CLIMATE ACTION PLAN JANUARY 2011 HILLSBOROUGH COMMUNITY COLLEGE

Transcription

1

2 2

3 Table of Contents LIST OF TABLES... 5 LIST OF FIGURES... 5 LIST OF ACRONYMS AND ABBREVIATIONS... 6 EXECUTIVE SUMMARY INTRODUCTION HCC s Deep-rooted Culture, History, and Commitment to Sustainability and Environmental Education Climate Change Summary American College and University Presidents Climate Commitment Climate Neutrality HCC Greenhouse Gas Emissions HCC GHG Forecast and Trends HCC CLIMATE ACTION PLAN APPROACH Stakeholder Engagement Development of Targets and Objectives Strategy Selection MITIGATION STRATEGIES TRANSPORTATION Background Challenges Stakeholder Feedback and Vision Transportation Roadmap Transportation Case Study ENERGY Background Challenges Stakeholder Feedback and Vision Energy Roadmap Energy Case Study SOLID WASTE Background Challenges Stakeholder Feedback and Vision Solid Waste Roadmap Solid Waste Case Study EDUCATION AND OUTREACH Background Challenges Stakeholder Feedback and Vision

4 3.4.4 Education and Outreach Roadmap Education and Outreach Case Study MITIGATION SUMMARY GHG Emission Reduction Goals Transportation Summary Energy Summary Solid Waste Summary Education and Outreach Summary CARBON OFFSETS Carbon Offsets Case Study FINANCING Finance Case Study MONITORING, REPORTING, AND REFINEMENT

5 LIST OF TABLES ES.1 HCC Climate Action Plan Example Strategies ES.2 HCC GHG Emission Reduction Goals and Targets by Source ES.3 Overall HCC GHG Emission Reduction Goals and Targets 1.1 Greenhouse Gas Atmospheric Concentration Change of Selected Greenhouse Gases 1.2 HCC GHG Emissions by Scope (2008/2009) 1.3 HCC Square Footage Growth Projections 1.4 HCC Sustainability Highlights ( ) 2.1 HCC CAP Stakeholder Groups 2.2 Planning Horizon Categories 3.1 HCC Transportation GHG Reduction Strategies, Milestones, Goals and Targets 3.2 HCC Energy GHG Reduction Strategies, Milestones, Goals and Targets 3.3 Packaging Strategies 3.4 HCC Solid Waste Strategies, Milestones, Goals, and Targets 3.5 Green Learning Topic Examples 3.6 HCC Sustainability Education and Outreach Strategies, Milestones, Goals and Targets 3.7 HCC GHG Emission Reduction Targets for Transportation, Energy and Solid Waste 3.8 Overall HCC GHG Emission Reduction Targets LIST OF FIGURES ES.1 HCC GHG Emissions (2008/2009) ES.2 HCC Growth Trends ES.3 HCC GHG Emissions Forecast ( ) ES.4 HCC GHG Emission Forecast with Climate Action Plan 1.1 Map of HCC Campus Locations 1.2 ACUPCC Goals 1.3 Greenhouse Gas Effect 1.4 Climate Neutrality 1.5 Overview of Scopes and Emissions Sources 1.6 Percent Total CO2e Emissions by Source Category at Hillsborough Community College (2008/2009) 1.7 HCC Absolute CO2e Emissions (2008/2009) 1.8 HCC Growth Trends ( ) 1.9 HCC Business As Usual (BAU) GHG Emissions Forecast (AY ) 2.1 Climate Action Plan Approach 3.1 US Consumer Annual Expenditures by Category 3.2 HCC Student Bus Pass Purchases ( ) 3.3 HCC Short Term Transportation Strategies 3.4 Tampa Electric (TECO) Fuel Mix (2010) 3.5 HCC Energy Use and Cost Per Square Foot (AY through ) 3.6 HCC Electricity Use by Campus ( ) 3.7 HCC Energy Priorities (2010) 3.8 HCC Solid Waste Strategies 3.9 HCC Sustainability Council Education and Outreach Strategy Rankings 3.10 HCC Deans and Directors Education and Outreach Rankings 3.11 HCC GHG Emissions Forecast with Climate Action Plan 4.1 Carbon Offset Project Types 6.1 Climate Action Plan Evaluation Process 5

6 LIST OF ACRONYMS AND ABBREVIATIONS ACUPCC BAU CAP C&D MTCO2e GHG GWP HCC IFS IPCC kw LEED MSW TCTC USGBC VMT American College and University Presidents Climate Commitment Business As Usual Climate Action Plan Construction and Demolition Metric Tons of Carbon Dioxide Equivalent Greenhouse Gas Global Warming Potentials Hillsborough Community College Institute of Florida Studies Intergovernmental Panel on Climate Change killowatt Leadership in Energy and Environmental Design Municipal Solid Waste The Corporate Training Center United States Green Building Council Vehicle Miles Traveled Greenhouse Gases CH4 Methane CO2 Carbon Dioxide HFCs Hydrofluorocarbons N2O Nitrous Oxide PFCs Perfluorocarbons SF6 Sulfur Hexafluoride 6

7 EXECUTIVE SUMMARY CLIMATE ACTION PLAN The Climate Action Plan (CAP) outlines Hillsborough Community College s (HCC) approach to achieve college-wide climate neutrality by HCC s CAP is the result of a six month stakeholder engagement process that solicited feedback from various HCC students, staff and faculty across multiple campuses. The plan establishes aggressive yet achievable greenhouse gas (GHG) reduction targets and goals, and recommends strategies to reduce college-wide GHG emissions in the areas of transportation, energy, and solid waste. Additionally, the CAP identifies education and outreach initiatives, financing options to fund HCC sustainability initiatives and carbon offset project opportunities. The plan supports a vision of sustainability that balances the natural environment, economic prosperity and the quality of life of the HCC community. The CAP was developed by ECO2ASSET SOLUTIONS, a sustainability management firm based in Tampa, Florida. Background In December 2008, HCC s President Dr. Gwendolyn Stephenson became a signatory of the American College and University Presidents Climate Commitment (ACUPCC), an effort by higher education institutions to eliminate their global warming contribution by a chosen target date. Through the commitment, HCC recognizes the seriousness of climate change and the need to lead by example in Florida. HCC joined over 685 colleges and universities nationwide and became the first two-year college in the State of Florida to commit to a series of goals to guide the institution to climate neutrality. Although Dr. Gwendolyn Stephenson retired in 2010, Dr. Ken Atwater, the new HCC President, is equally committed to ensuring that HCC fulfills the goals set forth by ACUPCC. Climate Neutrality Under the ACUPCC, HCC has the end-goal of achieving climate neutrality or zero greenhouse gas emissions. ACUPCC defines climate neutrality as having no net GHG emissions, to be achieved by minimizing GHG emissions as much as possible, and using carbon offsets or other measures to mitigate the remaining emissions if necessary. Greenhouse gases are gases that encourage the trapping of heat in the atmosphere and contribute to the greenhouse effect, a natural phenomenon that is responsible for creating the favorable conditions that support life on Earth. While most greenhouse gases naturally occur in the atmosphere, scientists have observed a significant increase in the concentration of greenhouse gases due to human activity. The predominant human activity responsible for emitting greenhouse gases is the combustion of fossil fuels (i.e. coal, gasoline, etc.). Other sources include the use of chemical substances such as refrigerants, the decomposition of solid waste, industrial processes and agricultural practices. While there are many greenhouse gases, the most commonly reported include carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulfur hexafluoride (SF6). HCC GHG Inventory and Forecast In 2010, HCC took the first step towards climate neutrality by conducting a baseline greenhouse gas inventory to quantify college-wide emissions for the Academic Year 2008/2009. The baseline study found that HCC emitted a total of 37,287 metric tons of CO2e (MTCO2e) across six different sources. As a commuter school, student and employee commuting (i.e. travel) accounted for majority of emissions (76.7%) while electricity was responsible for 22.6% of the total emissions (Figure ES.1). Emissions from combustion of natural gas, fuel oil, propane, diesel and gasoline contributed to the remaining 0.7%. The majority of 7

8 emissions were classified as Scope 2 and Scope 3 1. The student headcount during that period was 44,598, resulting in MTCO2e per student. Figure ES.1 HCC GHG Emissions (2008/2009) 0.72% 22.6% Student and Employee Commuting Electricity Other 76.7% Over the last decade, HCC has been experiencing significant growth both in student enrollment and building square footage (Figure ES.2). In the future, based on facility master plans completed for all five campuses, HCC plans to expand its building square footage to meet growing student demand. Although new buildings will be built to Leadership in Energy and Environmental Design (LEED) standards, the projected increase in student enrollment will result in increased vehicle miles traveled from commuting and energy consumption, two sources that are responsible for over 99% of HCC s GHG emissions. In a business as usual scenario, HCC s GHG emissions are projected to reach 176,763 metric tons of CO2e by 2050, close to a fivefold increase from the 2008/2009 baseline level (Figure ES.3). 1 Scope 1 emissions refer to direct emissions from GHG sources that HCC owns and manages. Examples include fuel use by HCC s vehicle fleet and natural gas use by HCC s buildings. Scope 2 emissions are defined as indirect emissions generated through HCC s consumption of purchased electricity. Finally, Scope 3 emissions are indirect emissions that occur as a result of HCC s activities, yet are not linked to GHG sources that the college controls or manages. Scope 3 examples include emissions from solid waste disposal and student and employee commuting. 8

9 CO2e Emissions (MT) Student Enrollment (FTE) Square Feet CLIMATE ACTION PLAN JANUARY ,000 35,000 Figure ES.2 HCC Growth Trends ,000 25, ,000 15,000 10,000 5, Building Area Student Enrollment 200,000 Figure ES.3 HCC GHG Emissions Forecast ( ) 180, , , , ,000 80,000 60,000 40,000 20,

10 Climate Action Plan Approach Stakeholder engagement and technical analysis were used to develop HCC s Climate Action Plan. The stakeholder engagement process involved a series of meetings with the HCC community, including the Sustainability Council, the Institutional Advisory Council, the President s Cabinet, facilities managers, deans, directors, and students. The purpose of the meetings was to educate stakeholders on the process, inventory the current sustainability efforts across the campuses, identify key challenges and opportunities for HCC to achieve climate neutrality, and to rank and prioritize different GHG reduction strategies. Final strategies were selected based on stakeholder feedback, GHG reduction potential, feasibility, and proven success at other similar institutions. Mitigation Strategies Recommended strategies were organized into four topic areas: transportation, energy, solid waste and education and outreach. Each strategy was assigned goals, milestones, a target date and a planning horizon category. The planning horizon was defined as the time for the strategy to be implemented and take effect. The horizon was divided into three categories: short (0-2 years), medium (3-10 years) and long term (11+ years). A summary of some proposed strategies are displayed below (Table ES.1). Table ES.1 HCC Climate Action Plan Example Strategies Topic Area Planning Example Strategies Horizon Transportation Short Plan and launch a transportation awareness campaign Medium Offer intercampus shuttle service Long Develop long-term transportation plan that is integrated into the overall community at-large transportation master plan Energy Short Establish an energy management policy Medium Implement web-based energy information system to monitor HCC building energy use Long Invest in renewable and alternative energy projects Solid Waste Short Conduct a waste audit Medium Initiate a pilot composting program at the Dale Mabry Campus Long Work with vendors to decrease packaging for goods purchased by HCC Education and Outreach Short Hire full-time Sustainability Coordinator and integrate sustainability into HCC mission statement Medium Offer sustainability certificates in programs immediately relevant or pertinent to GHG emissions reduction such as technology and science courses Long Integrate sustainability topics into all programs and courses HCC GHG Reduction Targets HCC has proposed to achieve college-wide climate neutrality, or zero net emissions, by To reach this goal, HCC has set out a detailed roadmap with GHG reduction strategies that address transportation, energy, solid waste, and education. The GHG emission targets for the transportation, energy and solid waste categories are summarized below (Table ES.2). Overall, HCC will aim to reduce its total baseline GHG emissions by 11% by 2015, 34% by 2030, and 100% by 2050 (Table ES.3 and Figure ES.4). Note that carbon offsets will be critical to fully achieve climate neutrality by

