Sustainability Analysis Of USF Advocating the Creation Of A USF ...

SUSTAINABILITY ANALYSIS OF USF 

ADVOCATING THE CREATION OF 

A USF OFFICE OF SUSTAINABILITY 

The Sustainable Enterprise MBA Class of Spring 2006 

Dr. Sharon Hanna-West 

Exide Distinguished Lecturer of Ethics and Sustainability 

STUDENT TEAMS: 

Purchasing and Transportation Team 

John Connaughton 

Crystal Bundrage 

Bridget McCauslin 

Richard Gregory 

Physical Plant 

Jim Lovett, 

Priya Persaud 

Anne Griffin 

Waste/ Recycling Team 

Kathleen Tougas 

Elissa Truman 

Eric Weaver 

Marketing Team: 

Jessica Cavall 

Renvye Hargrove 

Angela Lakin 

Kelly Mitchell 

Finance Team: 

Jeff Irvin 

Kelly McCarthy 

Katie Ogden 

John Trujillo 

University of South Florida 

College of Business of Business Administration

FOREWORD 

This paper presents summary findings of a group of MBA students from the 

graduate course Societal Law and Issues in Sustainable Enterprise taught by Dr. 

Sharon Hanna-West, Exide Distinguished Lecturer of Ethics and Sustainability at 

the University of South Florida, College of Business Administration, in the Spring 

semester of 2006. 

Many leading universities, in the U.S. and abroad, are prioritizing the mission 

behind sustainability. It is time for the University of South Florida to take its place 

among the leaders and openly declare this focus in order to achieve the goals 

outlined in our 2007-2012 Strategic Plan. Specifically, our mission states: 

As Florida's leading metropolitan research university, USF is dedicated to 

excellence in: Student access and success in an engaged, and 

interdisciplinary, learner-centered environment, Research and scientific 

discovery, including the generation, dissemination, and translation of new 

knowledge across disciplines to strengthen the economy; to promote civic 

culture and the arts; and, to design and build sustainable, healthy 

communities, and Embracing innovation, and supporting scholarly and 

artistic engagement to build a community of learners together with 

significant and sustainable university- community partnerships and 

collaborations. 

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As our students move on from the University community and out into the world, 

they will have major individual and aggregate environmental impact. Our campus 

consumes significant resources and makes a large environmental footprint. But 

most importantly, we as educators must serve as a model for the principles we 

espouse. 

This paper makes the business case for the establishment of the USF Office of 

Sustainability. Our approach mirrors that which many universities before us have 

taken. However, when I was asked to give a presentation last fall at the 

University of Florida on this project, I was told that my class had accomplished in 

one semester much of what their committee took several years to complete. 

There are many people, in various department and colleges throughout USF, 

who are working on sustainability-related projects in their respective disciplines. 

USF’s sustainability related resources and achievements are currently operating 

without the benefit of a clearinghouse of ideas, opportunities for coordination, a 

forum for the sharing of best practices and funding sources. An Office of 

Sustainability at USF would serve as a central hub to coordinate these initiatives 

and exploit the latent synergies that otherwise go unnoticed. The Office would 

provide support for faculty, including curriculum development, interdisciplinary 

teaching, research and service, and would implement cost-effective resource 

conservation in university operations. Further, it would serve as a interface 

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etween the University and its community partners. This mission is imperative to 

further insure our ascent in the ranks of the nation’s top public universities. 

Sustainability is not a trend. It is the recognition that we must secure our future 

by safeguarding the resources of today. The economic cost for starting an Office 

of Sustainability should be minimal, and substantially offset by savings in many 

areas facilitated by the office. For example, building construction: Life cycle 

costs on green building is demonstrating a 2 - 4 year return on investment for any 

additional design/construction costs, with out year savings in energy and 

maintenance costs that make green building advantageous. 

However, activities based accounting or total product lifecycle management must 

be employed to integrate standard accounting practices that separate 

construction costs from operating costs. 

UF and FSU have implemented green building practices in all new construction. 

(The Finance portion of this paper addresses various sources of funding to 

further offset financial costs.) However, the cost of failing to take this opportunity 

could be significant in terms of reputation and missed opportunities. 

SCOPE OF PROJECT 

It may seem unusual that this project was initiated from a Business curriculum. 

