AASHE Conference Presentations Database

This page lists posters, panels, and presentations from the AASHE 2010, 2011, and 2012 Conferences. If you have any questions or comments about this resource, please email resources@aashe.org

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You can select/deselect multiple items by holding the ctrl (PC) or command (mac) key as you click.
You can select/deselect multiple items by holding the ctrl (PC) or command (mac) key as you click.
You can select/deselect multiple items by holding the ctrl (PC) or command (mac) key as you click.
You can select/deselect multiple items by holding the ctrl (PC) or command (mac) key as you click.
  1. AASHE 2012
    Networking Lunch

    Our presentation will highlight the efforts made by an international consortium of educators and higher education leaders at Rio+20, the United Nations Conference on Sustainable Development, to persuade delegates to support the critical roles higher education plays in reaching sustainability goals.

  2. AASHE 2012
    Krista L Harrell-Blair
    Old Dominion University

    Green building and design is an emerging trend in institutions of higher education. It is important to consider the practices and expectations of the users of green buildings. The attitudes of faculty, staff, and students play a key role in the overall successful performance of green buildings. This study offers direction for the intentional design and use of green student centers as influential facets of the total environment on college campuses. The research presents cases of how green student center design may be connected to environmental attitudes. This qualitative study examined to what degree three green student centers influence and impact the campus environment in comparison to traditional student centers. The Strange and Banning’s three-dimensional matrix and a modified version of the Salter Environmental Type Assessment (SETA) Form C were used to collect data for this study. A collective case study analysis examined green student centers at three campuses. Individual interviews, focuses groups, and document review was administered. This information may help advance green initiatives related to student-oriented operations, practices and policies and subsequently influence universities’ strategic goals, master plans, and missions.

  3. AASHE 2012
    Post Conference Workshop

    This session is designed to catalyze cocurricular sustainability program coordinators as they transition from the AASHE conference experience back to their institutions. Through a Community of Practice format, the focus will be on the integration of participants' learning through collective reflection, personal experience in the field, theory of best practices, and conference take-aways. By dynamically sharing participants' institution-specific challenges and successes with each other, a collective knowledge base will emerge from which they will strategize and envision next steps for advancing their student engagement initiatives. Participation in the Community of Practice itself becomes a demonstration of a pedagogical tool and convening model for engaging students in cocurricular sustainability programs on campus.

    The session focuses on cocurricular program coordinators or anyone whose unique engagement with students requires a variety of frameworks and skills--from engagement and programming ideas to learning outcomes and assessment. The session facilitators will contribute in-depth expertise in sustainability education theory, national and international youth program development, student leadership engagement, and capacity building for systemic change management. Attendees will have the opportunity to continue the conversation beyond the conference by signing up for an ongoing Community of Practice focused on integrating sustainability literacy across higher education.

  4. AASHE 2012
    Ashlyn Spilis
    Dr. Todd LeVasseur
    College of Charleston

    The presenters share their experience with analyzing the College of Charleston's (SC) current student dining options. Currently there is minimal institutional and contractural support for sustainable dining options, such that by most basic measures there are no sustainable dining options on campus. This is despite the College's geographic location in some of the best farming conditions, nationally; and being surrounded by a vibrant and growing sustainable food culture. The College is in year one of undertaking campus wide sustainability initiatives, including changing how food is served on campus, so there is a move by the administration to take this issue seriously. This briefing introduces some of the existing barriers as to why sustainable dining options are not easily accessible for students and staff, and explores possible avenues forward as the College looks to generate baseline metrics from source to sink in terms of offering sustainable food options. Qualitative and quantitative data to be analyzed and shared includes investigating student support for sustainable options; sourcing local food connections; minimizing on-site waste generation; capture of compostable waste; and analyzing initiatives and conceptions of sustainable dining from campus dining services. A major barrier that will be explored is the current contractural obligations of the College with its largest food provider, and how the College is proactively working to generate sustainable solutions that are win-win for all parties involved, from farmer to food service provider to student consumer.

  5. AASHE 2012
    Stormy Scott
    Bianca Buliga
    Erin O'Keefe
    Liz Wiggen
    Panel Discussion
    Northern Arizona University

    What is social sustainability and why is it important? Master’s students and undergrads join together to work with subjugated groups in the community to combat the powerful forces of colonization and Nation-State and learn about oppression. By working with Native American High School students and Immigrants in the community, college students have the opportunity to learn about real issues and the lives they impact while making a difference. By putting theory to practice and connecting students of all ages, Social Justice takes on a new form; one that is inter-generational, local, focuses on lived-experience and is hands-on. The panel will discuss challenges we face, lessons learned and what is ahead for us in our work. We will also talk about what methods we are using as a model of connecting classroom, curriculum and community with issues of Social Justice.

  6. AASHE 2012
    Dr. Debra Rowe
    Networking Lunch
    Oakland Community College

    Join us for a lively discussion of the challenges and success of the 2-year college within the higher education sustainability movement. AACC’s SEED Center will highlight its Green Genome projects, designed to help community colleges advance and align green-focused workforce programs with broader campus sustainability efforts. The session will include a free Green Institutional Self-Assessment tool (developed by AACC, industry, federal agencies, and other national experts) for community colleges to quickly gauge, along a series of competencies, how well they may be leading these initiatives today—and where to prioritize enhancements in the future. The tool is designed to work within the STARS framework.

  7. AASHE 2012
    Joanne Perdue
    University of Calgary

    This session is inspired by the many stories of frustration I have heard in which passionate individuals with great ideas are realizing limited success. Embedding sustainability into the cultural value systems and operating models of higher education institutions is a complex and challenging journey. This session will provide participants with seven steps to improve their effectiveness as sustainability change leaders. The seven step toolkit is derived from a blend of change management models developed by sustainability practitioners such as Alan AtKisson, Bob Willard, and others, as well as lessons learned from practical experience. Participants will gain an understanding of the steps noted below, their benefits, and resources for further learning. The presentation will also share tangible examples of how each step has been successfully used in practice. The seven steps to be covered are as follows. 1. Indicators: The role of indicators in focusing discussion, understanding current conditions, illuminating trends, and distilling key priorities. 2. Systems Thinking: The role of systems thinking in understanding interdependencies and identifying key leverage points. 3. Innovation: Identifying easy wins, project laddering, and building the case for thinking big. 4. Measurement Systems: Integrating sustainability indicators into enterprise data management and reporting systems; understanding the linkage to organizational change. 5. Management Systems: Integrating sustainability goals and outcomes into planning and performance management systems; understanding the linkage to organization change. 6. Engagement: The role of interdepartmental partnerships, collaboration, and communication in accelerating progress. 7. Reward + Recognition: The power of celebration.