11 GHG Emissions (MTCO2e) CLIMATE ACTION PLAN JANUARY 2011 Table ES.2 HCC GHG Emission Reduction Goals and Targets by Source Year Transportation GHG Emissions Reduction Goal* Energy GHG Emissions Reduction Goal* Solid Waste GHG Emissions Reduction Goal* % 15% 20% % 40% 50% % 85% 95% *Based on Academic Year baseline emissions: 37,287.6 MTCO2e Year Table ES.3 Overall HCC GHG Emission Reduction Goals and Targets Transportation Goal Energy Goal Total Emissions Goal (MTCO2e) (MTCO2e) (MTCO2e) ,729 7,394 33,124 11% ,724 4,437 21,161 43% , ,847 87%* MTCO2e=metric tons of carbon dioxide equivalents *100% with carbon offsets. Overall GHG Reduction Goal Figure ES.4 HCC GHG Emission Forecast with Climate Action Plan Year Student and Employee Commuting Energy 11

12 Carbon Offsets While HCC will be primarily focused on reducing greenhouse gas emissions internally, it will be unable to achieve carbon neutrality in the long term without carbon offsets. A carbon offset is generated through a carbon offset project outside of the college operations that reduces, destroys, or sequesters greenhouse gases. HCC has the option to purchase carbon offsets from retail offset providers or to develop carbon offsets through community-based projects. The following are examples of carbon offset project types: Renewable energy: Projects that generate energy from solar, wind, biomass, geothermal and other renewable resources. Energy efficiency and conservation: Projects that decrease energy consumption without affecting overall performance. Fuel Switching: Projects that substitute fossil fuels with lower-carbon fuels. Carbon sequestration: Projects that increase the amount of carbon sequestered in biomass (i.e. reforestation). Carbon capture: Projects that capture greenhouse gases (e.g. methane) and prevent their release into the atmosphere through destruction or conversion to an energy source. Financing HCC will need access to funding to implement some of the initiatives proposed in the Climate Action Plan. Fortunately, there are a variety of financing mechanisms available to HCC: Operations: By improving the efficiency of HCC s operations, the college can realize cost savings that can then be reinvested back into sustainability projects. Grants: HCC can target local, state and national grant funds that are available for sustainability related projects, including energy efficiency and conservation, job training and alternative transportation. Energy Finance Programs: Property Assessed Clean Energy or PACE legislation passed the Florida legislature in 2010, authorizing property owners to enter into financing agreements with local governments to finance energy efficiency improvements and small-scale renewable energy projects. Clean Renewable Energy Bonds (CREBs): This federal program finances public sector renewable energy projects with zero percent interest bonds. The borrower pays back only the principal of the bond, and the bondholder receives federal tax credits in lieu of the traditional bond interest. Endowment: HCC can partner with the Hillsborough Foundation to raise capital for projects and initiatives that both decrease the college s GHG emissions while providing a return on investment (ROI). Monitoring, Reporting and Refinement The development of the Climate Action Plan marks an important step in HCC s continuing effort to become a sustainable institution. To achieve its goals successfully, HCC will need to implement a comprehensive set of strategies and monitor and report the impacts of the strategies. The results of the analysis along with new information (i.e. opportunities and technology) should be used to update the CAP on an annual or biannual basis. 12

13 1.0 INTRODUCTION The purpose of this report is to present the Climate Action Plan (CAP) for Hillsborough Community College (HCC) on the West Coast of Florida. The CAP provides a roadmap to decrease HCC s greenhouse gas emissions, with the ultimate goal of achieving climate neutrality. The CAP follows the completion of HCC s greenhouse gas (GHG) inventory, an important tool to measure and track HCC s emissions. Both the GHG inventory and CAP were commissioned by former President Dr. Gwendolyn W. Stephenson and are a requirement of the American College and University President s Climate Commitment (ACUPCC). This Climate Action Plan was completed by ECO2ASSET SOLUTIONS, a wholly owned subsidiary of Lykes Brothers Inc. based in Tampa, Florida. ECO2ASSET SOLUTIONS is a professional services firm that specializes in sustainability management, advisory and analysis for government, corporations, higher education institutions, and large landowners. The company combines technical analysis and planning, stakeholder engagement and education, and data management to help organizations achieve their sustainability goals. 1.1 HCC s Deep-rooted Culture, History, and Commitment to Sustainability and Environmental Education HCC is based in Hillsborough County, which is located about midway on the West Coast of Florida and borders Tampa Bay to the West. HCC began in 1968 by holding classes at Hillsborough High School with an enrollment of approximately 1,600. Today, HCC has grown to an enrollment of more than 47,000 students and employs more than 2,400 professionals across multiple campuses and centers (Figure 1.1). A global community, HCC students represent approximately 134 different countries from around the world. HCC recently ranked 8 th in the state and 20 th in the nation in the total number of associate degrees produced. 2 HCC s history, commitment, and outstanding accomplishments, in creating educational programs and opportunities, with an emphasis on sustainability and environmental sciences, date back to the founding years of the college itself. Since 1971, the Institute of Florida Studies (IFS) at HCC has served as the outreach arm of the college, and continues to offer environmental educational programs to the community members. IFS is a community based environmental knowledge resource and educational center designed for the study of ecology, biology, earth sciences, and natural history of Florida. IFS promotes a greater understanding and appreciation of the biological, economic, recreational, and aesthetic importance of environmental systems, and of the natural history of Florida through education, training, research, and information. HCC has consistently been at the forefront of anticipating and responding to the workforce and economic development needs of the Tampa Bay region. For example, in 1996 as Florida s natural resources were increasingly challenged by unprecedented growth, HCC responded by becoming one of the first community colleges to launch an environmental science degree program. Seven years later HCC would once again provide statewide leadership by developing an Advanced Water Treatment program that would provide utility companies and municipalities with technicians who could more effectively manage and treat the State s limited water resources. A wide array of HCC s other academic programs, focusing on environmental education, include sustainable construction practices, aquaculture, earth science, water and wastewater licenses certifications, and professional horticulture certifications. Green technology principles are embedded throughout the academic programs at HCC, student groups are actively

14 engaged in sustainability projects, and the college continues to provide statewide leadership by developing curricula for emerging alternative energy programs. Besides community outreach and academics, more recently, HCC s newest campus locations, the Southshore Campus and the Student Services building on the Ybor campus, reflect the college s ongoing commitment to sustainable practices as both facilities received Gold and Silver LEED certification, respectively. Figure 1.1 Map of HCC Campus Locations 14

15 A summary of HCC s commitments and significant milestones towards sustainability and environmental education is presented below. 15

16 16

17 17

18 18

19 19

20 1.2 Climate Change Summary Since the industrial revolution, scientists have observed a significant increase in the concentration of greenhouse gases in the atmosphere (Table 1.1). In 2007, the Intergovernmental Panel on Climate Change (IPCC) attributed most of this change to human activity. Global atmospheric concentrations of carbon dioxide, methane and nitrous oxide have increased markedly as a result of human activities since 1750 and now far exceed preindustrial values determined from ice cores spanning many thousands of years. The global increases in carbon dioxide concentration are due primarily to fossil fuel use and land use change, while those of methane and nitrous oxide are primarily due to agriculture. - IPCC Fourth Assessment Report (2007) Table 1.1 Greenhouse Gas Atmospheric Concentration Change of Selected Greenhouse Gases Carbon Dioxide Methane Nitrous Oxide Pre Industrial Concentration (1750) 280 ppb* 722 ppb 270ppb Current Day (2007) 385 ppb 1741ppb 321ppb Change 37.5% increase 143% increase 18% increase *ppb: parts per billion Source: Adapted from the US EPA 2010 US Greenhouse Gas Inventory Report In 2007, the State of Florida ranked fifth overall in the nation in total greenhouse gas emissions and fortieth overall in per capita emissions. 3 Over the next 100 years, global warming is projected to increase Florida s average temperature between 4 and 10 degrees Fahrenheit and has the potential to increase sea level up to 2 feet. 4 If action is not taken, flooding and erosion from sea level rise threaten Florida s homes, businesses, and ecosystems, including the state s prized beaches that draw thousands of tourists every year. A changing climate may also impact commercial farming and forestry operations through more extreme weather systems (i.e. concentrated rains and droughts). With most of the state s population living near the coast and an economy highly dependent on tourism and agriculture, global warming poses a significant threat to Florida s economy and population. In July 2007, Florida Governor Charlie Crist declared action against climate change by signing three Executive Orders related to climate and energy policy. 5 Executive Order established GHG reduction goals for state government, including a 40% reduction of 2007 GHG emissions target by 2025; Executive Order set a statewide target to reduce GHG emissions by 80% of 1990 levels by the year 2050; and Executive Order charged the Florida Governor s Action Team on Energy and Climate Change to develop a statewide Climate Action Plan to achieve or surpass the targets established in Executive Order Along with the state, many Florida cities and counties have joined in to lead by example by measuring their GHG emissions, developing Climate Action Plans, and committing to take action to reduce their GHG emissions

21 1.3 American College and University Presidents Climate Commitment In December 2008, HCC s President Dr. Gwendolyn Stephenson became a signatory of ACUPCC, an effort by higher education institutions to eliminate their global warming contribution by a chosen target date. Through the commitment, HCC recognizes the seriousness of climate change and the need to lead by example in Florida. HCC joined over 685 colleges and universities nationwide and became the first twoyear college in the State of Florida to commit their institution to a series of goals to achieve climate neutrality (Figure 1.2). Although Dr. Stephenson retired in 2010, Dr. Ken Atwater, the new HCC President, is equally committed to ensuring that HCC fulfills the goals set forth by ACUPCC. 1 Figure 1.2 ACUPCC Goals Establish an institutional structure to oversee the development and implementation of the school s program within two months 2 3 Take some immediate steps to reduce GHG emissions Complete a baseline GHG emissions inventory within a year and report emissions biannually 4 Establish a climate neutrality action plan within two years 5 Integrate sustainability into the curriculum 6 Make the climate action plan, inventory and progress reports publicly available 1.4 Climate Neutrality Greenhouse gases are gases that encourage the trapping of heat in the atmosphere and contribute to the greenhouse effect, a natural phenomenon that is responsible for creating the favorable conditions that support life on Earth (Figure 1.3). Naturally-occurring greenhouse gases include water vapor, carbon dioxide (CO2), nitrous oxide (N2O) and ozone (O3). A change in the atmospheric concentration of greenhouse gases can alter the Earth s temperature. The predominant human activity responsible for emitting greenhouse gases is the combustion of fossil fuels (i.e. coal, gasoline, etc.). Other sources include the use of chemical substances such as refrigerants, the decomposition of solid waste, and agricultural practices. While there are many greenhouse gases, the most commonly reported include carbon dioxide (CO2), methane (CH4), nitrous oxide (N2O), hydrofluorocarbons (HFCs), perfluorocarbons (PFCs), and sulfur hexafluoride (SF6). 21

22 Figure 1.3 Greenhouse Gas Effect Under ACUPCC, HCC has the goal of achieving climate neutrality or zero emissions (Figure 1.4). ACUPCC defines climate neutrality as having no net GHG emissions, to be achieved by minimizing GHG emissions as much as possible, and using carbon offsets or other measures to mitigate the remaining emissions if necessary. Figure 1.4 Climate Neutrality 1.5 HCC Greenhouse Gas Emissions In 2010, HCC took the first step towards climate neutrality by conducting a baseline greenhouse gas inventory to quantify college-wide emissions. The baseline year selected was Academic Year 2008/2009. Scope 1 and Scope 2 emissions were measured along with Scope 3 emissions from commuting and air travel. Due to a lack of available data, emissions from waste were not calculated at the time (Figure 1.5). The analysis was performed by Dr. Sudeep Vyapari, Sustainability Coordinator and the Director of the Institute of Florida Studies (IFS), using a customized tool based upon the Clean Air-Cool Planet methodology. 22

23 Figure 1.5 Overview of Scopes and Emissions Sources Source: WRI/WBCSD GHG Protocol Corporate Standard, Chapter 4 (2004). In Academic Year 2008/2009, Hillsborough Community College emitted 37,287 metric tons of CO2e (MTCO2e) across six different sources (Table 1.2). Student and employee commuting (i.e. travel) and electricity consumption accounted for 76.7% and 22.6% of the total emissions, respectively (Figures 1.6 and 1.7). Emissions from natural gas, fuel oil, propane, diesel and gasoline contributed the remaining 0.7%. The majority of emissions were classified as Scope 2 and Scope 3. The student headcount during that period was 44,598, resulting in MTCO2e per student. Table 1.2 HCC GHG Emissions by Scope (2008/2009) Scope Sub-Scope GHGs CO2e Emissions Percent (MT) 1 S1S #2 Oil S1S Propane S1S Diesel CO2, CH4, N2O S1M Gas CO2, CH4, N2O S2 Electricity CO2, CH4, N2O 8, S3 Travel CO2 28, S3 Waste Stream Data Not Available Data Not Available Indirect Commute CO2 Data Not Available Data Not Available N/A Offsets Data Not Available Data Not Available Total 37,