We find that the missing piece from most sustainability initiatives is the business 

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solution. The reconciliation of the seemingly competitive interests of economic 

profitability, social responsibility and environmental stewardship, or what some 

refer to as “The Triple Bottom Line,” is the engine that will drive the solutions for 

today’s most critical global challenges. We have an opportunity, through our 

curriculum, pedagogy, research and operations, to serve as a model laboratory 

for sustainability. 

The overall class project was a sustainability analysis of USF. (Most team 

members were completing the Building Sustainable Enterprise track of the MBA 

program.) To achieve this, the class was divided into the following teams: 


Campus Waste/Recycling 

Purchasing 

Parking and Transportation 

Marketing 

Finance 

The individual teams each completed specific sections of this report. 

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TABLE OF CONTENTS 

I. The Case for Sustainability at USF.................................................................8 

What are the Costs and Benefits of Campus Sustainability ............................9 

Benefits..........................................................................................................9 

Cost Savings................................................................................................10 

Community Relations...................................................................................11 

Curriculum/Educational Value......................................................................12 

Fit With Campus Cultures and Values .........................................................13 

Health & Productivity ...................................................................................14 

Donor Interest..............................................................................................15 

Costs ...............................................................................................................15 

Rethinking Decision Making and Budgeting Processes ..................................17 

II. Physical Plant................................................................................................19 

Current Energy Conservation Initiatives ..........................................................19 

Proposed Energy Conservation Initiatives.......................................................23 

Cogeneration ...............................................................................................23 

Other Universities............................................................................................27 

Solar Energy................................................................................................30 

Boilers..........................................................................................................37 

Funding Support .................................................................................................39 

Piping...........................................................................................................40 

VendingMiser...............................................................................................44 

Costs and Savings ...................................................................................45 

Funding Support.......................................................................................46 

Other Universities.....................................................................................47 

Other Schools ..........................................................................................48 

LED Lights ...................................................................................................48 



LEED Building Certification .............................................................................52 

Funding Support.......................................................................................54 



Other Solutions................................................................................................56 

Power Down Computers ..........................................................................56 

III. Campus Recycling.......................................................................................57 

Introduction to Sustainable Recycling .............................................................57 

Recycling at USF.............................................................................................58 

Campus Recycling Benefits ............................................................................60 

Other Universities’ Recycling Programs ..........................................................62 

Education and Teaching Model.......................................................................77 

Steps for Implementation ................................................................................79 

1. Conduct a Waste Audit/Recycling Evaluation..........................................80 

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2. Program Design.......................................................................................80 

3. Generate Funding....................................................................................80 

4. Implementation ........................................................................................81 

IV. Purchasing...................................................................................................83 

Purchasing Issues at USF...............................................................................83 

Specific proposals: ..........................................................................................89 

University of South Florida Purchasing Policy:................................................92 

Sustainable Environment Clause ....................................................................92 

Other Universities’ Sustainable Purchasing Programs ....................................96 

University of Florida’s Sustainable Purchasing Policy................................96 

V.Parking and Transportation........................................................................112 

Survey of the Current Situation .....................................................................112 

Center for Urban Transportation Research ...................................................119 

Recommendations ........................................................................................123 

Parking ..........................................................................................................125 

Bicycles and Pedestrians ..............................................................................132 

VI. Marketing of Sustainability Initiatives .....................................................134 

Influencing University of South Florida Stakeholders ....................................134 

Administration............................................................................................134 

Faculty .......................................................................................................136 

Students ....................................................................................................137 

Current University of South Florida Sustainability Marketing.........................138 

Other Universities’ Sustainability Marketing Programs..................................139 

Recycling ...................................................................................................141 

Transportation............................................................................................149 

Physical Plant ............................................................................................152 

VII. Funding Sources for Sustainability Programs.......................................156 

Grants ...........................................................................................................156 

Venture Capital..............................................................................................164 

Donations ......................................................................................................165 

Other Universities’ Sustainability Funding .....................................................166 

Leading University Presidents Sign the Talloires Declaration. ....................167 

American College & University Presidents ………………………………… 168 

VIII. Summary and Recommendations..........................................................178 

What are the costs and benefits of campus sustainability ...........................179 

What are the funding sources for sustainability programs...........................180 

What are other universities doing................................................................182 

Recommendations ........................................................................................182 

IX. Addenda 

A. TALLOIRES DECLARATION INSTITUTIONAL SIGNATORY LIST…….184 

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B. American College & University Presidents Climate Commitment List…187 

C. USF Sustainability Course Offerings and Summary 

Trey McDonald………………………………………..………………………204 

D. 2007 CUTR Update…………………………………………………………..214 

E. GreenHorn Recycling BusinessPlan………………………………………..215 

I. The Case for Sustainability at USF 

Turning USF into a sustainable campus is not only an ethical endeavor, but also 

makes good business sense. A review of the financial implications of creating a 

sustainable campus at USF reveals a plethora of opportunities for cost savings 

and new funding. 