  8. AASHE 2012
    Aaron Witham
    Paul Ligon
    Green Mountain College

    Green Mountain College reaffirmed its commitment to being a leader in sustainability by joining Casella Waste Systems Power of Three™ closed loop recycling initiative. The Power of Three is Casella’s newest solution for its customers who are intent on bringing a new meaning to the term “zero-waste.” The Power of Three is premised off of picking up a customer’s recycling, processing that recycling into new products, and then providing those products back to the customer in the form of new hand towels, tissue paper, and toiletry items. The Green Mountain College program is accomplished through a partnership among Casella, SCA Paper, Foley Distributing and UGL Services that redefines closed-loop recycling.

  9. AASHE 2012
    Dr. Luis Bojórquez-Tapia
    M.Sc. Lakshmi Charli-Joseph
    Dr. Ana E Escalante
    María José Solares

    The urgent transformation required by society towards sustainability compels the development of a new paradigm in capacity building, where both citizens and professionals have the capacity to interact, understand and innovate in a trans-disciplinary way. Although sustainable development permeates the discourse of planning policies in Mexico, the competencies for its implementation are insufficient. This implies a profound educational transformation to enable the incorporation of all levels of society into the planning process.
    In this endeavor, we present an educational initiative that aims to develop the capacities required for sustainability planning in the domain of “Ecological Ordinance,” a key planning and policy-making tool for sustainable development. The program is based on the key competencies of sustainability education (systemic, strategic, anticipative, collaborative and ethical), designed to train through assessing present circumstances and relate them to unsustainable and sustainable future scenarios, to jointly identify points of intervention and design suitable strategies.
    The approach involved tailoring the competency development into levels that match the characteristics of five target groups (citizens, stakeholder representatives, authorities, consultants and technical experts, and graduate students). Such framework demonstrates the potential in combining formal and non-formal educational programs to improve access to learning and to reach large audiences while also incorporating scientific research and technical and professional training where appropriate. This can serve as a model for enhancing constructive participation in sustainability planning and development in Latin America and elsewhere by strengthening the competencies of diverse stakeholders through systematic mechanisms that foster the advancement towards sustainability as a social learning process.

  10. AASHE 2012
    Shanah Trevenna
    University of Hawaii Community Colleges

    Energy Service Companies (ESCO’s) that partner with campuses to reduce their energy bills by millions provide an unprecedented opportunity for multi-stakeholder educational programs that engage students in cutting edge training, experiential learning and unique campaign design and implementation. This case study with panelists representing ESCOs, students, faculty, and administration will share a leading educational program that engages student Fellows, a faculty Sustainability Board, and Administrative Champions in our State's first cohesive multi-campus, interdisciplinary sustainability focused program. Mentorship and subject matter experts from the ESCO provide the latest in industry level trends and training and the students provide local expertise and leadership for their campus. Administrators champion the students’ efforts since they are aligned with the high level goals of the ESCO-campus partnership. Faculty participates in a Sustainability Board that mentors the students’ efforts, reviews curriculum development and bridges them with students’ interests and needs. All stakeholders become engaged through the student-led outreach including industry through work-force development training and service learning. This education program has created a model of stakeholder engagement and public-private partnership that has created a great impact and has inspired our entire state and beyond.

  11. AASHE 2012
    Shanah Trevenna
    Panel Discussion
    University of Hawaii Community Colleges

    Today’s students are tech and media savvy and ready to work at a professional level with mentors and stakeholders who can help them make a measurable impact in the areas they are passionate about. Energy Service Companies (ESCO’s) that partner with campuses to reduce their energy bills by millions provide an unprecedented opportunity for multi-stakeholder educational programs that engage students in cutting edge training, experiential learning and unique campaign design and implementation. These students become critical thinkers and problem solvers making them career ready for the growing green sector as they provide student leadership for their campuses. This case study with panelists representing students, faculty and administration will share a leading educational program at the University of Hawaii Community College (UHCC) system that engages student Fellows in Hawaii’s first multi-campus, interdisciplinary sustainability focused class. Mentorship and subject matter experts from the ESCO provide the latest in industry level trends and training, and the students provide local expertise and leadership for their campus. Beginning each semester with a student designed survey, the Fellows stay on the pulse of beliefs and behaviors on campus. The diverse talent and inspired dynamic of the Fellowship team then creates creative student outreach campaigns targeted at the survey results. These have included an energy scavenger hunt, a charette process for an ocean based sustainability research and community center, a ‘live simple’ viral campaign and more. This education program has created a model of student engagement, career preparation, and campus impact that has inspired Hawaii and beyond.

  12. AASHE 2012
    Dr. Clement Solomon
    Kathy Curtin
    West Virginia University at Parkersburg

    According to the United States Environmental Protection Agency, less than three percent of the 34 million tons of food waste generated was recovered or recycled in 2010. Food waste now represents the single largest component of solid waste reaching landfills and incinerators. Reducing, recovering, and recycling food waste diverts organic materials from landfills, reduces disposal costs and environmental impacts, lowers the need for supplemental fertilizers and pesticides, and is used for power generation. In 2009, West Virginia University implemented a trayless dining program as a food waste reduction initiative. Although successfully implemented, no audit was performed to quantify the effectiveness of waste avoidance or reduction. In addition, overall knowledge on the dining waste characteristics becomes vital as productive use solutions such as composting, anaerobic biodigestion, and biodiesel production are being evaluated. This paper presents a case study on a waste audit conducted to quantify the compostable, recyclable, and landfill waste generated at five major campus dining facilities. With over 26,400 meals served during a week-long audit, data on pre-consumer and post-consumer waste was collected for kitchens and dining rooms. This effort was also integrated with academic coursework offering a unique co-curricular learning experience. Over 250 student volunteers from various academic programs and student organizations participated. Valuable information, data, and results will be presented on waste audit planning and execution process, student engagement, sustainability education, co-curricular integration, trayless program, and waste generation characteristics. It is believed that these results could promote waste awareness and influence strategies towards waste reduction and diversion.

  13. AASHE 2012
    David Riley
    Pennsylvania State University

    The mission of the National Energy Leadership Corps (NELC) education program is to train (STEM discipline) students in partner universities to complete energy assessments and to perform home energy assessments in communities surrounding partner universities/colleges.

    The goals of the NELC program are to have a positive economic and environmental impact in communities in need; to engage students in community services; to provide students with energy and building related skills; to engage students to get professional energy auditing accreditations (RESNET and BPI); and to help weatherization and retrofit NGO partners to identify specific needs in defined households.