24 CO2e Emissions (MT) CLIMATE ACTION PLAN JANUARY 2011 Figure 1.6 Percent Total CO2e Emissions by Source Category at Hillsborough Community College (2008/2009) 0.72% 22.6% Student and Employee Commuting Electricity Other 76.7% Figure 1.7 HCC Absolute CO2e Emissions (2008/2009) Oil Propane Diesel Gas Electricity Student and Employee Commuting Source 24

25 Student Enrollment (FTE) Square Feet CLIMATE ACTION PLAN JANUARY HCC GHG Forecast and Trends Over the last decade, HCC has been experiencing significant growth both in student enrollment and building square footage (Figure 1.8). Given Florida s increasing population, these trends are likely to continue. When HCC s GHG inventory was conducted, the college s instructional space was 1,458,035 square feet. By 2020, the college s master plan calls for expanding the total building square footage to 3.2 million college-wide to meet the high demand (Table 1.3); the expansion will be dependent on available funding. Although new buildings will be built to LEED Silver standards, the projected increase in student enrollment will result in increased vehicle miles traveled from commuting and energy consumption, two sources that are responsible for over 99% of HCC s GHG emissions. 40,000 35,000 Figure 1.8 HCC Growth Trends ( ) ,000 25, ,000 15,000 10,000 5, Building Area Student Enrollment Campus Table 1.3 HCC Square Footage Growth Projections # Total square Buildings feet of added buildings by by Square feet of existing buildings # Buildings added by 2020 Total square feet of buildings by 2020 Brandon 254, , ,782 Dale Mabry 561, ,700,759 1,700,759 Plant City 188, , ,524 Southshore 54, , ,828 Ybor 398, , ,528 Total 1,458, ,267, ,719,421 25

26 CO2e Emissions (MT) CLIMATE ACTION PLAN JANUARY 2011 In a business-as-usual (BAU) scenario, GHG emissions at HCC are projected to reach 176,763 MTCO2e by Academic Year (AY) 2049/2050, close to a fivefold increase from baseline levels (Figure 1.9). The BAU scenario is based on student population growth projections for 2015 and per capita emissions measured in the 2008/2009 baseline GHG inventory. 200, , , , , ,000 80,000 60,000 40,000 20,000 0 Figure 1.9 HCC Business As Usual GHG Emissions Forecast (AY ) Year 26

27 2.0 HCC CLIMATE ACTION PLAN APPROACH Stakeholder engagement and technical analysis were used to develop HCC s Climate Action Plan between April and December The process involved three key steps as outlined below (Figure 2.1). Figure 2.1 Climate Action Plan Approach Stakeholder Engagement Development of Targets and Objectives Strategy Selection 2.1 Stakeholder Engagement Stakeholder engagement is critical for the successful implementation of any plan and is used to gauge the current status, needs, and attitudes in the population that will be impacted by potential changes. The stakeholder engagement process involved a series of meetings with HCC stakeholders between April 2010 and November The focus of the meetings varied depending on the group, which included the Sustainability Council, the Institutional Advisory Council, the President s Cabinet, facilities managers, deans, directors, and students, (Table 2.1). The purpose of the meetings was to educate stakeholders on the CAP process, inventory the current sustainability efforts across the campuses, identify key challenges and opportunities for HCC to achieve climate neutrality, and to rank and prioritize different strategies. The data was evaluated for trends and incorporated into the final recommendations. Table 2.1 HCC CAP Stakeholder Groups Stakeholder Group Topic Area HCC Sustainability Council Students Facilities Managers Institutional Advisory Council Deans and Directors President s Cabinet All Education and Outreach Energy All Education and Outreach All 2.2. Development of Targets and Objectives HCC selected aggressive but achievable climate neutrality reduction goals and targets for transportation, energy, solid waste and education. While 2050 was proposed as the climate neutrality target date, interim target dates (2015 and 2030) and goals were developed to provide HCC with short and medium term goals. Although HCC can control a number of actions on its campuses such as buildings, the goals will be difficult to reach without broader scale changes, including affordable alternative and renewable sources of energy, national climate policy and the development of regional transportation infrastructure. To achieve climate neutrality by 2050, HCC will need to purchase or develop carbon offsets. 27

28 2.3 Strategy Selection Strategies were selected based on GHG reduction potential, feasibility, stakeholder feedback and proven success at other similar institutions. Each strategy was described and assigned goals, milestones, a target date and a planning horizon. The planning horizon was defined as the time for the strategy to be implemented and take effect (Table2.2). Section 3.0 summarizes the strategies for transportation, energy, solid waste and education and outreach. Table 2.2 Planning Horizon Categories Category Time Short 0-2 years Medium 3-10 years Long 11+ years 28

29 3.0 MITIGATION STRATEGIES 29

30 3.1 TRANSPORTATION Photo: Richard Masoner 30

31 3.1.1 Background As a commuter school, HCC students and employees rely heavily on personal vehicles to travel to and from campus. In 2009, approximately 48,000 HCC students and more than 2,000 employees traveled a combined 66,954,474 miles, which resulted in over 25,800 metric tons of CO2e emissions and 77% of the college s carbon footprint. 6 Economically, the HCC community spent an estimated $37.4 million dollars driving to and from campus. 7 Owning and operating a vehicle is the second largest expense of the average U.S consumer, and in fact, the average household spends almost as much on their cars as they do on food and health care combined for their entire family (Figure 3.1). With the costs of gasoline and diesel projected to increase, dependence on the personal vehicle will become a larger economic burden on HCC s students and employees in the years to come. Figure 3.1 US Consumer Annual Expenditures by Category 6 This estimate did not include inter-campus trips and assumed that 100% of students and employees were traveling via single occupancy vehicles. 7 In 2009, the average total cost to own and operate a vehicle was $0.56 per mile. This assumes an average of 15,000 vehicle miles traveled per year. Source: 31

32 Bus passes sold CLIMATE ACTION PLAN JANUARY 2011 While public transportation ridership numbers have been low at HCC, data from recent years demonstrates that students are increasingly relying on public transit. Between 2009 and 2010, three HCC campuses witnessed between a 30 and 52% increase in bus pass sales at college bookstores (Figure 3.2). 1,200 Figure 3.2 HCC Student Bus Pass Purchases ( ) 1, Dale Mabry Brandon Ybor City HCC Campus Challenges HCC faces many challenges in reducing GHG emissions from transportation: 1) Many students have inflexible, tight schedules and depend on personal vehicles to fulfill other obligations during the day, including off-campus jobs, childcare, etc. 2) Public transportation is confined to the bus system at most campuses. 3) Varying class schedules make it difficult to coordinate rides between students. 4) There is little or no information on the commuting habits of students and staff, making it difficult to establish programs that can increase alternative forms of transportation. 5) Transportation planning depends on a collaborative effort between multiple entities. 6) Aside from discounted bus passes at some HCC campuses, there are no incentives for students and employees to participate in alternative forms of transportation. 32

33 Weighted Response CLIMATE ACTION PLAN JANUARY Stakeholder Feedback and Vision VISION Students and employees will have many options to travel safely and affordably to and from campus, with pedestrian crossings, bike paths, bus routes, rideshare programs and light rail stations on or near HCC s campuses and centers. HCC will be a place with fewer cars in the parking lots and less parking lots (paved areas) in general. The Sustainability Council ranked education and awareness, carpooling, and partnerships with local transit agencies as the top short term strategies to reduce transportation emissions (Figure 3.3). 30 Figure 3.3 HCC Short Term Transportation Strategies Education and Awareness Carpool Program Park and Ride Incentive System Parking Fee Partner with Transit Agencies Partner with Local Businesses Condensed Work Weeks E-Meetings Video Feed Increase Online Classes Additionally, commuter leader input from the 2010 master planning process, which was conducted prior to the Climate Action Plan, included a variety of transportation recommendations: Work to get improved transit connections and discounts to HCC campuses (i.e. Transit circulator around Ybor City) Parking fee Underground parking More online classes More bike facilities Safer pedestrian crossings to campuses 33

34 3.1.4 Transportation Roadmap GOAL Reduce transportation GHG emissions by 10% by 2015, 35% by 2030, and 75% by There are numerous strategies that HCC can implement to reduce commuting vehicle miles traveled (VMT) to its campuses and centers. The suite of options below aims to promote increased use of alternative transportation, reduce the average distance of the daily commute, minimize the number of trips taken during the day and educate the HCC community about alternative transportation options. To reduce VMT over the long term, HCC will need to collaborate with local transit agencies to improve access to its campuses, establish meaningful incentives, and use digital technology. Each strategy is described in detail below. The milestones, goals and target dates for each strategy are listed at the end of the section (Table 3.1). TRANSPORTATION OBJECTIVE #1 Educate and engage HCC community on transportation issues 1) Establish a Transportation Task Force The first step of engagement for HCC is to assemble a Transportation Task Force to oversee and address transportation issues on campus. The committee will be ideally comprised of students, faculty and staff from various departments and will have the goals of 1) evaluating the current commuting behavior of HCC students and employees, 2) engaging the appropriate stakeholders on campus to develop and implement new transportation policies and programs, and 3) executing the plan set forth in the CAP. 2) Collect and track student and employee commuting data HCC will develop a system to collect and track student and employee track commuting data. The ideal data collection solution (i.e. online registration system), will capture information electronically from every student and employee. This initiative will provide valuable information that can be used to manage existing and future parking, to prepare HCC for a transportation incentive program, to inform the long term transportation plan and to measure transportation emissions for future GHG inventories. 3) Plan and launch a transportation awareness campaign Hillsborough Community College will initiate a college-wide campaign to educate students on available alternative forms of transportation and the relative environmental and economic impacts. Some effective ways to educate the HCC Community include the following: 34

35 Internet: A webpage can provide resources on bus routes, rideshare programs, and bike amenities at HCC s campuses and centers. The website can also highlight housing and day care and food located on or near the different campuses. Presentations: A presentation with accompanying materials can be developed to educate students and staff at orientation, events, and meetings. Kiosks: Centrally placed kiosks around HCC s campuses and centers will help increase the awareness of alternative transportation options. Transportation Expo: HCC can host a transportation expo in concert with local and regional transportation organizations such as TBARTA, HART, Get Ready Tampa Bay, etc. The event would expose students, employees and community members to local transportation services and initiatives. 4) Organize commuter challenge month event HCC will consider organizing a commuter challenge to spark competition among the community to reduce their carbon footprint and to bring awareness to alternative transportation. Students and staff commit to travel to campus using an alternative form of transportation (i.e. walking, bus, etc.). For every trip, they log the miles traveled and form of transportation used. Every week, results are be announced and prizes are awarded to participants. The challenge can be based on individuals, departments or programs. New initiatives, ideas and programs are likely to grow out of the event that can blossom into long term transportation solutions. TRANSPORTATION OBJECTIVE #2 Reduce the amount of daily off-site trips by students, faculty and staff 1) Promote use of e-meeting software On a daily basis, faculty and staff commute between campuses to conduct classes and attend meetings. The Transportation Task Force will develop an e-meeting policy and a basic training module for staff. The policy will specify criteria on when e-meeting software should be used (i.e. travel distance, number of people in attendance, etc.). E-meeting software not only has the potential to reduce GHG emissions, it also reduces the time that staff spends traveling to and from meetings. 2) Establish pilot telecommuting program for HCC employees HCC will consider implementing a pilot telecommuting program for employees to reduce the number of employee commute trips per month. The program can initially target employees that live beyond a certain distance threshold from campus and whose duties (teaching and/or operational) do not require them to be physically present on campus. Utilizing software such as Adobe connect which HCC already owns, allows for virtual meetings and therefore remove the necessity of being physically present on campus. Relocation to a closer campus may also be an alternate solution to reduce GHG emissions. Strong policies and expectations will need to be established before implementing the telecommuting program. Reducing the amount of campus commutes directly helps tackle HCC s largest GHG contributor (commuting) while improving the quality of life (an attribute of sustainability) for its employees. 35

