practice or program has to be something that the institution has already done; planned activities not count The innovative practice or program should originate from an area within the defined institutional boundary An institution can only claim a particular activity as an innovation credit once When re-submitting for a STARS rating, an innovation credit that the institution submitted previously cannot be re-submitted An institution that has made significant advancements to a project or program that was previously submitted as an innovation may resubmit based on those advancements if the project or program is still considered innovative Practices, policies, and programs that were once considered innovative but are now widely adopted (e.g being the first institution to enact a policy 20 years ago that is now common) may not be claimed as innovation credits Multiple activities or practices whose sum is innovative can be considered for an innovation credit as long as those activities or practices are related For example, three innovative waste reduction programs in research laboratories could be listed together under a single innovation credit for Greening Laboratories Listing a series of unrelated accomplishments or events under a single innovation credit is not accepted 10 While the practices that led to receiving an award may be appropriate for an innovation credit, winning awards and/or high sustainability rankings in other assessments is not, in and of itself, grounds for an innovation credit When the innovation is part of a partnership, the summary provided must clearly describe the institution’s role in the innovation To help ensure that the policy, practice, program, or outcome that the institution is claiming for an innovation credit is truly innovative, institutions must submit a letter of affirmation from an individual with relevant expertise in the associated content area The letter should affirm how the innovation meets the criteria outlined above For example, if an institution claims an innovation credit for water use reduction, the institution might solicit a letter from a hydrologist or a water expert from another campus or organization to verify that the strategy is innovative An innovation may be affirmed internally by campus personnel who are independent of the policy, practice, program, or outcome Please note that it is not required that the individual be employed in the higher education sector to submit a letter of verification The letter should be specific to a single innovation credit If an institution is claiming three innovation credits, it would solicit and submit three separate letters, with each letter speaking to the specific innovation credit it addresses Campus Sustainability Data Collector | AASHE Snapshot | Page 206 " -" indicates that no data was submitted for this field Title or keywords related to the innovative policy, practice, program, or outcome: National Park Practicum: Designing the Acadia National Park Nature Center A brief description of the innovative policy, practice, program, or outcome: In the fall term of 2012, College of the Atlantic offered a class titled “National Park Practicum: Designing the Acadia National Park Nature Center.” This class, offered in collaboration with Acadia National Park, was an interdisciplinary term of intensive study, research, and collaboration to design and create climate change communication exhibits and messaging for the park's nature center The class was taught by Dru Colbert (Professor of Arts and Design), Stephen Ressel (Professor of Biology), and Dianne Clendaniel, a COA staff member with over of two decades of experience in environmental education Through the course National Park Service scientists, climate change researchers, sustainable design experts, and communication specialists joined COA faculty and students through a series of lectures, hands-on projects, and field research Students worked in design teams to explore current local climate change research, delve into science communication practices, design new exhibit modes, and begin to share local stories of climate change The exhibit designs will reach nearly 2.5 million park visitors and community members through their installation in the Sieur de Monts Nature Center in 2016 A brief description of any positive measurable outcomes associated with the innovation (if not reported above): - A letter of affirmation from an individual with relevant expertise: affirmation_college of the atlantic innovation 3.pdf Which of the following STARS subcategories does the innovation most closely relate to? (Select all that apply up to a maximum of five): Yes or No Curriculum Yes Research - Campus Engagement - Public Engagement Yes Air & Climate Yes Buildings - Campus Sustainability Data Collector | AASHE Snapshot | Page 207 Dining Services - Energy - Grounds - Purchasing - Transportation - Waste - Water - Coordination, Planning & Governance - Diversity & Affordability - Health, Wellbeing & Work - Investment - Other topic(s) that the innovation relates to that are not listed above: - The website URL where information about the innovation is available: http://issuu.com/collegeoftheatlantic/docs/coa_magazine_fa13/15 Campus Sustainability Data Collector | AASHE Snapshot | Page 208 Innovation Responsible Party Dave Feldman Professor of Physics and Mathematics Environmental Science Criteria Innovation credits are reserved for new, extraordinary, unique, ground-breaking, or uncommon outcomes, policies, and practices that greatly exceed the highest criterion of an existing STARS credit or are not covered by an existing STARS credit In general, innovation credits should have roughly similar impacts or be on the same scale as other STARS credits Outcomes, policies, and practices that are innovative for the institution’s region or institution type are eligible for innovation credits The innovative practice, policy, program, or outcome must have occurred within the three years prior to the anticipated date of submission The innovative practice or program has to be