    The NELC Curriculum goals are to provide students with skills, knowledge and confidence to perform energy assessments, to familiarize them with the energy assessment tools and to provide them with knowledge on energy in residential buildings and energy usage behaviors and to engage students to take RESNET/BPI certification classes. Particular learning emphasis is placed on homeowner engagement and leadership skills to encourage action to support positive energy efficiency behaviors in homes and communities.

    The research reports on an NELC pilot case study carried out in an engineering discipline in a university setting. The training modules and experiential learning components of the program are described. As part of the course, a partner community based organization facilitated a service learning experience, where by ten homes were assessed by student teams taken the course. Lessons learned are discussed and recent developments with respect to the NELC online curriculum and energy assessment support tools are presented.

  14. AASHE 2012
    Courtney Dufford
    Carleton College

    Successful waste management should engage and involve the entire campus community. Through the Community Waste Program, we collaboratively sought to provide composting in academic and administrative campus buildings, reduce the use of plastic trashcan liners, decrease the amount of contamination between the trash, recycling, and composting waste streams, and make the campus more aware of the waste generated. Working in partnership with Custodial Services and designated Building Liaisons, student Sustainability Assistants created “centralized waste stations”, locating three, color-coded waste bins – one for each waste stream - in a single location on each floor. All excess bins in classrooms and circulation spaces were removed to direct waste into the centralized waste stations, which included detailed educational signage. The program also encouraged individual participation: participants were asked to either a) take responsibility for their personal trash and recycling bins and bring their waste to the central waste station or b) give up one or both of their bins entirely. Through this individualized approach, we sought to eliminate the use of disposable plastic trash can liners and more directly engage faculty and staff in the waste process. Members of the Sustainability and Custodial Departments met with each department in the participating buildings, educating participants about the program and establishing a relationship for future communications. Four months after its establishment, the Community Waste Program has successfully reduced the disposal of plastic liners, decreased waste stream contamination, and started many conversations about campus waste disposal. It offers an innovative and collaborative approach to waste management.

  15. AASHE 2012
    Student Paper

    Green spaces on campus create opportunities for direct, participatory, interdisciplinary learning. They can include student gardens, campus garden-boxes, native landscape installations, greenhouses and even indoor displays. A number of student-led green space projects have taken place at Western Michigan University over the past five years. This paper will discuss the experiences of the Farm & Garden Wesustain Internship team from Western Michigan University’s Office for Sustainability, where students have been engaged in developing native landscape demonstration gardens, community gardens, a student farm, greenhouse herb production, integrated pest management regimes and experimentation with grafting to reintroduce a rare elm species to the Kalamazoo area. All of these projects have been undertaken in conjunction with traditional classroom learning, giving students an opportunity for real world problem solving in topics related to their individual areas of study.

  16. AASHE 2012
    Charles Stevenson
    Stephanie Boyd
    Williams College

    Williams College is in the process of designing a new environmental center to house a classroom, meeting rooms, community gathering space, faculty and sustainability staff offices, and gardens in the center of campus. This project promises to be our greenest as we strive to achieve Living Building Challenge certification. The small project includes a renovated 6000 square foot historic building, built 1794, and a 3500 square foot expansion, yet is offering disproportionately large opportunities to deepen our understanding of energy solutions, climate change and environmental impact. Early in the process the building committee recognized the importance of sustainable practices, stipulating a LEED platinum rating and an energy intensity target. After thoughtful, engaged debate the team chose to strive for LBC certification. We will discuss the factors that lead to this decision and the challenges ahead. Because of the scale, institutional leaders are willing to consider innovative strategies and solutions such as net zero energy and water use, knowing that the risks and costs are manageable. We will also illuminate the connections between this project’s success and broader campus considerations as varied as ACUPCC goals, STARS ratings,sustainable food, and the size of a typical office. Facilities managers, faculty, financial administrators, students, and sustainability staff involved are developing new perspectives, and are deepening their understanding of how thoughtful design can make a positive impact on the environment and the community. The goal of LBC certification has created excitement, engagement, and fresh opportunities for learning that extend well beyond this project.

  17. AASHE 2012
    Dr. Stephen Boss
    Dr. Tahar Messadi
    University of Arkansas

    This paper provides the theoretical framework for the multidisciplinary curriculum design of the newly approved graduate certificate in sustainability at a Land Grant University. A hallmark of a graduate education in sustainability is the inclusion of a coursework with a strong preparation towards a professional career. This certificate is specifically designed to provide students with problem solving and data analysis skills in the workplace. Emphasis is also put on the interdisciplinary nature of sustainability by exposing students to rigorous graduate coursework across all colleges of the university. The graduate certificate program requires 15 credit hours of graduate coursework.
    The sustainability curriculum initiatives brought together faculty from every college representing a broad spectrum of disciplines with the common interest to develop an integrated curriculum –and pedagogy- in the teaching and learning of sustainability. Four domains of knowledge were identified as critical to the development of the framework and serve as the basis for the curriculum design. Social Systems, Natural Systems, Managed Systems (agriculture and business) and Built Systems are the four pillars of knowledge framing the interdisciplinary conceptualization of this graduate certificate. This framework highlights disciplinary focus areas at this institution, provides advanced knowledge related to sustainability, and helps achieve a unique synergy between the four thematic areas.
    In the development of the graduate certificate, four restrictive mandates were issued to participating faculty: 1) maximize the use of existing courses, 2) avoid the hiring of new faculty 3) maintain engagement by the stakeholders and 4) keep the budget request to a minimum. The authors describe the instrumental role of the steering committee in addressing these challenges, and in developing the various components of the curriculum, such as the creation of a single core course and a two-tier categorization of the graduate elective courses based on the surveyed university courses and their relevance to sustainability.

  18. AASHE 2012
    Lindsey Elizabeth MacDonald
    Chirapon Wangwongwiroj

    Students play a major role in the campus sustainability movement, often having a more powerful voice than the faculty or staff. It is therefore crucial to ensure that students are equipped and encouraged to voice their passions. Currently, there are dozens of student groups focusing on various aspects of environmentalism—education in local schools, international fair trade issues, sustainable food, recycling, and ecological awareness, to name a few. Often, these groups are competing for funding, and a lack of coordination between groups leads to redundant efforts. Furthermore, with so many student groups, they have to fight for time to talk with university administrators, who have the power to affect long-term and large scale change at the university. Administrators say that as soon as significant gains are made with student-led efforts, the students graduate, and momentum fizzles out, which is oftentimes true. We propose an alternative model that has the student group sponsored by a sustainability unit on campus. This student group serves as an umbrella organization that unifies the voices of all sustainability-related student organizations. To do this, the group holds monthly meetings with the top sustainability administrators to share the group’s initiatives and discuss future strategies, takes the lead on large-scale projects such as creating an eco-rep program or establishing a student green fee, and connects student groups with the staff in charge of their area of interest. This model provides administrators an avenue for getting student input, and students a channel to share key messages with administrators.