36 3) Evaluate feasibility of four day work week During the development of the Climate Action Plan, many staff and faculty expressed interest in reducing the work week from five to four days during the summer session. HCC will perform a feasibility analysis of the economic and environmental impacts of a condensed work week for HCC employees in the summer. 4) Explore options to successfully support more food options Many students and staff leave campus on a daily basis to access food facilities due to the lack of options on campus. For the next food vendor contract (the current contract is through 2016), HCC will explore options to bring additional private food services and items to the campuses. Although building space is limited, HCC could offer centrally located outdoor space for vendors to set up temporary food stalls or carts on campuses. 5) Educate students and employees on day care services HCC will play a more active role in educating students and employees on day care services that are within a short distance of the campuses. If there is a lack of facilities, HCC can encourage businesses to locate near or on each campus. While this education will likely reduce the amount of travel needed by students and employees to find day care services, it also makes HCC a more attractive choice for parents. 6) Expand class choices available to students a) Set up remote classrooms HCC will explore opportunities to set up remote classrooms at its campuses and centers. Currently, many students take classes at different campuses in order to graduate faster. Setting up physical classrooms with lectures streamed in real time from other campuses will allow students to report or remain on their home campus while taking a course that is offered at a different location. This strategy can also complement the space utilization strategy recommended in the next section (Section 3.2). There is existing Polycomm equipment already in use for this same purpose at the Plant City campus for University of Florida lectures. b) Expand online course offerings HCC will continue to expand the number of online courses to students. While the amount of online classes available through HCC has increased over time, discussions during stakeholder meetings revealed that students and employees feel that HCC is lagging behind other colleges in this area. Not only will additional online courses reduce GHG emissions from commuting, they will save instructional space, reduce energy consumption on campus, allow HCC to offer a larger variety of courses, and permit more students to take courses. 36

37 TRANSPORTATION OBJECTIVE #3 Reduce single occupancy travel 1) Set up or connect students and employees with a rideshare program HCC will encourage the community to share rides by establishing or connecting students and employees with a rideshare program. There are a range of options, some of which are free and others which require an annual subscription. The preferred tool would ideally be web-based and interface with social networking sites such as Facebook. Some potential resources include: TBARTA Commuter Services Go Loco Pickup Pal ZimRide HCC can also leverage existing resources such as the Tampa Bay Area Regional Transportation Authority (TBARTA) Commuter Services program. The program provides free online ride-matching and an emergency ride home program for employees and students that commit to commuting in ways other than driving alone two days a week. Additionally, HCC can also educate the community on alternative forms of carpooling, including car slugging, a form of casual carpooling that has been successful in Washington DC. 2) Offer intercampus shuttle service HCC will investigate the feasibility of offering biodiesel or electric shuttle service between select campuses and centers. Depending on the demand, this program can have significant impact on mitigating single occupancy travel during the day and will also improve the experience of students and employees traveling between campuses. The planning process can target potential partners to offset the costs of the services such as HART, Raymond James Stadium, Sun City Center, and Westfield Mall in Brandon. Depending on the service, HCC should promote the use of alternative fuel buses. 3) Establish transportation incentive program HCC will encourage students and employees to use alternative transportation by establishing a collegewide transportation incentive program. With free parking at all campuses, students and staff have little reason to change their commuting habits. HCC can offer a variety of incentives such as discounted bus passes and reserved parking spaces for rideshare participants and leverage other resources offered by local organizations (i.e. emergency ride home program) to encourage students and staff to consider sustainable transportation. Disincentives (i.e. parking fees) can also be implemented in tandem with incentives to improve the effectiveness of the program. 4) Devise long-term transportation plan with transit agencies HCC s Transportation Task Force will develop a long-term transportation plan to encourage more sustainable forms of transportation. The plan will map out potential locations of pedestrian and bike infrastructure improvements, park and ride lots, and bus and rail stops/terminals. HCC can use HART as a 37

38 resource and find opportunities for synergies. Additionally, the plan will identify necessary capital investments and potential partners needed to realize the vision. Upon completion, components of the draft plan will be integrated into the HCC master planning process. 5) Implement capital projects Capital projects identified in the transportation plan will be prioritized and implemented when funding becomes available. These projects may include park and ride lots, bike lanes, bus shelters and other forms of transportation infrastructure. Some of these projects may be funded by the transit service while others may involve a cost share between the agency and HCC. 38

39 Table 3.1 HCC Transportation GHG Reduction Strategies, Milestones, Goals and Targets Strategy Milestones Goal Planning Target Date Horizon 1) Establish A Transportation Task Force Task Force development Establish group with 5-8 members, comprised of students, staff, faculty, local businesses adjacent to campuses, and transit agencies S March ) Plan and launch a transportation awareness campaign 3) Organize commuter challenge month event 4) Collect and track student and employee commuting data 1) Website development 2) Presentation circuit at all campuses 3) Deployment of kiosks on all campuses 4) Transportation Expo event 1) List of participants and VMT reductions by department or campus 2) Follow-up actions to establish long-term programs 1) Registration system acquisition and implementation 2) Commuter data analysis and recommendations Create active website, presentation, two dedicated kiosks per campus and organize a transportation expo to educate the HCC community on alternative transportation options. 1) Aim for 100% department participation in event and a reduction of baseline college-wide vehicle miles traveled of 10%. 2) Organize event annually. Require 100% of students and employees to register their vehicle. S December 2011 S December 2011 S December ) Devise long-term transportation plan Draft Plan 1) Assess potential locations for future bus and rail stops, park and rides, and bike and pedestrian infrastructure improvements. 2) Identify and prioritize capital investments. 2) Develop a transportation plan that can be integrated into future master plans at HCC. L December

40 6) Promote use of e- meeting software 1) E-meeting policy 2) Software procurement and employee training Reduce off-campus travel for staff meetings by 25%. M December ) Establish pilot telecommuting program 1) Telecommuting policy 2) Selection of participants Aim for 2% staff participation in 2013 and increase participation depending on the success of the program. M June ) Evaluate feasibility of four day work week Feasibility study Assess the economic, social environmental benefits and costs of a 4 day work week for staff during the summer session. M June ) Educate students and employees on local day care services Resources listed on website and incorporated in orientation materials 1) Reduce vehicle miles traveled through use of local day care services M June ) Set up/connect students and employees with a rideshare program 1) Rideshare program selection 2) Reserved parking plan 3) Carpool pass distribution 1) Sign up a minimum of 300 carpool participants college-wide in ) Dedicate a minimum of 150 parking spots for reserved parking. M December ) Offer intercampus shuttle service 1) Feasibility study 2) Proposed schedule 3) Acquire funding 4) Trial period Reduce single occupancy travel by 20% between campuses for students and staff. M June ) Establish incentive system and parking fee 1) Incentive system and fee structure development 2) Enforcement policy 3) Program launch Reduce single occupancy travel by 10% collegewide. M December ) Set up remote classrooms 1) Identify space for locations of remote classrooms 2) Equipment purchase 3) Offer courses 1) Implement 1 remote classroom per campus between 2011 and ) Reevaluate success on an annual basis. M December

41 14) Explore options to successfully support more food options 1) Approved policy authorizing private vendors to provide food on campus grounds 2) Vendor selection process Establish 3 additional private food vendors on each campus starting in M June ) Expand online course offerings 1) List of potential online courses 2) Course approval Increase online course offerings by 50% by 2015 and 100% by O ) Capital Projects List of transportation related capital projects and funding approval Implement capital projects identified in long term transportation plan. O Ongoing through

42 3.1.5 Transportation Case Study A TRANSIT SUCCESS STORY University of Utah Based in Salt Lake City, the University of Utah is comprised of 298 buildings located on 1,543 acres. The university is the second largest generator of traffic in Utah with 16,340 employees and 29,012 students. A partnership between the University of Utah and the Utah Transit Authority expanded bus and rail service to campus and provided free rides for students, faculty and staff. The initiative was funded by doubling parking permit fees and a per credit hour transportation fee. This model has since been implemented at Brigham Young University, Weber State University, Utah Valley State College, Westminster College of Salt Lake City, and Salt Lake Community College. Improvement Projects Expanded bus routes Light rail Challenges Removal of existing parking Residential parking permit needezd for areas near campus Construction and population boom leading to congestion Funding (>$500,000 first year) Outcome and Benefits Recipient of the 2005 Utah Commuter Vision Award and recognized by USEPA and USDOT as one of the best workplaces for commuters in 2005 Parking spaces have remained relatively constant over the last two decades although university population has steadily increased to more than 40,000 University ridership increased from 25% in 2004 to 33% in 2005 and from 1,500 in 1991 to over 10,000 per day currently or one third of the campus population Utah hosted the 2002 Olympics utilizing the light rail and buses Shuttle ridership has increased by 50% in the last 5 years 42

43 3.2 ENERGY 43

44 3.2.1 Background In , energy use was the second largest contributor of GHG emissions college-wide. Electricity was the predominant energy source, responsible for 22.6% of HCC s carbon footprint, whereas oil and propane accounted for less than 1%. HCC purchases 100% of its electricity from private utilities, all of which depend on coal, oil and natural gas. Figure 3.4 displays the fuel mix of Tampa Electric, one of the main utilities that provides electricity to HCC campuses. Figure 3.4 Tampa Electric (TECO) Fuel Mix (2010) 10% 41% Oil and Gas Coal Purchased Power 49% Overall, HCC continues to invest in energy efficiency upgrades (i.e. lighting and HC) across all campuses. The result has been a drop in the energy consumption and cost per square foot (Figure 3.5). In the Fall of 2010, HCC contracted with Trane to provide an energy audit to assist college staff in identifying additional opportunities to increase efficiency and reduce energy costs. The GHG inventory in combination with the energy audit will provide a strong baseline for HCC to set benchmarks against and accurately measure its progress. These findings will be incorporated into future drafts of the HCC Climate Action Plan. HCC tracks energy consumption per campus on a monthly basis. Figure 3.6 shows the electricity use and cost per square foot by campus in Note, however, that each campus differs in the total number of hours and days of operation per week. 44

45 kwh/sqft $ / SQft kbtu/sqft/year $/SQft/year CLIMATE ACTION PLAN JANUARY 2011 Figure 3.5 HCC Energy Use and Cost Per Square Foot (Academic Years through ) College-wide Energy Use (kbtu/sqft/yr): College-wide Energy Costs ($/SQFT/yr): Academic Year 2.04 Figure 3.6 HCC Electricity Use by Campus (2009/10) kwh/sqft $/SQft Plant City South Shore Dale Mabry Ybor Brandon HCC Campus 0 45

46 3.2.2 Challenges Some of the challenges that HCC faces in reducing GHG emissions from energy use include the following: 1) HCC has already identified and implemented many of the quick payback energy efficiency projects ( low hanging fruit ) on its campuses. Achieving additional decreases in energy consumption will become harder and more expensive to achieve. 2) The high upfront costs and long payback periods of alternative and renewable energy systems remain a barrier for implementation, especially without any local or state rebate programs. 3) HCC purchases all electricity from Tampa Electric (TECO) and has no influence over the fuel mix responsible for power generation. This utility relies on fossil fuels as the major source to generate electricity. 4) There are currently no mandates from the federal government or State of Florida to reduce electrical utility greenhouse gas emissions. As a result, predicting future reductions are not possible at this time. 5) There are plans to expand HCC to meet the demand for the growing student population. Naturally, this will increase overall energy demand Stakeholder Feedback and Vision VISION HCC will operate and maintain existing buildings at optimal performance, construct all new buildings to maximize lifetime energy savings, and generate its own power using clean energy, Results from a survey distributed at the HCC Sustainability Council stakeholder meeting revealed that space utilization, renewable energy projects and energy efficiency standards for new and existing buildings were the most important actions that HCC could take to become more energy efficient and independent (Figure 3.7). While HCC facilities managers expressed the value of green standards for buildings, they prioritized the development of a system to track and maintain building performance, a college-wide energy policy, and continued investment in energy efficiency upgrades. Although renewable energy projects were being prioritized by various stakeholder groups, facility managers viewed renewable energy projects as a long term strategy that would become feasible when the technology becomes more affordable. 46

