|Submission Date||June 30, 2017|
|4.00 / 4.00||
Chief of Staff
Office of the President
Sustainability was articulated as an institutional priority in the College's most recent strategic plan, the Plan for Haverford 2020.
The section on Sustainability and environment can be found here: http://planning.haverford.edu/the-plan-for-haverford-2020/institutional-stewardship-a-college-for-the-future/sustainability-and-environment/
Campus Master Plan
Strategic Plan for Diversity & Inclusion
Provide all students the opportunity to engage with sustainability in their studies by fostering the incorporation of sustainability topics across the academic program.
Encourage student and faculty research on issues related to sustainability by offering small grants, e.g. through CER, for participation in projects both on and off campus.
Enhance new students’ exposure to SSR topics through orientation and Customs. Consider themed residences, orientation trip(s).
Make visible opportunities for direct engagement and impact in sustainability fields through community service, internships, and employment.
Further develop and formalize current faculty and staff-related SSR-related initiatives, building around the green office program.
Make SSR-related training available to all employees.
Provide access to the campus's natural resources and the enrichment they offer, especially leveraging the Nature Trail, Arboretum, and community gardens to promote sustainability awareness (See 2.5.5.)
In coordination with civic engagement work, build and maintain partnerships with external groups that complement institutional priorities, e.g. local schools, Ardmore Food Pantry, and others.
Engage in public advocacy where sustainability issues and institutional interest meet.
Develop a government relations function to position the College to effectively engage in conversations about sustainability issues that bear on the mission of the College.
Collaborate with peer institutions to develop a shared public advocacy voice on sustainability issues, encouraging public policies that nurture a vibrant future for the higher education community.
Create a robust practice of disseminating academic resources that inform public discourse about sustainability issues and solutions.
Support faculty, staff, and students who might wish to engage in advocacy work, e.g. skill building around press releases, media interviews, and op-ed pieces.
Identify campus energy and utility strategies that are not dependent on fossil fuels (currently #2 oil and natural gas) and that drastically reduce GHG emissions and mitigate adverse environmental consequences associated with the College's current systems. Develop a utilities master plan that charts sustainable approaches to electrical, heating, cooling, domestic water, steam, natural gas, storm sewer, sanitary sewer, and telephone & other communications systems.
Space Planing, New Construction, and Major Building Renovations
Optimize use of current facilities to provide economic and energy efficiency and to obviate construction of additional square footage.
When building is necessary, minimize total carbon of projects while meeting program needs; adhere to LEED gold or equivalent standards, except when limited by the historic character of the campus. Consider adopting shadow price of carbon.
Identify campus efficiency projects that will reduce energy consumption, implementing as quickly as budgets allow.
Be opportunistic in implementing high-return projects through R&R and cost-effective outsourcing.
Conduct ASHRAE Level 2 energy audit or comparable across all College facilities.
Develop a policy on indoor comfort, e.g. setpoints, space heaters. Etc.
Continue to develop campus literacy and culture to help curb individual consumption.
Lighting Upgrades Plan: Current plan covers the next four fiscal years & covers approximately 400,000 square feet. Upon completion of that plan, determine whether additional benefit might be derived from changes to additional lighting systems.
As specified by the FSWG and informed by the Real Food Challenge, work with students and vendors to increase the amount of food that is local and community-based, fairly traded, ecologically sound, and humane to 20% of the Dining Center's food budget in the by 2020.
Increase campus farm-to-table food connections, especially Haverford College Farm.
Grounds and Arboretum: in the maintenance of the built and natural campus, maintain an appropriate balance among health, ecological, economic, functional, and aesthetic considerations.
Optimize organic lawn care program to minimize use of pesticides and fungicides in balance with other community priorities around land use and aesthetics.
Minimize invasive plant species on campus in favor of a purposeful diversity of native and non-native plantings that support the mission of the Arboretum.
Ensure efficient use of current impervious surfaces (especially parking) and minimize future paving.
Encourage arboreal diversity and select disease resistant cultivars.
Optimize biological controls and use of organic pesticides.
Continue 10-year plan to increase tree canopy by 10%
Purchasing: minimize overall consumption, and when purchasing is necessary, favor products that adhere to sustainability principles
Reduce avoidable consumption on campus, e.g. paper and other supplies.
Develop an ethical purchasing and contracting framework that relates Haverford's business practices to its values, including around diversity, social justice, social responsibility, and environmental responsibility.
Adopt a mix of centralized and decentralized purchasing, where facilities have the purchasing responsibility for certain critical product items, but central purchasing has the task of purchasing non-critical items.
Make available products for reuse on campus: unused product swap (office supplies) or donating workable electronic equipment.