  19. AASHE 2012

    Storm water runoff is a major source of surface water contamination that contains oil and sediment. Conventional filters create waste because they cannot be recycled and have to be thrown away after they reach their oil absorbing limit. With no indicators on the market today, filter saturation capacity is determined by visual inspection which leaves ambiguity as to whether the saturation point has really been met. The focus of this project was to remove oil from storm water runoff by designing a sustainable storm drain filter insert that can be washed and reused along with an indicator that provides a tangible method for knowing when the insert is near its oil absorbing capacity. The sustainable insert, made of 100% recycled material can be washed and re-used with no effect on its efficiency. The insert's design consists of a wire mesh basket that provides a structure for the filter bag to sit in to retain its shape during high velocity flows of storm water and drops into the catchment basin. The indicator clearly shows when the insert is at near saturation capacity and has a convenient compact design that allows it to be easily inserted into the storm drain by hooking it onto the storm drain grate. Results show that the insert is able to absorb 2.66 times its own weight in oil. This design will be installed in the storm drains of Fleet Services on campus for further validation.

  20. AASHE 2012
    Dr. Nat B. Frazer
    Paige Gardner
    Utah State University

    Nearly one-fifth (19%) of Utah State University’s (USU) carbon emissions result from faculty, staff and students traveling on business. Travelers logged over 17 million miles in air travel and over seven million miles by car in 2010. Because USU is located in a valley, we can experience the worst air quality in the nation during short winter inversions. Being committed to improve local air quality, we decided to purchase carbon off-sets only as a last resort. Instead, we implemented a Travel Carbon Off-set Program (TCOP), offering USU travelers the opportunity to make voluntary, tax-deductible contributions to a fund for reducing carbon emissions on campus. When completing reimbursement forms, travelers may check a box allowing us to deduct $10 from their reimbursement check into a fund in the Advancement Office. The check-off is entirely voluntary and is optional each time an individual submits an electronic form for travel reimbursement. Initially, funds will be used to lower carbon emissions from our grounds-keeping operations. Depending on the amount collected, we may replace smaller gasoline-powered lawnmowers with rechargeable electric mowers. Newer models have exchangeable batteries that extend the time mowers can be used. Several batteries can be charged overnight and switched out during the day. Electric mowers not only reduce carbon emissions; they also require much less maintenance than gasoline-powered mowers. Depending on the amount of funding generated, an alternative is to replace large gasoline-powered riding mowers with propane- or CNG-powered models that emit less carbon and also have lower operating costs.

  21. AASHE 2012
    Judy Purman
    College of Saint Benedict

    At last, the Sustainability Office is created and has facilitated a few highly effective initiatives on campus that have saved money, resources, and created more equity! The Sustainability Council meets regularly to discuss issues around campus, but needs a method to prioritize and strategically move the community towards carbon neutrality. How should the Sustainability Office move forward to harness momentum and prioritize projects? It’s time to create a Sustainability Master Plan that is adopted by the institution to define, guide and prioritize initiatives to foster a culture of sustainability. This presentation will outline the unique facilitation process we initiated to clarify our vision, define priorities, and determine action steps while garnering support for those priorities across campus. A variety of approaches on how to gain across-the-board support to create a more transparent method of why and how sustainability is moved forward on campus to best meet the institutions needs and interests will be discussed.

  22. AASHE 2012
    Natalie Gibson
    Billie D. Hardin
    Concurrent Session Workshop
    Kentucky Community and Technical College System Office

    Based on the Kentucky Community and Technical College System (KCTCS) initiative to facilitate cultural change and diversity across the system of 16 colleges, the presentation will use open space technologies grounded in Appreciative Inquiry (AI) to teach participants tools to develop a framework to facilitate cultural change related to social equity/cultural diversity. Strategies used to engage stakeholders in a dialogue about what diversity is, how diversity relates to sustainable development, and how to facilitate cultural change that is measureable and outcome-based will be shared. The session will focus on building relationships and developing a shared vision of diversity along with enhancing the collective understanding about and engagement in the design of social equity and diversity initiatives. During the presentation, emphasis will be placed on engagement, collaboration, and effectiveness. A collaborative approach to organizational transformation and learning, AI encourages engagement through inquiry, accentuates strengths, creates shared vision and defines actions to achieve the envisioned future. In alignment with the KCTCS open access mission and the expectation of the KCTCS Board of Regents, the KCTCS System Office of Cultural Diversity led an inclusive engagement initiative to develop a shared understanding of diversity across the System. Using Appreciative Inquiry, the initiative involved asking questions, and inviting feedback from internal and external stakeholders systemwide, including administrators, staff, faculty, and students. An outcome of this process was the construction of a diversity action plan entitled, “Beyond the Numbers: KCTCS 2010-2016 Diversity Action Plan for Inclusion, Equity, and Engagement (IE2).” The plan is a roadmap toward a future where diversity, multiculturalism, and inclusion are integral components of KCTCS’ success in achieving its mission of improving the employability and quality of life of Kentucky citizens. Disseminated to the 16 KCTCS colleges and the seven System Office functional areas, the framework guides the development of a System-level diversity action plan that supports progress toward the 2010-16 KCTCS strategic goal “to cultivate diversity, multiculturalism, and inclusion.” Intentional in scope and focus, the framework guides KCTCS’ commitment to advance diverse student postsecondary access and success along with hiring and retaining diverse faculty and staff. The Diversity Action Plan includes several new statewide initiatives designed to create an inclusive community of learners, increase the college-going rate of underrepresented populations, and maximize diversity among KCTCS faculty and leadership. In October 2011, the System received national recognition for its equity and inclusion.