47 Weighted Response CLIMATE ACTION PLAN JANUARY Figure 3.7 HCC Energy Priorities (2010) Space Allocation Plan Renewable Energy Projects Green Power Purchasing Energy Efficiency Standards for New/Existing Buildings Energy Performance Contracting Energy Conservation Competition Computer Power Management Natural Lighting Energy Roadmap GOAL Reduce Energy GHG Emissions by 15% by 2015, 40% by 2030 and 85% by While HCC will prioritize energy conservation practices and investments to reduce energy demand, it will simultaneously need to gradually ramp up investment in alternative and renewable energy technologies to generate an increasing supply of its own electricity. There are three major energy objectives for HCC reported below, each followed by a list of detailed strategies. A compilation of milestones and target dates for each energy strategy are listed in Table

48 ENERGY OBJECTIVE #1 Improve building efficiency performance 1) Evaluate and update space utilization plan to minimize use of buildings The cheapest type of energy is the energy never used. Space is an expensive commodity due to the high cost of construction, operation, maintenance, and upgrades. With HCC s expected enrollment growth, a space utilization plan that maximizes the number of empty buildings in sleep mode (no lights and minimal HC) will be a priority. Special attention should be given to summer scheduling, since a smaller percentage of students and faculty are on campus during this time. 2) Refine LEED Silver certification standards for new buildings Although HCC has adopted a policy that requires all new building construction to be LEED Silver certified, not all qualified LEED practices will lead to the same lifetime energy savings and GHG emission reductions. HCC will refine the standard for future building projects by specifying a minimum amount of points that must be derived from the Energy and Atmosphere category. This will ensure that energy efficiency is one of the top priorities in new construction. The categories and their potential contribution to LEED certification are as follows: 1) Sustainable Sites (26 points) 2) Water Efficiency (10 points) 3) Energy and Atmosphere (35 points) 4) Materials and Resources (14 points) 5) Indoor Environmental Quality (15 points) 6) Innovation and Design Process (6 points) 7) Regional Priority Credits (4 points) 3) Adopt a minimum efficiency standard for existing buildings Aside from green building standards for new buildings, HCC will also establish a policy reflecting a minimum standard to retrofit existing buildings using the most environmentally preferred choice or product. Examples of this include: increasing the amount of thermal zones window upgrades reflective roof paint green walls for shading soy insulation occupancy sensors 48

49 4) Establish re-commissioning schedule for high energy use equipment Re-commissioning ensures that equipment is running at optimal efficiency and results in improved indoor comfort and direct cost savings. HCC will develop a schedule as recommended by the product/system manufacturer for periodic re-commissioning of all existing buildings to improve energy efficiency and to identify problems early on. This responsibility can either be taken on by facility managers or contracted. The University of Central Florida has had great success by developing and implementing a recommissioning schedule (See Energy Case Study). 5) Improve power management of equipment HCC owns and operates hundreds of computers throughout the college s computer laboratories and employee offices. While HCC already has invested in a computer power management system, a system that manages computer energy use from a central place, not all computers are linked to the system. HCC will continue to work towards ensuring that all computer equipment is managed by the system. Aside from computers, HCC will regularly schedule audits of printers, copiers, and other electronic equipment across the campuses to ensure they are configured to use the power saving mode. While student laptops are not connected to the HCC network, they regularly draw power through the college s outlets. HCC should educate students on using the sleep mode of their computers to save energy. 6) Maximize daylighting in classrooms HCC will explore opportunities to increase daylighting, the use of natural light to supplement artificial lighting, in existing classrooms. According to the US Green Building Council (USGBC), daylighting combined with energy efficient lighting and electronic ballasts, can reduce the lighting power density in some office buildings by up to 30 percent. HCC will complete a walkthrough of classrooms at noon to inventory and identify rooms where daylighting is possible. 7) Establish an energy management policy In order to successfully reach reduction goals, HCC will draft a college-wide energy management policy along with customized policies for each campus. The policy will lay out clear guidelines and annual goals and targets. Some areas the policy can address include the following: Energy reduction goals Operating practices o Thermostat set points o Lighting standards and policies o Prohibited equipment (i.e. space heaters) New building construction and renovation Energy benchmarking and reporting practices Equipment purchases 8) Implement web-based energy information system to monitor HCC building energy use Affordable energy sensors and web-based systems are available to track real time energy use of buildings. HCC can explore the benefits of installing sensors on select buildings, especially those on campuses that have a higher than average energy use per square foot. The University of Central Florida has implemented a similar system at its main campus with limited funding (See Energy Case Study). 49

50 ENERGY OBJECTIVE #2 Increase onsite electricity production 1) Purchase green power In the short term, HCC will consider purchasing green power from utilities to reduce the emissions generated from electricity consumption. Green power is electricity that is generated from clean, renewable resources such as solar, wind, geothermal, biomass, and low-impact hydropower facilities. TECO, HCC s electric provider, has a program where customers can purchase 200 killowatt (kw) renewable energy blocks at $5 each. The sources come from a mix of purchased renewable energy and solar installations throughout the region. Additionally, there are national sellers that can be selected through EPA s Green Power Locator. 8 HCC could also consider joining the EPA s Green Power Partnership, a voluntary program that encourages organizations to buy green power as a way to reduce the environmental impacts associated with purchased electricity use. However, HCC would have to make a commitment to purchase at least 10-20% of its electricity from green power providers. Over the long term, however, HCC should prioritize generating its own renewable energy over purchasing green power. 2) Invest in alternative and renewable energy projects While HCC should prioritize energy conservation and efficiency strategies that reduce energy demand, it will need to implement a goal to increase onsite electricity generation. HCC should first conduct a feasibility study to identify distributed power generation projects that use lower emission sources such as natural gas and renewable energy sources such as biomass, solar and geothermal. For the projects, the HCC Facilities Department could identify important conditions and price points where it makes economic sense to invest in these technologies. While these projects require high upfront costs, there are an increasing number of available grants and low interest loans available to public institutions to fund initial research and renewable energy projects (See Financing Section 5.0). Solar photovoltaic (PV) systems should be considered for the smaller campuses, where space is available, or in flood plain areas where building development is not possible. 3) Set minimum renewable energy standards for new buildings As HCC continues to expand and construct new buildings, the college will establish a policy that each new building meets a minimum percentage (e.g. 10%) of its energy demand through onsite renewable energy. This policy forces the college to budget the renewable energy system into the cost of the overall building. The policy could also specify that all new buildings are built solar-ready. When solar technology does become less expensive, the infrastructure (i.e. wiring and roof) will be in place and will reduce the time and expense to add solar photovoltaic (PV) systems

51 ENERGY OBJECTIVE #3 Promote behavioral change in students, faculty and staff 1) Communicate energy management policy to HCC community Once HCC creates an energy management policy, the institution will need to communicate the policies, practices and goals to employees and students at all campuses. The college could choose a variety of fun and interactive plan to engage and educate the HCC community on this topic, which can include presentations, a dedicated bulletin board or kiosk at each campus, a marketing campaign, online videos, and signage. 2) Track and publicize college energy use As part of its energy education efforts, HCC also explore ways to track and share its energy consumption data, new initiatives, and progress towards its goals. Simultaneously, the college will establish a forum where students and staff can submit their ideas to reduce energy consumption on campus. 3) Organize energy awareness month HCC will organize an energy awareness month to promote energy-saving practices on and off campus. HCC can plan a variety of activities to engage students and employees college-wide. Some possible opportunities include: Educational posters and signs Energy symposium put on by HCC students and staff, University of Florida and other local partners Workshops to teach do-it-yourself home energy audits and retrofits Distribution of compact fluorescent lamps (CFLs) and other low-cost energy saving devices to offset part of HCC s energy footprint Field trips to local power plants and alternative/renewable energy facilities Energy saving tips on website Energy-hog scavenger hunt that educates students and staff on activities and practices that waste energy 4) Establish energy conservation competition across campuses and buildings HCC will consider developing, marketing, and launching competitions that encourage energy reduction across campuses. HCC can design competitions at the level of the building or campus. Since most colleges and universities usually develop a competition for residence halls, Hawk s Landing, the college s only residential facility, could be a place to hold the first competition. 51

52 3.2.5 Energy Case Study Building Challenges Re-Commissioning and Performance Tracking Building Automation System (BAS) temperature controls parameters were varied throughout buildings with no sense of unification which caused problematic areas in which simultaneous cooling and heating were occurring. Outcome and Benefits -Motion sensors in offices, labs, hallways, classrooms, and parking garages -Exterior lighting automated by sunrise and sunset -Tandem wiring of ballasts -Removal and replacement of older style lamps -Chilled water systems retrofitted with Variable -Frequency Drives (VFD) to electronically control the speed of motors University of Central Florida The University of Central Florida (UCF), located in Orlando, Florida, is a leader in energy management. UCF s Department Time clocking to normal usage of hours Sustainability and Energy Management re-commissions Temperature control to within buildings the UCF standard on a four year cycle and tracks energy and financial savings from energy improvement projects on a quarterly basis. The department uses Open Energy Information System (OEIS), a web-based energy tracking system to accurately track the real time energy consumption of its buildings. A daily report is generated for each building showing the energy performance data for the previous day and subsequently sent via to the corresponding building managers. As behaviors of building occupants change, the OEIS provides immediate feedback. Improvement Projects which power fans and pumps -HC turned to unoccupied mode each Motion sensors in offices, labs, night hallways, classrooms, and parking garages -Shutting down AHUs and exhaust fans each Exterior night lighting automated by sunrise -Reduced and sunset hallway lighting (ex. 7% reduction Tandem in brightness wiring resulted of ballasts in a 53% reduction in Removal energy) and replacement of older style -Hurricane lamps resistant solar array for renewable Chilled energy, water fossil systems fuel replacement, retrofitted shading that with improves Variable thermal -Frequency comfort Drives and air quality, (VFD) reduced to electronically AC costs, pollution control offset the speed -Daylighting of motors controls that power fans and -Solar pumps domestic hot water system HC turned to unoccupied mode each night Shutting down Air Handling Units (AHUs) and exhaust fans each night Reduced hallway lighting (ex. 7% reduction in brightness resulted in a 53% reduction in energy) Hurricane resistant solar array for Daylighting controls Solar domestic hot water system Challenges Building Automation System (BAS) temperature controls parameters were varied throughout buildings with no sense of unification which caused problematic areas in which simultaneous cooling and heating were occurring. Outcome and Benefits Improved management of buildings through real time feedback 25% reduction in energy use per square foot from the baseline year (2005/06) $500,000 in cost savings in 2008/09 52

53 Table 3.2 HCC Energy GHG Reduction Strategies, Milestones, Goals and Targets Strategy Milestones Goal Planning Target Date Horizon 1) Evaluate and update space Recommendations Maximize energy conservation through O June 2011 utilization plan to minimize use of improvements to the space utilization buildings plan. 2) Refine LEED Silver certification standards for new buildings 3) Improve power management of electronics 4) Establish re-commissioning schedule for high energy use equipment Minimum standard for Energy and Atmosphere Category 1) List of computers not connected into power management system 2) Audit plan for electronic equipment Draft schedule Maximize lifetime energy savings of new buildings. Maximize energy conservation of electronic equipment. Re-commission all buildings on a 3-5 year cycle. S June 2011 S June 2011 S December ) Establish an energy management policy 6) Communicate energy management policy to HCC community 7) Track and publicize campus energy use 8) Adopt a minimum efficiency standard for existing buildings 1) Energy conservation policy draft 2) Stakeholder feedback 3) Policy approval and dissemination Communications plan Information displayed in HCC publications, website and common areas Minimum standard Reduce energy use by 2% annually over the next five years. Educate and engage students and employees on energy management policy. 1) Educate the HCC community on the college s energy use. 2) Provide feedback mechanism for students and employees to improve energy practices. Upgrade 25% of existing buildings every 2 years to comply with standard. S December 2012 S February 2012 O June 2012 S June