something that the institution has already done; planned activities not count The innovative practice or program should originate from an area within the defined institutional boundary An institution can only claim a particular activity as an innovation credit once When re-submitting for a STARS rating, an innovation credit that the institution submitted previously cannot be re-submitted An institution that has made significant advancements to a project or program that was previously submitted as an innovation may resubmit based on those advancements if the project or program is still considered innovative Practices, policies, and programs that were once considered innovative but are now widely adopted (e.g being the first institution to enact a policy 20 years ago that is now common) may not be claimed as innovation credits Multiple activities or practices whose sum is innovative can be considered for an innovation credit as long as those activities or practices are related For example, three innovative waste reduction programs in research laboratories could be listed together under a single innovation credit for Greening Laboratories Listing a series of unrelated accomplishments or events under a single innovation credit is not accepted 10 While the practices that led to receiving an award may be appropriate for an innovation credit, winning awards and/or high sustainability rankings in other assessments is not, in and of itself, grounds for an innovation credit When the innovation is part of a partnership, the summary provided must clearly describe the institution’s role in the innovation To help ensure that the policy, practice, program, or outcome that the institution is claiming for an innovation credit is truly innovative, institutions must submit a letter of affirmation from an individual with relevant expertise in the associated content area The letter should affirm how the innovation meets the criteria outlined above For example, if an institution claims an innovation credit for water use reduction, the institution might solicit a letter from a hydrologist or a water expert from another campus or organization to verify that the strategy is innovative An innovation may be affirmed internally by campus personnel who are independent of the policy, practice, program, or outcome Please note that it is not required that the individual be employed in the higher education sector to submit a letter of verification The letter should be specific to a single innovation credit If an institution is claiming three innovation credits, it would solicit and submit three separate letters, with each letter speaking to the specific innovation credit it addresses Campus Sustainability Data Collector | AASHE Snapshot | Page 209 " -" indicates that no data was submitted for this field Title or keywords related to the innovative policy, practice, program, or outcome: The Physics and Mathematics of Sustainable Energy A brief description of the innovative policy, practice, program, or outcome: College of the Atlantic has developed a novel, interdisciplinary class, The Physics and Mathematics of Sustainable Energy The aim of this course is to help students learn some basic physics and quantitative and analytical skills so that they can participate responsibly and effectively in policy discussions, personal and community decisions, and ventures in the area of sustainable energy This course is team-taught by Dr Anna Demeo, a mechanical engineer, and Dr David Feldman, a theoretical physicist They bring complementary perspectives and skills to the course Their class is unusually interdisciplinary, combining elements of physics, math, engineering, entrepreneurship, community development, and finance In addition to learning the basic physics of sustainable energy, students also learn how to calculate basic financial metrics, including payback time, ROI (return on investment), and IRR (internal rate of return) Students learn how to use these metrics to evaluate and seek funding for renewable energy projects These are skills that are usually only taught in business or finance courses Students in the class complete a collaborative, term-long project carrying out a detailed financial and social analysis of a local challenge around energy conservation or generation These projects take place both on campus and in the broader community For example, projects have included an analysis of heating and cooling loads in COA's computer server room, an investigation of water use and irrigation at the college's organic farm, and an analysis of the energy use at a local restaurant Students give a public presentation and write a technical report detailing their findings In the three cases mentioned above improvements were made in energy consumption and efficiency directly as a result of the students' work This highly interdisciplinary course has no pre-requisites beyond high-school algebra The class takes first and second year students and gives them sufficient technical background and hands-on experience to analyze and implement solutions to real-world problems A brief description of any positive measurable outcomes associated with the innovation (if not reported above): - A letter of affirmation from an individual with relevant expertise: hill_coa_letter.pdf Which of the following STARS subcategories does the innovation most closely relate to? (Select all that apply up to a maximum of five): Yes or No Curriculum Yes Research No Campus Sustainability Data Collector | AASHE Snapshot | Page 210 Campus Engagement No Public Engagement No Air & Climate No Buildings Yes Dining Services No Energy Yes Grounds No Purchasing No Transportation No Waste No Water No Coordination, Planning & Governance No Diversity & Affordability No Health, Wellbeing & Work No Investment No Other topic(s) that the innovation relates to that are not listed above: - The website URL where information about the innovation is available: http://hornacek.coa.edu/dave/Teaching/Energy.S13/ Campus Sustainability Data Collector | AASHE Snapshot | Page 211