  23. AASHE 2012
    John Kindrachuk
    Dr. Maureen G. Reed
    Sharla M. Daviduik
    University of Saskatchewan

    The School of Environment and Sustainability (SENS), a graduate school at the University of Saskatchewan, Saskatoon, Canada, recently signed a memorandum of understanding with the Redberry Lake Biosphere Reserve (RLBR), located near Hafford, Saskatchewan. The memorandum arose because of an on-going research connection with individuals at the University and the Biosphere Reserve, and the success of a 3-day field-based course experience that examined environmental and social dimensions of sustainability in a rural setting. Both SENS and RLBR have broad research and education goals concerning sustainable development and environmental protection, and the MOU provides a formal mechanism for both to share resources, establish joint research projects, and create teaching and research opportunities for students and faculty. Topics currently under investigation range from governance arrangements for sustainability, ecotourism opportunities, and biodiversity conservation of nationally-significant flora and fauna. Presently, both researchers and practitioners are investigating ways to partner on new project initiatives to support local objectives for rural sustainability and to encourage local residents and students from around the world to understand the ecology and societal pressures of a prairie landscape. This presentation will explain the evolution of the partnership and how it has become valued by both groups as a way to meet common interests around research and practice.

  24. AASHE 2012
    Kelly Wellman
    Texas A&M University

    Planning an office certification that encompasses all aspects of sustainability can be achieved with careful planning. It can actively engage faculty and staff to be more aware of sustainable practices such as recycling while also incorporating the social aspects of sustainability that are often overlooked. An Office Certification should encompass all aspects of sustainability. These aspects range from developing the name of the office certification, generating a list of objectives, and creating an award system that does not alienate the social components of sustainability. Our award system intentionally avoided using bronze, silver, and gold to recognize achievements because social and environmental injustices are often associated with the extraction of precious metals. Our discussion will share the strategies our campus has employed to launch a successful Sustainable Office Certification program that incorporates the three aspects of sustainability; environment, economic, and social.

  25. AASHE 2012
    Ashley Ray Edwards
    Asheville-Buncombe Technical Community College

    The project started in 2004 when a faculty member from Asheville-Buncombe Technical Community College (AB Tech), filled out a purchase order and sent away for an aluminum frame bus stop. This was not to be just any bus stop. Instead, there were plans to outfit the bus stop with roof-integrated solar panels; enough to power lights at night, panic button, CPU and a monitor screen. The plan in 2004 was to use the bus stop as an educational tool for the public. This is great, right? Renewable energy, modern technology and increased mass transportation were all winners. The issue was that the bus stop was not expected to be on a bus route, it was to be displayed across town on an educational walking tour. Six years later, a brand new degree program at AB Tech, Sustainability Technologies was introduced. With the new degree program came new students, one in particular who wanted to pick up the pieces of this promising project, bring it to life and see it in action. Student Ashley Edwards began working with the City of Asheville and his college campus in a collaborative effort to get the bus stop online and on AB Tech’s campus. Using the campus as a lab, Edwards has been able to coordinate a partnership between the City of Asheville, AB Tech and the Global Institute of Sustainability Technologies to bring this project to its last stop as a working example of a student’s dedication to his campus and community.

  26. AASHE 2012
    Ashley Ray Edwards
    Asheville-Buncombe Technical Community College

    The project started in 2004 when a faculty member from Asheville-Buncombe Technical Community College (AB Tech), filled out a purchase order and sent away for an aluminum frame bus stop. This was not to be just any bus stop. Instead, there were plans to outfit the bus stop with roof-integrated solar panels; enough to power lights at night, panic button, CPU and a monitor screen. The plan in 2004 was to use the bus stop as an educational tool for the public. This is great, right? Renewable energy, modern technology and increased mass transportation were all winners. The issue was that the bus stop was not expected to be on a bus route, it was to be displayed across town on an educational walking tour. Six years later, a brand new degree program at AB Tech, Sustainability Technologies was introduced. With the new degree program came new students, one in particular who wanted to pick up the pieces of this promising project, bring it to life and see it in action. Student Ashley Edwards began working with the City of Asheville and his college campus in a collaborative effort to get the bus stop online and on AB Tech’s campus. Using the campus as a lab, Edwards has been able to coordinate a partnership between the City of Asheville, AB Tech and the Global Institute of Sustainability Technologies to bring this project to its last stop as a working example of a student’s dedication to his campus and community.

  27. AASHE 2012
    Justin Ritchie
    University of British Columbia

    In September 2011 a team of students and university administration members at a large institution began allocating over $100,000 annually to student sustainability projects. This fund was founded and is administered by the campus student union through $2.25 in fees levied from each student to create new opportunities for sustainability on campus. Proposals are submitted for evaluation by a collaborative team of students and campus administrators through a centralized website. On a rolling basis at monthly meetings, each proposal is evaluated based on its ability to meet goals for reducing the campus’ ecological footprint while increasing student engagement and education opportunities. In the first nine months of the fund, over $80,000 were allocated to over two-dozen multidisciplinary projects that addressed multiple social and technological aspects of sustainability on UBC’s campus while engaging thousands of students. Academic, co-curricular and extra-curricular projects were funded as well as staff positions in the student union for various positions including worm composting. Student projects submitted monthly blog posts to form a multi-contributor online campus sustainability resource. Partnerships with campus departments expanded the fund while providing additional resources to student groups.

  28. AASHE 2012
    Danny Spitzberg
    Yoni Landau
    Student Workshop

    Three times a day we choose put something in our bodies that is sustainable or unsustainable. Every student that comes into your school comes open to new ideas and experiences and leaves with habits and values formed. An affordable, cooperative and delicious student-run cafe, food cart of market can be transformative. It teaches your campus the impact their food has on the climate (%30 of greenhouse gas emissions), the environment (over a billion pounds of pesticides in the US drinking water) and on issues like worker's rights and local economic resilience. Across the US and Canada over 40 teams are running or starting new cooperative, sustainable food enterprises. Michael Pollan and Bill McKibben have stepped up to support the effort. Come be inspired and learn about how to create and run one!

  29. AASHE 2012
    Daniel Roth
    Kathleen Ng
    Amber Garrard
    Advanced Track Presentation
    Cornell University

    At the AASHE 2010 Conference, Julian Agyeman urged the audience to begin an important conversation about “Just Sustainability” on our campuses. He made a compelling case for the need to broaden our understanding of sustainability to incorporate social equity and justice. On today’s campuses, sustainability professionals are influencing how institutions envision and operationalize sustainability. Over time these efforts may have wide-ranging impacts; from operations, institutional research metrics, and community impacts, to access and affordability, educational offerings, and investment strategies. As ethically-driven campus leaders, it is important that sustainability professionals are prepared to effectively engage with justice and equity issues and are aware of how they relate to their own institutions definitions of sustainability.