54 9) Organize Energy Awareness Month Schedule of events Engage HCC community through a series of educational activities on energy. 10) Maximize daylighting in classrooms 1) List of classrooms with daylighting potential 2) Illumination standard evaluation 3) Proposed lighting retrofits or policies Reduce use of artificial lighting in classrooms through increased use of natural light. S October 2012 S June ) Establish energy conservation competition across campuses 12) Set minimum renewable energy standard for new buildings 13) Implement web-based energy information system to monitor HCC building energy use Competition event 1) Evaluate planned new building projects 2) Establish a minimum standard across projects 1) Building prioritization list 2) System evaluation 3) System procurement Engage and educate students and staff through interactive energy conservation activities. Meet a minimum percentage of energy needs of new buildings through renewable energy. 1) Benchmark energy use by building on a quarterly basis. 2) Reduce energy use of HCC facilities through real time energy monitoring and improvements. M December 2013 M December 2013 M December ) Invest in renewable and alternative energy projects 1) Feasibility Study 2) List of potential projects 3) Issue RFI for projects 1) Implement renewable energy project by ) Meet 25% of energy needs through renewable and alternative energy by ) Meet 50% of energy needs through renewable and alternative energy by ) Purchase green power as necessary to meet targets. O Multiple 54

55 3.3 SOLID WASTE 55

56 3.3.1 Background In 2008, Floridians generated 6.2 pounds of municipal solid waste per person per day. 9 Municipal solid waste (MSW) is defined as solid waste that is not hazardous and includes durable goods, non-durable goods, containers and packaging, food wastes and yard trimmings, and miscellaneous inorganic wastes. 10 When sent to landfills, biogenic MSW slowly degrades and emits pollutants, including methane, a potent greenhouse gas 21 times more strong than carbon dioxide. Most of the waste that HCC generates will ultimately end up at the Hillsborough County Resource Recovery Facility, where waste is incinerated to produce electricity. This process, as in the case of landfills, also generates GHG emissions. However, when compared to transportation and energy, solid waste makes up a small percentage of college and university carbon footprints. HCC has yet to track the total tons of MSW generated annually across its campuses. As a result, emissions from MSW were not included in HCC s baseline GHG inventory. HCC has been taking efforts to reduce MSW through the implementation of single-stream and textbook recycling on its campuses. Reducing MSW will lead to decreased GHG emissions and hauling costs and is an effective way to engage students and employees in sustainability practices Challenges Some of the challenges that HCC faces in reducing solid waste GHG emissions include the following: 1) Reducing solid waste relies on the participation of all staff and students and cannot be decreased immediately through simple internal changes. 2) With regards to procurement, many products are still not designed to be recyclable and recycled products tend to cost more than conventional products. 3) There are no local or state mandates that require Construction and Demolition (C&D) Waste to be recycled. 4) Documentation, tracking, and monitoring systems implemented at HCC are minimal. 5) Solid waste reduction and recycling success is highly dependent on communication and cultural change, compared to other categories such as energy

57 Weighted Responses CLIMATE ACTION PLAN JANUARY Stakeholder Feedback and Vision VISION HCC will be a leader in waste management in the Tampa Bay Area. The college will convert the majority of waste that is generated on campus into community resources. Representatives from many campuses claimed that HCC had a successful recycling program. The three top strategies voted on by the Sustainability Council were to expand the existing recycling program, adopt a waste reduction policy, and begin a composting program (Figure 3.8). 12 Figure 3.8 HCC Solid Waste Strategies 10 8 Expand Current Recycling Program Composting Program Waste Reduction Policy Construction/Demolition Recycling Textbook Recycling 0 57

58 3.3.4 Solid Waste Roadmap GOAL Reduce Solid Waste by 20% by 2015, 50% by 2030, and 95% by Despite the existence of a strong recycling program, there are still valuable opportunities to reduce solid waste while achieving valuable cost savings and improving the learning experience for students and employees. An effective approach to reducing solid waste GHG emissions will prioritize strategies that prevent waste by altering procurement practices and changing internal practices, followed by recycling and reusing waste. The following strategies target the largest sources of waste: MSW and Construction & Demolition (C&D). The milestones, goals and target dates for each solid waste strategy are listed at the end of the section (Table 3.4). WASTE REDUCTION OBJECTIVE #1 Involve HCC community in waste reduction activities 1) Conduct a waste audit A waste audit provides a clear picture of the quantity and type of waste being produced in order to set effective goals and devise a plan to reduce waste over time. HCC can organize a waste audit team comprised of students and staff that would perform the audits and then develop recommendations to reduce waste. A waste audit conducted at Portland Community College can be used as a model for HCC. 11 2) Participate in RecycleMania RecycleMania is a friendly competition and benchmarking tool for college and university recycling programs. 12 Over a 10-week period, schools report recycling and trash data and are then ranked by the total recyclables per capita, total recyclables, trash per capita, and recycling rate. HCC can participate in the event as a way to educate and engage the campus community on waste management. 3) Initiate a pilot composting program at the Dale Mabry Campus A composting program has the potential to achieve a reduction of HCC s current municipal solid waste, decrease GHG emissions, and to provide a low-cost source of organic fertilizer for HCC s campuses and

59 centers. HCC could establish a pilot program at the Dale Mabry campus to collect organic waste from vendors, students and staff. The partnership can include HCC food services and facilities, Hawks Landing and organizations nearby the campus such as Raymond James Stadium. Strategically placed bins could be placed around campus to collect the organic waste along with explanatory signs of materials that can be discarded. Ideally, HCC would locate the composting site/facility on campus where it would serve as an educational tool that can be incorporated into the science curriculum. In the case where composting is not available on site, local vendors (e.g. Mothers Organics) can be hired to regularly pick up the compost on site. 4) Community Partnerships HCC will strive to develop partnerships with neighboring entities (i.e Dale Mabry campus and Raymond James Stadium, Ybor campus and the Ybor district, etc.) to collectively implement waste management solutions in composting, recycling, waste reduction, and reuse. Waste materials can be combined to save on cost, composting material can be collected and distributed to the community, and HCC may have the opportunity to piggyback on existing initiatives already in place at other facilities. WASTE REDUCTION OBJECTIVE #2 Engage suppliers and vendors to support waste reduction policies and standards 1) Adopt a waste reduction policy Aside from the students on campus, a significant portion of the waste generated at HCC is comprised of the products that the college purchases and uses on a daily basis. Where practical, HCC will develop and enforce the following policy guidelines: a) Prioritize products that are made with recycled material or are recyclable b) Give preference for companies that use minimal and/or recycled packaging to deliver their products c) Default double sided printing on all campus printers d) Print management system (pay-to-print) for all campus printers e) Promotion of electronic submission and editing of documents for all courses f) Where electronic submissions are not possible, mandate double sided printing for submissions g) Recycle bin next to every waste bin h) Reduce the frequency of waste basket collection to maximize use of liners 2) Establish a construction and demolition (C&D) recycling standard Construction and Demolition (C&D) waste ultimately is transported to and deposited in nearby landfills. HCC should aim to establish a standard for contractors to reuse a minimum percentage of material on site during new building construction or require delivery of a minimum percentage of the waste to C&D recycling Centers. 3) Work with vendors to decrease packaging The best waste reduction strategy is the one that prevents waste before it is created. HCC will evaluate the packaging of regularly purchased supplies and contact vendors to develop strategies to reduce 59

60 unnecessary packaging. HCC can stress to vendors that HCC is moving toward adopting a waste reduction policy and vendors who cannot meet the outlined standard will have to be replaced with vendors that can. Examples of packaging reduction and elimination strategies are summarized below (Table 3.3). Table 3.3 Packaging Strategies Packaging Strategy Examples Eliminating packaging all together Plastic sleeves, individually wrapped utensils, dividers, etc. Using less packaging Less packing peanuts, bubble wrap, etc. Adding more product within the shipping container Using the same amount of packaging but receiving for improved efficiency more goods within the package Choosing alternative packaging that is less harmful #1 and #2 plastics to produce, easily recyclable, or compostable Buying in bulk, larger containers, or refillables Bigger bottles that last longer, refillable bottles, etc 60

61 CLIMATE ACTION PLAN JANAURY 2011 Table 3.4 HCC Solid Waste Strategies, Milestones, Goals, and Targets Strategy Milestones Goal Planning Target Date Horizon 1) Conduct a waste audit 1) Methodology selection 2) Volunteer recruiting 3) Audit 4) Report with results and recommendations 1) Conduct audit on a biannual basis. 2) Develop recommendations that will feed into the waste reduction policy. 3) Educate staff and students on the results of the study. S December ) Adopt a Waste Reduction Policy 1) List of policies 2) Draft plan Reduce tons of solid waste through policies that prioritize waste prevention, use of paperless systems and improved waste management. S December ) Participate in Recyclemania 4) Establish Construction and Demolition Recycling Standard 1) 2012 event registration 2) Promotion 3) Participation 1)Protocol for C&D waste recycling for new building construction and existing building upgrades 2) C&D mandatory recycling agreement template for vendors to sign and adhere to for all contracts 1) Raise waste reduction awareness through participation in a national competition. 2) Increase tons of waste recycled. Recycle >30% of C&D material on construction projects starting in S February 2012 M June

62 CLIMATE ACTION PLAN JANAURY ) Initiate a pilot composting program at the Dale Mabry Campus 6) Work with vendors to decrease packaging 1) Education program for staff and students 2) Composting pilot program on Dale Mabry campus 1) List of purchased supplies ranked by greatest packaging reduction potential 2) Targeted vendor calls to discuss alternatives 3) Green vendor research 4) Result monitoring 7) Community Partnerships 1) List of large waste producing centers in close proximity to individual campuses 2) Calls and meetings with centers 1) Compost >50% of food waste on Dale Mabry campus. 2) Expand program to additional campuses. 3) Replace synthetic fertilizer with compost on campus grounds. 1) Contact and begin a dialogue with 25% of vendors by the end of year 1. 2) Increase by increments of 25% each year until all vendors are engaged by year 4. Secure one strong, functional partnership at each campus. M December 2013 O December 2014 O December

63 3.3.5 Solid Waste Case Study Composting Bio-based Disposables University of Washington Seattle, WA Improvement Projects Marketing and communication about program and participation Green Procurement Challenges The University of Washington consists of 29,125FTE employees and 44,690 FTE students. In 2007, a transition to compostable disposables such as straws, trash bags, utensils, cups, lids, and containers was accomplished. Most products are made of polylactic acid (PLA), while others are made of sugarcane and wheat fibers. The two vendors on campus also participate in this initiative. Although purchase costs are higher, the difference is offset by avoided tipping fees. It is cheaper to send compostables to the local composting facility at $116/ton compared to the landfill at $142/ton. Compostables are less durable under high heat Not all disposables are available in compostable forms yet such as miniature containers for condiments like ketchup, and lids for hot drinks and soups Outcome and Benefits Ecotainer hot cup made of corn-based plastic Avoided tipping fees Nutrient rich soil Support of local composting facility 63

64 3.4 EDUCATION AND OUTREACH 64

65 3.4.1 Background HCC s CAP will not be successful without strong education and outreach. Educating and engaging HCC s students and staff on sustainability and the consequences of their actions is a fundamental step in driving behavioral change, especially in those areas that the college has little control (i.e. commuting). An effective educational approach will demonstrate the relationship between environmental sustainability and many other aspects of our lives, including human health, finances, and quality of life. This section will provide strategies that are relevant to all sections and can be implemented to support sustainability. It will act as a guide to lay a strong foundation for a robust education and outreach campaign. From there, the existing Sustainability Council members and/or a future Sustainability Coordinator will need to adjust and add to this plan over time for optimal success Challenges Some of the challenges that HCC faces in implementing sustainability education and outreach include: 1) The Sustainability Council does not have the time or resources to conduct and coordinate sustainability education and awareness across all campuses. 2) Faculty has not received basic training on sustainability. This barrier will have to be addressed before faculty can incorporate sustainability topics into their curriculum. 3) There is no united vision across campuses about what sustainability is. 4) There is little publicity and awareness about HCC s sustainability efforts and what students and employees can do to contribute to HCC s sustainable future. 5) There is no full time dedicated Sustainability Coordinator to manage HCC s sustainability efforts Stakeholder Feedback and Vision VISION HCC s sustainability efforts will be guided by a central Office of Sustainability that would act as the bridge between departments and campuses. Sustainability education will be integrated into every course and introduced to all incoming students at orientation. The HCC community will be united through a common vision of sustainability. At the stakeholder meetings, the Sustainability Council felt that a curriculum requirement, faculty and staff training, and the creation of an Office of Sustainability were the top three strategies to achieve an effective education and outreach campaign for HCC (Figure 3.9). Some faculty shared that they integrated sustainability issues into the courses they taught, but there was no formal process or procedure to make it standard. There was also no effort yet to introduce students to sustainability during orientation. The HCC Deans and Directors ranked a variety of educational strategies, prioritizing the development of external programs and initiatives, integration of sustainability into science courses and the creation of new elective courses (Figure 3.10). 65

