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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A Calling for Sustainability: One Grad Student’s Story

My name is Rachael, and I am a non-traditional graduate student. I am actually a mid-career professional who has decided to change careers to create work in a field I care passionately about.

I did my undergraduate work in Pennsylvania in animal science and biotechnology. I subsequently used my degree to work as an environmental educator, veterinary technician, and farm market manager before settling into a 12 year career in biomedical research. I took two years off to pursue a dream as a Peace Corps volunteer in the rural highlands of Western Guatemala.

I have been a self-taught lifelong naturalist, and when I arrived at my destination almost 11,000 ft above sea level in Guatemala, I quickly realized how fragile and marginal the summit environment was. I also quickly realized how difficult and balanced a chore it is to support oneself in this locale. For one year, I worked as a field veterinarian, health extensionist, and development professional. I started a sheep genetics project that had promise to help lift about 45,000 people out of poverty while teaching them to better care for their fragile environment. I ended up working on this project for 9 years.

road to siete pinos

My post-Peace Corps US career moved me from tuberculosis and flu vaccine research to overseeing health of transgenic mice and rats, and then I became an animal welfare and research ethics specialist. This path led me to UConn’s door in March 2009, where I worked as the campus IACUC coordinator and vice-chair while I started my Master’s degree in Agricultural Resource Economics part-time. I quickly realized that the needs of the master’s degree program were intense, and were in conflict with the hours required to maintain my work position. In 2010, I made the scary and tough decision to leave my employment and venture on as a full-time student.

My end goal is to turn the projects I started in Guatemala into a non-profit foundation that helps research, advise on, teach, and promote the use of climate change adaptation strategies for poor people living in highland regions. My experiences provided me with unique perspectives on how climate change is already starting to impact families’ abilities to feed themselves, and I can clearly see the ties between poverty and environmental degradation. For my Master’s degree, I am studying the economic impact of climate change in this vulnerable region, in order to provide myself with baseline data that I can use when I solicit team members and funding to start my NGO.

extended dry season

I currently work half-time in the UConn Office of Environmental Policy, and take graduate classes full-time. My path has not been without its trials. I have, in the past 5 years, suffered three job losses, and have had to physically move 6 times. My personal and family relationships have been strained, as has my health. Going back to school after 15 years away has been challenging, as I accustom myself to a much more demanding mathematical workload than I had ever known before. Life plans had to put on hold. I am paying my way through school, and ​​finding that I am struggling with bills and rent, often wondering if this is all worth it.

Yet I believe in what I am doing. Someone once told me that a calling is “that which you find impossible to walk away from.” It has been said that when you get beyond the US public debate of climate change, and get out into the heart of what the world risks losing at the mercies of unchecked climate change, you may actually learn to love aspects of what may be lost. In my case, I have learned to love it all- the bird species in jeopardy, the people struggling to find their way out of poverty while preserving one of the most fascinating and beautiful cultures on the planet, the cloud forests and maize fields.

milpa

My talents and interests have led me to the corn fields of Central America. I am an honorary Maya for the work I have done, and I consider that the greatest reward I have ever received. I try to challenge my students, the ones who work for me every day, to also tap into their individual potential, and think beyond finding “jobs” when they graduate. I want them to care about the work they do, both in the OEP Office, and in the larger scope of the world around them. We are part of a team trying to learn how to motivate people to care about their world, and how to effect positive change. We are trying to develop a sustainable and grateful mindset toward the world around us, one small victory at a time.


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Making a Difference on Campus: How Spring Valley Farm Came to Be

I have heard from a lot from my fellow Huskies that they feel as though they are unable to cause change here at the University. They feel as though they are a small fish in the giant ocean that is UConn and so they cannot do much to make a difference on campus. I did, however, witness one of my fellow students do what others thought was impossible. In only four years, I watched a friend of mine turn a club into a small scale business that even led to the creation of UConn’s latest living and learning community.

During my freshman year, I began attending meetings of the UConn ecoGarden Club, which was a student run organization focused on growing food organically and sustainably. We were a young club (only three years old at the time) and only had one-third an acre of land, a shed, and a hoop house. Even though the main members of the club included numerous upperclassmen and graduate students who had been at the club’s founding, the president was a sophomore named Matt Oricchio.

In a year, Matt helped grow the club to include a second hoop house and numerous cold frames. In the summer concluding his first year as president, the club began selling produce at local farmers’ markets. In another year, it became a summer community supported agriculture (CSA) program that sold twenty shares to local community members. The CSA was successful enough to run the final summer of Matt’s stay at UConn. He also developed a working relationship with the Local Routes program and Dining Services, which allowed the club to sell produce to Chuck and Augie’s Restaurant as well as to the campus dining halls.

Dedicated to organic farming, Matt worked with a number of individuals from the Department of Dining ServicesOffice of Environmental PolicyDepartment of Residential Life, and numerous faculty members to create a living and learning community focused on organic farming. Thanks to the persistence of Matt and some other key individuals, Spring Valley Farm opened in the spring of 2010 and housed Matt as its first resident. He graduated and spent his summer taking care of the farm and training EcoHouse students to take over for him when he finally left in December. Spring Valley Farm now houses ten students and sells produce to Chuck and Augie’s and the dining halls. Matt currently is president of an organic farm in Westport, CT.

Matt’s time at UConn showed me that it is possible to change the university, even without ever working for it. Spring Valley Farm is but one example of a change on campus brought about by a student because of his perseverance.  The biggest inertia facing students wanting change is not that of the large institution, but rather an attitude that preventing them from acting in the first place.