Transportation: reduce pollution and the energy and resource consumption resulting from vehicular travel.
Campus Fleet: any requests for new vehicles must prioritize energy efficiency and low emissions, and include alternatively powered vehicle in the bidding process to be reviewed by CSSR.
Bicycles: expand the bicycle culture and cut down on the use of cars on Haverford’s campus.
Provide a better infrastructure for parking and fixing bikes.
Educate students (especially first-years) about bike safety and bike friendly roads.
Develop plans for a campus bike share program.
Advocate with local planners and municipalities for more expansive network of regional bike trails
Consortial connections: optimize blue bus and other travel options among campuses in order to reduce car travel.
Public Transportation: improve student and employee access to SEPTA.
Commuting: facilitate low-energy and low-emission transportation to work by supporting carpooling, walking/biking, pedestrian safety, public transportation, electric vehicles, and other solutions.
Air travel: utilize technology, e.g. virtual meetings, to obviate excessive air travel. Consider offset system.
Athletics travel: seek energy- and cost-efficiencies by consolidating trips to away games
Waste Stream: reduce tonnage hauling to landfills and the impact of waste hauling on the campus
Reduce frequency of waste pickups by installing two compactors at the Facilities complex.
Divert suitable waste stream into recycling
Expand current program to include general construction materials
Continue to improve recycling stream through signage, education, and receptacles
Divert suitable waste stream into composting:
Continue to refine waste diversion processes in the DC.
Invest in a pulping system for the Dining Center dishroom.
Conduct feasbility study for anaerobic digesters for fuel production, possibly with Bryn Mawr and/or other partners.
Water: reduce consumption and waste
Reduce community water consumption through technological efficiencies and behavior changes: e.g. educating students about residence hall water use and optimizing institutional uses like irrigation.
Reduce consumption of disposable water bottles
Reduce tank-fed dispensers (and the need for trucks that deliver tanks); install tap-fed dispensers and water-bottle filling stations across campus.
Distribute reusable bottles to students.
Distribute reusable bottles to employees
Reconfigure GIAC Grey Water Tank.
Diversity & Inclusion: The Presidential Task Force on Diversity and Community is midstream on important work in support of advancing diversity and inclusion at Haverford. We will work to support its recommendations and realize its promise across four areas:
Teaching and Learning
Student Residential and Co-Curricular Experience
Working and Thriving at Haverford.
Creating and Supporting an Inclusive Community
Strategic Plan for Diversity & Inclusion
Develop donor-supported “green fund."
Integrate sustainability factors into investment policy and investment research process.
Explore interest in maintaining a portfolio of direct investments to engage in proxy voting and shareholder activism.
Investor responsibility: CSSR will serve as the College’s committee on investor responsibility, and will undertake regular review of investment/divestment questions as posed by the community, for example around fossil fuels.
Investment education: Work with student groups such as Haverfordians for a Livable Future to ensure that students, as stakeholders, understand how investment decisions affect them and what alternatives are available.
Employee 403(b) options: investigate screened funds as menu options for retirement savings plans
Promote wellness initiatives across the campus community.
Ensure that wellness resources are available for students and employees.
Continue to pursue the recommendations of the Mental Health Task Force and the integration of student support services including Health Services and Athletics.
Support the emerging work of the Task Force on Diversity and Inclusion about work-life balance.
Promote employee awareness of referral services.
Smoking policy: Refine the smoking to policy to promote individual and community health.
Workplace health and safety: Continue to increase employee awareness of health and safety policies to enhance safety and ensure employees are supported whenever accidents occur.
Dining: Through the work of the Food Systems Working Group (see 3.2) emphasize the availability of appealing, healthy food choices for all who dine on campus.
Haverford College is committed to fostering a more sustainable and resilient world that reflects our deeply held values around social responsibility. Centrally, our community feels compelled to address the emerging global crisis of anthropogenic climate change, which will require changes to interlaced cultural, economic, and political factors around the world. We commit ourselves to policies and practices consonant with our educational mission that will have a meaningfully positive impact on society and the environment, locally and globally.
We embrace UN definition: Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
|Yes or No|
|The Earth Charter||---|
|The Higher Education Sustainability Initiative (HESI)||---|
|ISCN-GULF Sustainable Campus Charter||---|
|Second Nature’s Carbon Commitment (formerly known as the ACUPCC), Resilience Commitment, and/or integrated Climate Commitment||Yes|
|The Talloires Declaration (TD)||---|
|UN Global Compact||---|
|Other multi-dimensional sustainability commitments (please specify below)||---|
Full details on all the above goals and commitments are within the Sustainability Strategic Plan: https://www.haverford.edu/sites/default/files/HaverfordSustainabilityPlan.pdf
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.