UConn Office of Environmental Policy

Promoting sustainability at UConn


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UConn’s Greenhouse Gas Inventory: Taking Stock of our Climate Progress and My Last Two Years

In my two years as a Sustainability Intern with the Office of Environmental Policy, I have been placed in a very interesting role. I have compiled the three greenhouse gas emission inventories for the Storrs campus from 2009 up though last year, 2011. This task has proven to be something I can look back on and be proud of and something that I think the University can also look back on and be proud of.

History and Purpose

The greenhouse gas inventory documents all the sources of emissions from the University that contribute to global warming, such as carbon dioxide, methane, nitrous oxide, and many others. The University has voluntarily tracking this information to some degree since 2003 although thorough inventories did not begin until 2007.

In 2008, then President Michael Hogan made the University a signatory of the American College and University Presidents’ Climate Commitment (PCC) at the request of large student support. The PCC is a pledge by institutions of higher education to reach a goal of climate neutrality by the year 2050. Signatories must have submitted an outline of how they would reduce their emissions to the 2050 target in a document known as a Climate Action Plan in order to become a part of the PCC. Additionally, participating institutions must provide annual greenhouse gas inventories and biannual progress updates.

Making Progress

In general our largest source of emissions each year has been from on campus stationary sources such as the cogeneration plant (which supplies most of the Storrs campus with electricity and steam), boilers (to produce additional steam for heating), chillers (which produce chilled water for cooling buildings), and generators (for emergency power). In fact, going back to 2001, this source of emissions has never accounted for less than 75% of the total campus emissions.

Pie graph of UConn's 2010 Greenhouse Gas Emissions by Percentage

In 2010, 77% of emissions come from either fuel burnt at the cogeneration plant or from stationary sources like generators and chillers.

This indicates that decreasing the demand for electricty, steam, and chilled water on campus is worthwhile strategy for reducing the amount of emissions generated each year.

The University of Connecticut has gone to great lengths to make its buildings significantly more energy efficient over the last few years. Some of the energy-saving initiatives have included replacement of lighting fixtures and bulbs, the annual EcoMadness energy conservation competition, and the sustainable design and construction guidelines.

Dot-plot with a moving average showing the amount of energy emissions per student for the years 2001 through 2010.

The line shows a three year moving average. Emissions are measured in metric tons of carbon dioxide equivalent. For reference, the average passenger car produces 5 MT eCO2 per year.

The above graph shows that over time UConn has been able to produce less greenhouse gas emissions on a per student basis over the years. This is especially amazing considering that the student population at UConn has grown by nearly 40% over that time and campus building space has grown by just over 30%. One key to this success has included the construction of the cogeneration system in the central utility plant, which provides UConn with electricity and steam in a more efficient manner than the grid can. Another has been the University’s policy requiring major construction and renovation projects since 2008 to meet a minimum LEED Silver rating, such as the Burton-Schenkman football training complex.

The University also has small emission contributions from other categories like transportation, fertilizer application, and refrigerants (which are actually incredibly potent greenhouse gases). Some of the emissions are offset by the UConn forest and its new composting operation.

A dot-plot showing the emissions from 2007 through 2010.

A line has been fitted over the past four years' data to approximate the trend in how UConn's emissions have been going.

Form 2007 to 2010, the overall emissions dropped by about 6,000 MT eCO2 per year, which is the equivalent of taking about 120 passenger cars off the road each of those years. This is a 3% annual decline.

This is a promising trend considering the fact that the number of full-time students increased 6% over those three years, part-time students by 10%, and summer students by 68%. Although there was a significant drop in building space from 2007 to 2008, building space increased from 2008 to 2010 increased by 3.5%.

Summing It All Up

Working on the greenhouse gas inventory has been immensely rewarding. I personally worked on the greenhouse gas inventories as far back as 2008 and I was the primary intern who worked on the 2009-2011 inventories. Not only am I proud to see my work produce these useful metrics for evaluating our steps towards sustainability, but I am also proud to have been a part of something that connects so much of the University together.

For each inventory I had to contact tens of people for information on a huge variety of sources. I received data from sources involved in generating power on campus as well as sources involved in generating compost (which now includes the agricultural compost facility, the floriculture program, many of the campus dining halls, the Spring Valley Farm living and learning community, and the EcoGarden student group). There is just something incredibly exciting to take bits and pieces from so many staff and faculty members and then have the opportunity to show them how their contribution to campus sustainability fits in at our annual spring Environmental Policy Advisory Council (EPAC) meeting.

I am excited that in less than one month I can honestly tell them that our University has reduced its emissions by 9% in three years, even as campus and the student body grew. And most exciting is that the 2011 inventory is nearing completion and it is so far promising our largest reduction to date.

Even when I felt things were not working in favor of sustainability on campus, I could still look at the inventory and know that the University has made and is still making a great and concerted effort to reducing our environmental footprint — and I would hope everyone can see this as well. (We did after all finish 16th in the Sierra Club Cool Schools survey last year, in part thanks to our third best overall score of 9.5/10 in energy efficiency — so even if we accidentally leave a few lights on, rest assured that we’ve done our best to make them “waste” as little energy as possible.)

So ultimately I would remind everyone, as an outgoing intern and as a graduating senior, that you must not let good be the enemy of perfection; take time to appreciate your progress every so often. But likewise, do not rest on your laurels, especially when you have shown in the past just how much you can accomplish.

Written by…

Chris Berthiaume is a senior in Environmental Engineering and a second year intern with the OEP. His major projects have included the greenhouse gas inventory, updating the website, social media engagement, and the assisting with the 2012 EocHusky 5k.


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Getting An Internship Early

I’m a current student at Uconn about to finish my sophomore year and by this summer I can proudly say that I have been an intern for an entire academic year.  As a freshman last year and even as a junior and senior in high school I’ve always been worried about getting real life experience before being thrown into the “real world.”  If you’re like me, you worry that though the knowledge you gain in a classroom may be useful, it won’t prepare you for a career.   That’s why when I got an email last year informing me about the opportunity for an internship, I didn’t hesitate to apply.  What did I have to lose?  I thought to myself, “If I get the job, awesome and if not, at least I’ll get useful experience with a real interview.”

Well a week later, after going to get help retouching my resume and worrying about how to write a proper cover letter, I had my interview.  I was nervous, but I just remembered to speak honestly and answer every question as fully as I could.  It must have worked because I got the job!  Not long after my excitement faded, and I started to get nervous about this new hurdle I was about to leap over.  I’d never had an office job before, I’d never even had a job before that required more than basic tasks.  I was concerned that the additional work would overwhelm me and that it would be a struggle to focus on my studies.  I’m not going to lie, I have struggled with some of these things, it isn’t always roses and sunshine, but what I’ve learned is this; anything worth having is worth working for and this experience has helped me grow in so many ways that I feel grateful to have been given this opportunity.

Getting an internship early was a great decision.  Most people don’t even try to get one until they are juniors or seniors which is fine in several cases, but it’s always good to get ahead of the curve. Now I don’t feel like I’m floundering trying to find something to boost my resume before I pursue a full on career.  I also have gained valuable experience in seemingly small tasks like improving my computer skills, learning to better coordinate with people I don’t know, office etiquette and more.  Overall my message is this; if you get the chance, definitely take on an internship even if you are only a freshman or sophomore.  You never know what good things can come of it and even if it doesn’t work out you still had the experience and maybe crossed something off your list for future career paths. So good luck, and go get ‘em!