66 Weighted Response CLIMATE ACTION PLAN JANUARY 2011 Figure 3.9 HCC Sustainability Council Education and Outreach Strategy Rankings Curriculum Requirment Faculty and Staff Training/Certification Sustainability Pledge Awareness Weeks Mission Statement Integration Office of Sustainability Additional Technical/Certificate Programs Figure 3.10 HCC Deans and Directors Education and Outreach Rankings Strategy Weighted Rank Development of new programs and initiatives related to sustainability 51 Infusing sustainability into existing science courses 45 Elective sustainability courses 35 Accepting sustainability-related courses for credit across more degree programs 33 Introduction of sustainability at student orientation 28 Sustainability integration across the curriculum (all courses and degrees) 24 Required sustainability courses 10 66

67 3.4.4 Education and Outreach Roadmap GOAL To increase student and employee involvement in sustainability initiatives and provide meaningful education that results in cultural and behavioral change inside and outside of HCC. While it is hard to quantify the impact of education on GHG emission reductions, it is well known that one of the largest barriers to behavioral change is a lack of education and awareness. While the Sustainability Council has been hard at work changing internal efforts, HCC requires a much broader initiative that brings climate change and sustainability into the daily lives of students and employees. The following strategies will ensure that the HCC student community is engaged around these issues inside and outside the classroom and provide them with valuable skills that can potentially turn into job opportunities. Each strategy is described in detail below. The milestones, goals and target dates for each energy strategy are listed at the end of the section (Table 3.6). EDUCATION & OUTREACH OBJECTIVE #1 Lay the proper infrastructure to promote sustainability over time 1) Open an Office of Sustainability To successfully implement the Climate Action Plan, HCC will need to establish an Office of Sustainability. A full time Sustainability Coordinator will be hired to coordinate all efforts related to sustainability, including the ongoing monitoring of GHG emissions, implementation of the CAP and education and outreach to ensure that sustainability is integrated into internal campus operations, campus and community-wide events, and coursework. Some of the responsibilities of the Office of Sustainability may include: Train key staff Organize fundraisers and campus events Develop relationships with community partners, programs, and groups Develop internship opportunities within HCC and with outside organizations and businesses Manage pertinent student groups Secure grant money and funding to support onsite sustainability initiatives Work with marketing department to develop and maintain sustainability website and educate the campus community on current initiatives Assist faculty in curriculum design Serve as a center where students, faculty and staff can provide their input Track progress of and update Climate Action Plan 67

68 2) Update HCC s mission statement Sustainability must be at the core of any organization to achieve deep cultural change. HCC will update its mission statement to reflect its commitment to sustainability and environmental stewardship. 3) Establish a sustainability website Sustainability efforts at HCC will go unnoticed if they are not communicated to the college community and the Hillsborough County community at large. HCC will establish a website that will serve a central place where students, employees and external groups can visit to learn more about sustainability efforts at HCC, how they can get involved, and provide their input and observations. The site could be used to recruit volunteers for events, advertise community events and internship and job opportunities and to serve as a resource on transportation options for students and employees. 4) Educate faculty and staff on the basics of sustainability Before faculty can teach students about sustainability, they need to receive some basic training on sustainability. HCC will organize training for willing faculty through workshops (e.g. All College Day) and online courses. A chosen set of books, readings and websites pertinent to sustainability can also be distributed to employees. Alternatively, training and collateral for employees can be provided online, similar to how other basic training courses are currently being offered. In addition, personnel that have a high impact on sustainability initiatives such as select key administrators and directors and facility managers will receive training on how to incorporate sustainability into their department and operations. Key individuals from Purchasing, Institutional Research and Grants, the Office of Information Technology, Student Services, Facilities, and the Communications Department would be included in the first round of training. 5) Add a statement about sustainability on all college materials HCC will develop a new motto and brand for sustainability that will appear on college materials such as the orientation package, syllabi, newsletters, and website. It will be based on the updated mission statement. This consistent messaging will keep sustainability at the forefront of the HCC community. 6) Develop a Sustainability Pledge HCC will develop a voluntary pledge that students and employees can sign to demonstrate their individual commitment to sustainability. An example of a pledge at Duke University reads: I pledge to become an integral participant in the Sustainable Duke program. I will consider the environmental, social and economic impact of my daily decisions and make every effort to reduce my ecological footprint. I will also share my individual sustainability efforts with others at Duke. Within a year, Duke University had over 6,000 students and staff sign the pledge. 68

69 EDUCATION & OUTREACH OBJECTIVE #2 Make sustainability part of the classroom setting 1) Integrating sustainability topics into courses HCC will evaluate the most practical ways to integrate sustainability into the current curriculum. Due to the interdisciplinary nature of the subject, courses can easily address a variety of sustainability concepts. Some example topics for science and non-science departments are listed in Table 3.5. Course Real Estate Accounting and/or Economics Chemistry Psychology Table 3.5 Green Learning Topic Examples Sustainability Topic Green Mortgages and Green Buildings Return on Investment (ROI) study for energy efficiency upgrades and renewable energy Life cycle assessment and Climate Change science Consumer behavior with green purchasing Initially, each department can strive for at least one sustainability-related lesson plan, guest lecture, or assignment per course per year. Outside of the actual coursework, professors are important models for the students and do have an impact on college resources. They should be encouraged to follow policies such as double sided printing, electronic submission of assignments and turning lights off when room is not in use. 2) Design and implement a core sustainability course HCC faculty will design and teach the college s first Sustainability Connections course, an interdisciplinary course that will draw from the expertise of HCC professors from a variety of departments, UF/IFAS Extension and outside guest lecturers. The course will draw connections across many subjects, including environmental science, agriculture, history, architecture, health, and economics. 3) Offer sustainability training or certificate programs HCC will strive to develop certificate and training programs targeting students and professionals in preparation for the job market. Certificate courses in energy modeling, renewable energy technologies, green procurement, life cycle assessment, greenhouse gas analysis, and water footprinting are a few of the many possibilities. The Corporate Training Center (TCTC) and the Institute of Florida Studies (IFS) will serve as the platforms to organize and operate these training programs. 69

70 EDUCATION AND OUTREACH OBJECTIVE #3 Integrate sustainability into the everyday lives of the HCC community 1) Create green campus events and challenges Many colleges and universities limit environmental education to Earth Day. To build a culture of environmental stewardship, HCC will organize ongoing education and awareness events. There are countless activities that HCC can lead to educate students, staff and the community on the importance of sustainability. Examples include: Speaker Series Symposiums Expos Teach-ins Film series Awareness months (i.e. water, energy, climate change) 2) Install educational signs in appropriate areas Signage with sustainability facts and reminders are a powerful way to reach students and employees on a daily basis. HCC will create and place signs in key areas such as student common areas, near waste receptacles, restrooms, computer laboratories, etc. Signs to solicit student, faculty and staff input should also exist so HCC can tap into the ideas of those who are intimately involved with the institution. Given HCC s large Hispanic population, the signage should also include a Spanish translation. 3) Create green partnerships within the community HCC will continue to reach out to the local community to build relationships with community groups, businesses and agencies. The college will collaborate with these groups to develop volunteer opportunities and events that expose students to sustainability. 70

71 Table 3.6 HCC Sustainability Education and Outreach Strategies, Milestones, Goals and Targets Strategy Milestones Goal Planning Target Date Horizon 1) Employ a full time Sustainability Officer or open an Office of Sustainability 1) HR approval 2) Job description 3) Hiring process Establish a Sustainability Office staffed with at least one full time staff member dedicated to sustainability. S December ) Establish Sustainability Website 3) Install educational signs in appropriate areas 4) Design and implement a core sustainability course 5) Update existing mission statement 6) Develop a Sustainability Pledge 7) Educate faculty and staff on the basics of sustainability 1) Content creation 2) Website design 1) Choose focus areas 2) Create and post signs 1) Curriculum design 2) Course review Revised mission statement draft Pledge draft Internal training curriculum for faculty and staff Develop interactive educational website updated regularly by Communications Department. Encourage behavioral change through a fun and educational sign campaign. Offer Sustainability Connections course once a year and increase frequency depending on demand. Modify mission statement to include commitment to sustainability. Engage HCC community through a voluntary sustainability pledge. 1) Sign up first staff for appropriate training course(s) in ) Aim for 50% participation by 2015 and 100% participation by S December 2011 S June 2012 S June 2012 S June 2012 S June 2012 M December ) Offer sustainability training or certificate programs 9) Add a statement about sustainability on all college materials 10) Integrate sustainability topics into courses Program approval 1)Sustainability statement/motto 2) Branding templates Recommended curriculum standards by subject area Offer 1 training/certificate program at HCC and add additional modules over time. Establish presence of motto and brand in orientation materials, class syllabi and signs around campus. Aim for 50% of faculty to meet minimum standards by 2020 and 100% by M December 2014 M June 2015 L December 2015 v 71

72 11) Create green partnerships within the community 12) Create green campus events and challenges Event launch 1) Planning committee 2) Event plan 1) Research and develop relationships with organizations for collaborative projects. 2) Collaborate annually to develop 1-2 events with a local organization. Dedicate a minimum of two weeks annually to raising awareness around a sustainability topic (i.e. energy, climate change, etc.). O O N/A N/A v 72

73 3.4.5 Education and Outreach Case Study 3.5 MITIGATION SUMMARY Student and Faculty Participation in Sustainability Programs University of South Florida Tampa, FL The University of South Florida s Office of Sustainability has launched four programs that support sustainability activities, courses, and students that are interested in a career in sustainability. Sustainability Programs Sustainability Mentors Program Faculty and staff mentor undergraduate and graduate students about sustainability. Sustainability Teaching Grants Program USF instructors with financial and research support design and implement new research-based courses dealing with issues in social, economic, and environmental sustainability. Sustainability Fellows Program USF grad students may serve as Sustainability Fellows, working 10 hours per week to help coordinate sustainability activities, educational and community-based initiatives, and other tasks integral to the mission of the Office of Sustainability. Sustainability Scholars Program Undergraduate students may serve as Sustainability Scholars who work collaboratively with stakeholder groups to conduct sustainability audits of selected programs, offices, or businesses on one of USF s campuses, examining and assessing coupled social, economic, and environmental practices that promote or impede sustainability. Challenges Program promotion and participation Outcome and Benefits Low to no cost environmental services and measurement for the University Increased public awareness about sustainability 73

74 GHG Emissions (MTCO2e) CLIMATE ACTION PLAN JANUARY GHG Emission Reduction Goals HCC has proposed to adopt a climate neutrality goal by To achieve this goal, HCC has set out a detailed roadmap with GHG reduction strategies that address transportation, energy, solid waste, and education. The GHG emission targets for the transportation, energy and solid waste categories are summarized below (Table 3.7). Overall, HCC will aim to reduce its total baseline GHG emissions by 11% by 2015, 43% by 2030, and 100% by 2050 (Table 3.8 and Figure 3.11). Note that carbon offsets will be critical to fully achieve climate neutrality by Year Table 3.7 HCC GHG Emission Reduction Targets and Goals by Source Transportation Energy Solid Waste GHG Emissions GHG Emissions GHG Emissions Reduction Goal Reduction Goal Reduction Goal % 15% 20% % 40% 50% % 85% 95% Based baseline emissions Table 3.8 Overall HCC GHG Emission Reduction Targets and Goals Year Transportation Goal (MTCO2e) Energy Goal (MTCO2e) Total Emissions Goal (MTCO2e) Overall GHG Reduction Goal ,729 7,394 33,124 11% ,724 4,437 21,161 43% , ,847 87%* *100% with carbon offsets Figure 3.11 HCC GHG Emission Forecast with Climate Action Plan Year Student and Employee Commuting Energy 74