    This advanced track session will provide attendees with an opportunity to engage in this conversation with their peers, and to think critically about the relationship between sustainability and justice. Through a world café-style participatory action planning session we will explore four critical questions: What is your vision for just sustainability on your campus and community? How are equity, inclusivity, and sustainability currently related in your campus efforts? What aspects of just sustainability need further attention by campus professionals? How can higher education sustainability associations support professionals in advancing just sustainability?

    The relationships and information that emerge from the session will help broaden the growing network of professionals committed to just sustainability, shape future training sessions, and inform new organizational partnerships. Participants will take away inspiration for next steps when they return to their campuses and will possess a network of peers to continue the conversation with following the conference.

  30. AASHE 2012
    William Throop
    Special Session
    Green Mountain College

    The Board of Directors will give an update on AASHE activities during the past year and will provide members with an open forum for the discussion of topics relevant to the governance and activities of the organization.

  31. AASHE 2012
    Networking Lunch

    Brief overview of AASHE membership benefits including our invaluable resources, opportunities to connect with AASHE's diverse and inspired community, and many others. A Q/A will follow the brief overview.

  32. AASHE 2012
    Marianne A. Buehler
    Dr. Maria A. Jankowska
    University of California, Los Angeles

    This presentation discusses the role of libraries in promoting sustainable practices by creating and utilizing a scholarly model of highlighting intellectual content and communication in academia. University community members aspire to collaborate, share, and showcase their sustainability research, activities, and beyond, in an institutional repository. This is an opportunity for libraries to promote scholarly communication that encompasses employing and building upon existing sustainability intellectual content. Research is locally and globally available at no cost to the reader. The social equity quotient is robust, engaging the academic community and public to freely locate research in an open access environment.

  33. AASHE 2012
    Renee Lafrenz
    Special Session
    Alliance to Save Energy

    Faculty members and other curriculum developers will converge to learn about the recently formed academic working groups, and existing group members will report out on their progress.

  34. AASHE 2012
    Takayuki Nakamura
    Kyoto University

    After the Great East-Japan Earthquake and the followed reactor’s accident in Fukushima Prefecture which occurred on May 2011, fostering a culture of sustainability, saving electricity and installing energy efficient facilities have become one of the most urgent issues in Japanese society. Under the recent this kind of circumstance, Japanese major universities have started to take on the leading role to show good practices on sustainability to the society. At this presentation, Kyoto University would like to show our original ongoing approaches such as (1) organizational approaches, e.g., establishing environmental constitution, creating energy saving strategy, implementing the action plan on environmental behaviors, (2) unique budgetary systems, e.g., creating a bailout system for the faculties of our university in order to implement campus sustainability, (3) installing energy efficient facilities to our university buildings such as LED lumps, solar panels, efficient!
    air-conditioning machines, more effective transformers, etc.

  35. AASHE 2012
    Julian Goresko
    University of Pennsylvania

    This presentation would present an overview of 1) the potential for competitions and behavior change to help achieve significant energy reductions on college campuses; 2) an overview of best practices for developing energy competitions at universities, with a heavy focus on creative marketing strategies, program planning, and student engagement; and 3) a case study of the University of Pennsylvania’s energy competition from the Fall of 2011, in which multiple buildings achieved reductions between 10 – 20% from their baseline.

  36. AASHE 2012
    Mike Drennon
    Rich Davis
    Paul F Smith
    Concurrent Session Workshop
    Evergreen State College, The

    The Evergreen State College has achieved and maintained an 18% reduction in total campus energy consumption since 2009. This presentation will describe the partnerships, projects, and internal behavioral changes that made the reductions possible. In 2009 the college began seeking new energy conservation strategies, and pursued three approaches in synchrony: a partnership with our energy provider (PSE: Puget Sound Energy), energy savings contracts (ESCO), and fundamental changes to internal operational processes. Grants and rebates from PSE and ESCO funded energy assessments and project implementation, while college staff reviewed and revised operational procedures to maximize energy efficiency and minimize use at the central heating plant and elsewhere. This three-pronged approach provided external expertise and funding that the college could not have provided on its own, fully complementing the internal changes we sought. Drawing upon a four year “green energy” partnership with PSE, the college explored opportunities to expand this relationship into energy conservation efforts in 2008. As a public college, we were also able to pursue ESCO projects through the state. Successful completion of initial ESCO projects qualified the college for significant grants in PSE’s resource conservation program – around $600,000. A 3-year Resource Conservation Management grant partly supports our efforts to change behavior. This grant helps support a part-time resource conservation coordinator to share information about resource use and campus conservation practices. These efforts have reduced campus energy consumption from 125,000 BTU’s per sf to 95,000 BTU’s per sf.

  37. AASHE 2012
    Chirapon Wangwongwiroj
    University of Michigan

    UN Secretary-General Ban Ki-moon has said that, “We need a new economic paradigm that recognizes the parity between the three pillars of sustainable development. Social, economic and environmental well-being are indivisible. Together they define gross global happiness.” In April 2012, 650 people attended a High Level UN Conference on Happiness and Well-Being, challenging an economic model based on unlimited material growth and increasing inequality—the Gross Domestic Product—in the name of one based on "the pursuit of happiness," quality of life, social justice and sustainability. The pursuit of happiness is a fundamental concern of all citizens, and enhancing the well-being of people—present and future—is crucial in our path to a sustainable future. Even if environmental sustainability is achieved, a society with clean air but unhappy citizens is socially unsustainable. We believe that the sustainability movement must embrace the concept of happiness as a major focus. In fact, there are strong parallels between happiness and environmental sustainability; both advocate for the fact that life is more than just about money, and that relationships with other people and the environment matter. In this presentation, we will provide a brief background of the happiness movement, provide more details on the relationships between happiness and sustainability and inform participants on how they can start integrating happiness with environmental sustainability. With maximizing happiness as the priority instead of purely maximizing wealth, individuals will become more attuned to their intrinsic yearning for human connection and reach for their dreams instead of money.

  38. AASHE 2012
    Karen Nordstrom
    University of Vermont

    Higher education institutions are addressing sustainability issues through the Education for Sustainability (EfS) framework. Innovative curricula on sustainability provide engaging topics and contexts through which to teach and learn about contents of interest for EfS. Promising initiatives also highlight a pressing need to develop effective program evaluation models that document curriculum design, program development and evaluate educational effectiveness. This paper focuses on examining the development and effectiveness of the GreenHouse Residential Learning Community (GreenHouse), an environmentally-themed and place-based program for first and second year students at the University of Vermont. The paper provides an in-depth examination of this program and analyzes the relationships between the program’s co-curricular design and the principles and practices of EfS. The value of incorporating innovative development processes into this residential learning community design, namely through action research and participatory evaluation, is also assessed. Key preliminary findings for this study indicate that: 1) pedagogical praxis in EfS, which includes a focus on interdisciplinary understanding of ecological systems and an emphasis on active, experiential and inquiry-based learning, may be ideally situated within the context of this residential learning community format, and 2) novel program development and design processes, that have allowed program stakeholders to focus on student engagement and diversity issues, as well as on collaboration between academic and student affairs, have resulted in effective design structures. These structures include mentorship, student internships, and situating student research within the program. Results demonstrate great potential for this program to equip students with competencies for addressing complex world issues.

  39. AASHE 2012
    Kayla Marie Santosuosso
    New York University

    Student clubs and organizations can be a useful platform for getting students involved, but is this traditional model of engagement limiting student capacity? This workshop, aimed at students and sustainability staff, will help to demonstrate why student-led entrepreneurial ventures are beneficial to students and to the overall campus culture. Using the launch of the NYU Student Food Cooperative as a case study, we’ll explore how a group of students can rapidly expand their skill set, gain access to senior university leadership and empowered stakeholders, and inspire leadership in other students. We’ll also discuss how student-led entrepreneurial ventures cause a shift in university power dynamics, helping students to re-conceptualize their role as potential changemakers within an institution. Finally, we’ll discuss the support role that university administration plays in fostering these initiatives, and how to reduce the level of risk involved. As both the coordinator of student engagement for a sustainability office and the founder of a student business, the leader of this workshop will be able to speak to the challenges faced by student entrepreneurs and the benefits these groups yield to the overall student engagement strategy of a sustainability office. The workshop will not offer a narrative of the business’s launch, but will instead seek to explore the relationship between the business and students, and the business and university administration.

  40. AASHE 2012
    Sarah Brylinsky
    Afternoon Meet-Up
    Second Nature

    The ACUPCC Implementation Liaison Networking Meeting provides an opportunity to get to know your colleagues, share stories, and learn from your peers. Engage in lively small group discussions to identify pressing challenges and issues and explore potential solutions. The meetings are open to Implementation Liaisons and other key staff involved in the implementation efforts on ACUPCC signatory campuses. Benefit from your colleagues' expertise and assist others by sharing your own!

  41. AASHE 2012
    Aaron Durnbaugh
    Loyola University Chicago

    Loyola University Chicago is the nation’s largest Jesuit, Catholic university, with more than 16,000 students. Up until recently, sustainability has been lead from one strong department and basic green building goals for new construction. This presentation will share the experience of the Office of Sustainability to change the University’s way of thinking about sustainability by working from Loyola’s strengths, including Jesuit mission, location on Lake Michigan and capital investments. The presentation will demonstrate the implementation of adaptive change management and how Loyola is creating a sustainability plan with built in feedback. This continuous improvement system sets goals and metrics for the university but allows a process of evolving actions based on stakeholder reaction and environmental change. This process of comprehensive strategic planning towards sustainability will be presented for an urban school that incorporates 5 campuses and 3 academic centers.

  42. AASHE 2012
    Dr. Maki Komatsu
    Hokkaido University

    STARS has various kinds of metrics which indicate campus sustainability from environmental, economic, and social point of views. This advantage of STARS consequently includes some metrics which cannot be directly applied to certain universities depending on local circumstances. Japanese social systems and circumstances are totally different from those of the Unites States. We focus on how to apply metrics of STARS to a Japanese university. The challenge to this translation based on the social differences is reported in this paper through a case study of Hokkaido University. Gender problems, affordability to low-income students, ethnic diversity, etc., these problems are not critical in present Japan. Financial support to female faculty, scientific education programs for female high school students supported by university, and scholarship for international students by Japan Student Services Organization are popular in Japan. These programs could be applied to the credits in equity and affordability fields. We can also translate certification under LEED to Japanese evaluation system by CASBEE (Comprehensive Assessment System for Built Environment Efficiency). Japanese original metrics should be developed through these kinds of case studies before social problems of ethnicity, poverty, etc. become obvious in the near future in Japan.

  43. AASHE 2012
    Dr. Soma Ghosh
    Dr. Brian Jennings
    Albright College

    A 2001 National Wildlife Foundation report found that universities and colleges are not doing an adequate job of producing students who are environmentally literate. In order for students to develop environmental literacy they need to have an understanding of biophysical processes as well as the complexity involved with the interaction between ecosystems and social systems (Eagan and Orr 1992). This sort of understanding requires obtaining education, and therefore awareness, about environmental issues, problems and solutions. This study seeks to understand the level of environmental knowledge and type of environmental worldview possessed by freshmen at a liberal arts college. A total of 379 incoming freshmen to a residential liberal arts college were surveyed during their orientation weekend. The survey asked students to answer a series of questions designed to assess their environmental knowledge and utilized the New Ecological Paradigm (NEP) scale to identify their environmental worldview. Results showed that, in general, incoming freshmen had lower levels of environmental knowledge than the general population of the United States and that their worldviews on the role of humans in relation to the natural environmental were largely unformed, indicating that the following four years may very well be a crucial time in the development of pro environmental attitudes and behaviors. This research represents the first phase in a two phase project that will resurvey the class of 2015 at the end of their senior year to determine the effect a liberal arts education has had on the development of environmental knowledge and worldviews.

  44. AASHE 2012
    Prof. Michael Gevelber
    Boston University

    Fume hoods are recognized as one of the major factors that result in high energy use in laboratories. To reduce their impact, many laboratories in industry and academia utilize variable-air-volume (VAV) flow hoods that maintain a desired air velocity for safety, but reduce air flow when the hood sash is closed. This paper presents our analysis of the actual air flow savings for VAV hoods in several laboratory buildings, and evaluates under what conditions variable flow fume hoods actually save energy, how much is saved, and the related requirements for implementing a monitoring program to aid in behavior modification. Surprisingly, we find that in many cases, VAV fume hoods do not save significant energy.
    The actual energy and economic performance of VAV hoods varies as a function of laboratory ventilation requirements and number of hoods in a room. Thus, in some cases, the high air change rates utilized for the lab space results in minimal energy savings. Performance is evaluated for a large number of hoods used in several different laboratory buildings. We also present the requirements and results for developing a monitoring program that provide user feedback to modify their behavior. Algorithm details are provided, and we identify the complexities of fume hood operation and building automation system that should be considered in designing an accurate monitoring system.