75 Multiple diverse strategies will be necessary to guide HCC towards climate neutrality. Short, medium and long term approaches are summarized below for each of the four topic areas: transportation, energy, solid waste and education and outreach Transportation Summary Reducing transportation emissions from student and employee commuting will be the most difficult challenge that HCC faces in the next 40 years. While HCC will need to start with education and an incentive program, its goal cannot be realized without strong partnerships with local businesses and transit organizations. Short (0-2 years): HCC will need to focus initially on educating students and employees on alternative transportation options, developing a strategy to increase transit service to the HCC community, and beginning to implement additional incentive programs (i.e. ridesharing). This period will also be a good time to establish transportation and student housing standards for future HCC campuses and advocate for and become engaged around bringing rail and improved bus service to the region. Medium (3-10 years): During this period, HCC will ensure that students and employees have more local options for basic services such as food and child care and will strive to use digital technology to mitigate daily vehicle trips. This period will ideally culminate in the creation of an intercampus shuttle service and some capital intensive projects (i.e. park and ride lots) in appropriate areas. Long (11+ years): In this period, HCC will begin to see more transit service budding from local business and transit organization partnerships developed in the first ten years. To achieve its 2050 GHG reduction target, HCC will be heavily reliant on local and regional transportation planning, including light rail service in the area. Additionally, there will be a drop in emissions due to the increase in the average fuel economy, more affordable alternative vehicles and higher fuel costs. By the end of 2050, HCC will not be able to achieve a 100% reduction in transportation emissions from baseline levels in without purchasing carbon offsets or developing carbon offset projects Energy Summary In the short term, HCC should prioritize energy conservation and energy efficiency strategies. Renewable energy will become a key strategy in the medium and long term to offset an increasing portion of the energy purchased through private utilities. Short (0-2 years): HCC will need to focus initially on building a campus culture of energy conservation, monitoring and benchmarking building energy use, establishing a re-commissioning schedule to service the existing buildings on an ongoing basis, investing in energy efficiency upgrades and developing a collegewide energy management policy. To minimize additional emissions from the expected construction of new buildings, it will be crucial for HCC to immediately establish a minimum energy performance standard and require lifetime energy cost analysis for all new construction. Medium (3-10 years): HCC will need to focus on maintaining the energy performance of its existing facilities through consistent monitoring, commissioning and efficiency upgrades and gradually introduce renewable and alternative energy projects. Improved efficiencies in renewable energy technology, expected increase in electricity prices, and better financing mechanisms (See Section 5.0) will drive a shift toward alternative and renewable energy sources. This period will ideally culminate in a renewable energy project on at least one of HCC s campuses. All new buildings added during this period will need to 75

76 incorporate the most cutting edge energy efficiency technologies and should strive to meet a minimum percent of its energy use through renewable energy. Long (11+ years): In the last 20 years, HCC will need to continue to maximize energy efficiency of its existing and new buildings while ramping up the installation of alternative and renewable energy projects. The college will need to add enough renewable and alternative energy projects to meet 25% of its energy needs by 2030 and 50% of its energy consumption needs by A sizable percentage of the emission reduction target will be achieved through national energy and climate policy and private utilities shift away from high emission intensity energy sources (i.e. coal and oil) to generate power. These strategies will ultimately result in an HCC emission reduction of 85% from baseline levels Solid Waste Summary HCC has significant potential to reduce a large percentage of its waste emissions in the short term through improved waste management techniques and a waste reduction policy. Short (0-2 years): HCC will need to focus initially on increasing education and awareness of recycling on campus through increased signage, engaging students in waste reduction activities such as Recyclemania, and developing and implementing a comprehensive waste reduction policy. Medium (3-10 years): HCC will need to expand the type of materials that can be recycled and implement a composting program to divert organic waste to an onsite or offsite composting facility. HCC will also need to continuously refine its waste reduction policy to include the procurement of recyclable products as they become available and hiring vendors that are taking efforts to reduce packaging. Long (11+ years): By 2050, HCC can achieve a 90% reduction of total waste emissions through a composting program that captures close to 100% of the organic waste across all campuses and a waste reduction policy that strives for the purchase of 100% recyclable materials Education and Outreach Summary Although education and outreach cannot be tied to a direct reduction of GHG emissions, it is an integral component of all the transportation, energy and solid waste strategies. Short (0-2 years): In the first few years, HCC should focus on establishing an Office of Sustainability, creating a dedicated sustainability website, integrating sustainability into the mission statement, and engaging students and employees through a pledge, signage, events, awareness campaigns, competitions and coursework. This period will ideally culminate in the creation of a core sustainability course Medium (3-10 years): After developing the initial infrastructure during the first two years, HCC will shift its focus to developing a basic sustainability training course for faculty and staff and formulating minimum standards for curriculum. This period will culminate in the development of an internship program for HCC students. Long (11+ years): In the long term, the HCC Office of Sustainability will strive to expand sustainability course offerings, to train 100% of faculty and staff on sustainability and to integrate sustainability topics across 100% of all HCC courses. 76

77 4.0 CARBON OFFSETS While HCC will be primarily focused on reducing its greenhouse gas emissions internally, the institution will be unable to achieve carbon neutrality in the short and medium term without carbon offsets. A carbon offset is generated through a carbon offset project outside of the college operations that reduces, destroys, or sequesters greenhouse gases. One carbon offset is equivalent to the reduction of one metric ton of CO2e. Carbon offsets can be produced many ways (Figure 4.1). Figure 4.1 Carbon Offset Project Types Renewable energy: Projects that generate energy from solar, wind, biomass, geothermal and other renewable resources. Energy efficiency and conservation: Projects that decrease energy consumption without affecting overall performance. Fuel Switching: Projects that substitute fossil fuels with lower-carbon fuels. Carbon sequestration: Projects that increase the amount of carbon sequestered in biomass (i.e. reforestation) Carbon capture: Projects that capture greenhouse gases (e.g. methane) and prevent their release into the atmosphere through destruction or conversion to an energy source. Buying Carbon Offsets HCC has the option to purchase carbon offsets from retail offset providers. Due to the voluntary market, providers differ in the offset types they offer and the price they charge per offset. Before buying offsets, HCC should conduct a review of retail offset providers to determine which groups offer high quality carbon offsets. There are many criteria that HCC can use to rank providers and some suggestions are outlined in Clean Air Cool Planet s Consumer s Guide to Carbon Offsets. 13 Creating Carbon Offsets HCC also has the option to develop carbon offsets by sponsoring carbon offset projects in the local community. HCC can partner with local groups and organizations to install renewable energy systems, improve energy efficiency, and reforest public and private lands in the area to generate carbon offsets. Initially, the college can make a commitment to make a certain amount of campus events carbon neutral through offset projects. Neutral Gator, a student-led organization at the University of Florida, has been successful in offsetting the annual emissions of the University of Florida s athletic program through community-based carbon offset projects (See Carbon Offsets Case Study). Overall, the college needs to ensure that the offsets generated meet the guidelines specified by ACUPCC. 14 Ultimately, offset projects must be measurable and verifiable, and demonstrate additionality 15, transparency, and permanence Additionality refers to activities above and beyond business as usual that result in greenhouse gas reduction or sequestration. 77

78 4.1 Carbon Offsets Case Study Neutral Gator University of Florida Gainesville, FL The Neutral Gator initiative was started in 2008 as a way to support the University of Florida in achieving its climate neutrality goals. Neutral Gator, a non-profit based in Gainesville, FL, worked with the University of Florida to create the nation s first carbon neutral athletic program. All offsets are created locally through energy efficiency and carbon sequestration carbon offset projects. The initiative also serves as a vehicle to communicate the importance of sustainability and environmental responsibility. Carbon Offset Projects Local offsets that benefit the Gainesville community such as: Energy efficiency upgrades at the Village and Forest Green rental community Planting trees through the Revolving Tree Fund Challenges Funding Outcome and Benefits Nation s first carbon neutral home football season in 2008/2009 Nation s first carbon neutral athletic program in 2009/2010 Offsets are created locally to benefit the community including retrofit projects for low income families and reforestation within Gainesville. Increased education and awareness of sustainability and environmental responsibility Neutral Gator volunteers install an energysaving light bulb to offset emissions for University of Florida s Athletic Program. 78

79 5.0 FINANCING Some of the GHG reduction strategies specified in the Climate Action Plan will require upfront costs to develop and implement, especially energy and transportation initiatives. HCC can take advantage of various sources of financing and opportunities to fund sustainability efforts. Operations By improving the efficiency of HCC s operations, the college can realize cost savings that can then be reinvested back into sustainability projects. Ideally, the efficiency improvements will also be tied to a reduction in GHG emissions. Improved waste management, building energy management, water conservation and space utilization can generate valuable savings in both financial and natural resources while contributing to HCC s reduction targets. Grants HCC can target grant funds that are available for sustainability-related projects. Specifically, the college can benefit from grants that will support curriculum development, the establishment of green job training programs, research, energy efficiency and renewable energy projects, and transportation initiatives. Developing partnerships with local non-government organizations (NGO s), transit authorities, government and other higher education institutions to advance sustainability goals will also open doors to collaborative grant opportunities. Endowment HCC can partner with the HCC Foundation to raise capital for projects and initiatives that both decrease the college s GHG emissions while providing a return on investment (ROI). The fundraisers could target alumni, local businesses, and current students. Utility Incentives and Rebates Most utilities have demand-side management (DSM) programs that encourage energy conservation through incentives and rebates. For example, Tampa Electric (TECO) offers a Solar Photovoltaic Program for schools to install five, 10-kilowatt systems with battery backup at schools that also can function as emergency shelters. The PV technology will provide educational opportunities to teachers and students. Local Financing Sources Property Assessed Clean Energy (PACE) financing is now an option in Florida. HB 7179 authorizes property owners to enter into financing agreements with local governments to finance energy efficiency improvements and small-scale renewable energy projects. In the case that Hillsborough County decides to implement an energy finance program, HCC could decide to fund energy efficiency and renewable energy projects with little to no upfront costs and pay back the loan within a year period. State Financing Sources The Renewable Energy Technologies Grants Program provides renewable energy matching grants for demonstration, commercialization, research and development projects relating to renewable energy technologies. In 2008, the program was expanded to include energy efficiency technologies. Federal Financing Sources The American Recovery and Reinvestment Act (ARRA) of 2009 funded the Energy Efficiency and Conservation Block Grant (EECBG) Program, which allocated billons of federal dollars to local 79

80 governments and public institutions to develop, promote, implement, and manage energy efficiency and conservation projects and programs. While these funds have already been allocated, future competitive grant opportunities may be available in the upcoming years. The Clean Renewable Energy Bonds (CREBs) program finances public sector renewable energy projects and with zero percent interest bonds. The borrower pays back only the principal of the bond, and the bondholder receives federal tax credits in lieu of the traditional bond interest. As of October 2009, $2.4 billion in CREBs were allocated by the American Recovery and Reinvestment Act. Currently, the CREBs program is not accepting more applications, but the program may issue more bonds in the near future. Energy Performance Contracting Energy performance contracting is a performance-based procurement method and financial mechanism for building upgrades where utility bill savings that result from the installation of new building systems pay for the cost of the building renewal project. This is a strategy that will minimize upfront costs and help HCC achieve its energy efficiency goals. Some of these projects can include: Lighting Heating, air conditioning and ventilation Control systems Building envelope improvements (insulation, roofs, windows, etc.) Cogeneration and CHP Demand Response Renewables and biomass Water and sewer metering and use reduction Sustainable materials and operations 80

81 5.1 Finance Case Study Green Energy Financing Central Oregon Community College Bend, OR In 2006, students at Central Oregon Community College (COCC) voted to increase student fees to finance renewable energy purchases and sustainability initiatives for the campus. The fee is capped at $3 per student per term and is currently used to purchase wind power from Pacific Power s Blue Sky Renewable Energy Program. Improvement Projects New science and allied health building powered in part by its own solar arrays Student renewable energy fees are spent by Pacific Power for renewable energy projects Challenges Student support and votes Outcome and Benefits 72% of voting students supported the 25 cent per credit hour fee with a cap of $3 per term COCC is only community college in the nation to be powered solely through renewable energy. Pacific Power awards $160,000 to COCC for their continuing support of their renewable energy program. 81

82 6.0 MONITORING, REPORTING, AND REFINEMENT This Climate Action Plan marks the beginning of strategic effort to achieve carbon neutrality at HCC. It is a working document that requires ongoing revision by the Sustainability Council. A successful plan will involve a process of implementing the strategies, tracking and reporting the results, and evaluating the data and any new information (i.e. opportunities, technology, etc.). Finally, with all the new information, HCC will need to refine the Climate Action Plan by modifying past strategies and developing new strategies (Figure 6.1). HCC should plan to reinitiate this cycle on an annual basis. Figure 6.1 Climate Action Plan Evaluation Process Implement Strategies Refine Climate Action Plan Track and Report Results Evaluate Data and New Information 82