  45. AASHE 2012
    Nicole Cocco
    University of North Texas

    The presentation will focus on the essential tools needed to integrate animal free diet options into campus dining services. Topics will include partnerships between dining services and sustainability programs, the effects a meat free dining hall has on the sustainability initiatives on campus, and the benefits of more meat free dining options. Discussions will focus on student engagement in the process as well as the considerations of campus culture. Learning outcomes include how to sell a vegan meal, campus members to engage in the process, and the steps to get to an animal free dining hall.

  46. AASHE 2012
    Brett Eric Hacker
    Jon Varnell
    Guilford College

    This presentation will explain to the audience the value of conducting ASHRAE Level II energy audits for campus facilities in an effort to identify energy conservation measures and reduce future carbon emissions. Our small private college was awarded a North Carolina Department of Commerce Grant funded through the American Recovery and Reinvestment Act to create a team of energy professionals to perform building energy audits allowing the college to better understand how the buildings’ operations were effecting their energy consumption and identify improvements to maximize energy efficiency.

    The energy audit program encompassed 98% of all campus facilities’ square footage and identified over 450+ energy conservation measures. Also, by reviewing and documenting the historical energy use of all buildings it has allowed us to better understand previous years of building energy performance. This systematic approach allows our college to benchmark building energy performance, identify energy conservation measures, allow for clarity when creating an implementation plan, and provide measurement and verification reference documents when analyzing accuracy and future effectiveness of the measures.

    The ASHRAE Level II energy audit process will be discussed, as well as, how the auditing process can be used throughout higher education to meet short and long term energy reduction and carbon reduction goals. Our college’s audit process also includes a unique community outreach program that assisted the energy auditing team in educating the community about the program’s goals and effectiveness through presentations and a student involvement program, known as the EcoRoom Initiative. The EcoRoom Initiative strives to educate students on sustainability techniques and events through personal residence hall in-room energy audits.

  47. AASHE 2012
    Dr. Lee F. Ball Jr.
    Appalachian State University

    Appalcart is a Public Transportation Authority that has a cooperative relationship with Appalachian State University (Appstate) to provide free public transportation for the Town of Boone and Watauga County in the northwestern mountains of North Carolina. This relationship specifically benefits the University by providing free transportation to its student body. As part of the University and Applacart’s commitment to sustainability and resource-use efficiency, part of the Applacart bus fleet has used a biodiesel/diesel blended fuel since 2006 (B20, a 20 % biodiesel/diesel blended fuel during the warm months and B5 during the colder months). The biodiesel initiative at Appalcart was the result of a student-led initiative spearheaded by students in the Appropriate Technology program of the Department of Technology and Environmental Design at Appstate. Maintenance staff at Appalcart had recently expressed concerns that the biodiesel-powered vehicles were experiencing more maintenance issues than the regular diesel-powered fleet vehicles. To assess the validity of these concerns, Appalcart Executive Director Chris Turner, divided the fleet equally between diesel and biodiesel vehicles and tracked their performance for a year. Faculty and graduate students in the Appropriate Technology program analyzed the data to assess the relative performance of the vehicles. Six vehicles were chosen for comparison; three ran exclusively on the biodiesel blend and three on regular diesel. The vehicles were chosen because of their similar type, size, routes and passenger loads. Maintenance schedules, vehicle efficiency and operation costs of the biodiesel and regular diesel fleets were compared.

  48. AASHE 2012
    Jason S. Lijewski
    J. Gabe Estill
    Concurrent Session Workshop
    Delta College

    Assessing sustainability and general education outcomes is a tough nut to crack. Follow two community college academic professionals along their journey to discover an efficient and effective assessment tool. Both colleges have indicated Sustainability as a general education outcome or otherwise in curricula objectives across disciplines. The likely goal of any institution that has sustainability outcomes in their curriculum is finding an instrument to measure effectiveness and further implementation of best practices. We will share our tools, how they were implemented, what we learned from the process and how we plan to move forward. This session will be a practice of shared learning within these two community colleges, discussion of how this practice can serve as a model for other colleges, and conclusively, attendee participation to brainstorm what an assessment plan might look like to their institutions. Participants will gain access to existing, tested academic assessment tools and develop a foundation on which to build or improve upon a plan for their programs.

  49. AASHE 2012
    Tomas Koontz
    Adam zwickle
    Ohio State University, The

    Properly assessing the sustainability literacy of an institution’s student body is an important means of understanding the current level of student knowledge, gauging the effectiveness of sustainability focused courses, and tracking student learning over time. It is also an opportunity to earn a credit in the STARS certification process (ER-13). Unfortunately, there is no widely accepted, peer-reviewed, instrument to assess sustainability literacy. While measures of environmental knowledge have been developed for adult populations, parallel measures of the other dimensions of sustainability literacy are lacking. Drawing on existing environmental literacy measures and fundamental concepts in the social and economic dimensions of sustainability, we have developed, tested, and refined a sustainability knowledge battery of questions to assess an individual’s breadth and depth of knowledge across the three dimensions of sustainability. This assessment instrument has been implemented across a representative sample of over 1,000 students at Ohio State University, one of the nation’s largest public universities. In this paper we describe the process of creating the instrument and analyzing its performance, as well as results from student responses that allow comparisons across the different dimensions of sustainability literacy, and across student characteristics such as major, class rank, GPA, and gender.

  50. AASHE 2012
    Dr. Lee F. Ball Jr.
    Appalachian State University

    Since 2006 Appalachian State University (Appstate) in Boone, North Carolina has had a small-scale Biodiesel Research and Educational Facility capable of producing 100 gallons of biodiesel a week. The facility was developed through a student-led initiative P3 EPA grant that has been further leveraged to create a $1.5 million industrial-scale biodiesel production facility at the Catawba County Eco-complex co-located with the Catawba County landfill. The Appstate small-scale biodiesel facility collects waste vegetable oil from local restaurants and converts it to biodiesel through a base-catalyzed transesterification process, using solar hot water to provide the majority of its process energy. The biodiesel facility is run and maintained by graduate students in the Appropriate Technology and Renewable Energy Engineering Master’s programs of the Department of Technology and Environmental Design at Appstate. Biodiesel produced at the facility is purchased through donations by students and community members to run their own diesel vehicles. The impact of the facility on waste-stream diversion since its inception in 2006 was quantified using production facility records. The total amount of waste vegetable oil produced in Boone was estimated and the percentage of that used at the facility was quantified. Estimates of the size of a facility required to divert more of Boone’s waste vegetable oil waste stream was determined. The actual and potential production of the facility was quantified and estimated respectively and compared to the University fleet’s diesel fuel use to assess the facilities ability to meet the University’s B20 (20 percent biodiesel/diesel) alternative fuel need.