Our research was guided by four main questions: 

1. What are the costs and benefits of campus sustainability 

2. What are the funding sources for sustainability programs 

3. What are other universities doing 

4. What should USF be doing 

We have focused heavily on incorporating and capitalizing upon the lessons from 

successfully implemented sustainability initiatives on other campuses. We will 

use examples from other campus programs to financially justify campus 

sustainability for the University of South Florida. 1 

1 Sharon Hanna-West. GEB 6930-901 Class. 28 Feb. 2006. University of South Florida 

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What are the Costs and Benefits of Campus 

Sustainability 

A campus sustainability program at USF would not only help reduce the 

university’s environmental impact, but would also have other economic and noneconomic 

benefits for the school and community. A well-managed campus 

sustainability program will help reduce the University’s waste, energy, 

maintenance and water bills and more than pay for itself 2 . A comprehensive, 

cross-campus program would deliver the benefits of sustainability’s promise 

including cost savings, environmental preservation, and social benefits. 

Countless campuses and businesses across the country are recognizing the 

benefits and integrating the principles and practices as core business values 3 . 

Additionally, such programs encourage the habits of resource conservation and a 

higher level of environmental literacy among students and staff. 

Benefits 

Campus sustainability programs yield numerous benefits in addition to 

environmental protection. Advantages of a well-established program include the 

following: 

• Cost Savings – Savings resulting from the reduction of waste and 

efficiency gains. 

2 “Campus Green Team Resource” Harvard Green Campus Initiative. 18 April 2006. 

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3 “Blueprint for a Green Campus 2006” University of Colorado Environmental Center. 7 March 2006. 

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• Community Relations – Promotion of USF as an environmentally 

conscious and innovative organization 

• Educational Value – Offering students an environment for crossdisciplinary 

hands on learning and volunteer/employment opportunities. 

• Fit With Campus Cultures and Values – An environmental ethic is 

embedded at institutions where tomorrow’s leaders are being trained 4 

• Health and Productivity – Improved educational and work environment 

to maximize health and productivity. 

• Donor Interest – Environmental issues are becoming increasing more 

important to the public and potential donors may be more likely to 

contribute to environmental friendly initiatives. 

Cost Savings 

The primary criterion when evaluating any strategic investment is the financial 

return or economic benefit. In 2001, colleges and universities in the United States 

had a combined operating budget of $250 billion, or 2.8% of the country’s Gross 

National Product 5 . This staggering figure suggests the impact and leverage that 

higher education institutions could exert upon the economy by simply redirecting 

wasted resources. By finding ways to cut consumption, reduce waste, improve 

operations, and leverage the benefits of closed loop processing, a huge financial 

opportunity exists for sustainable initiatives. This can be seen in other colleges 

and universities that have achieved significant savings through reuse and 

recycling projects, transportation initiatives, water and energy conservation, and 

composting activities. A 1998 survey conducted by the National Wildlife 

Federation that identified 15 colleges and universities that had annual combined 

4 “State of the Campus Environment” National Wildlife Federation. January 2002. 

. 

5 “The Critical Role of Higher Education in Creating Sustainable Future” Planning for Higher Education. 

2003. 

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savings of nearly $17 million resulting from 23 environmental initiatives. This 

equates to an average savings of $728,500 per project with the most significant 

savings at the University of New York who realized savings of more than $9 

million as a result of energy conservation efforts alone. 6 

The institutions that 

realized these savings have no distinct characteristics from USF that allowed for 

their project success and we’ve identified no reason for USF not to reap the 

benefits of similar projects. 

Many university sustainability efforts actually improve financial and environmental 

performance. Investments in public transportation clearly cost less than building 

new parking garages. Native landscaping reduces maintenance expenses and 

water usage. Reducing the amount of waste sent to landfills obviously reduces 

disposal expenses and more efficient use of energy directly reduces electric 

bills. 7 

As National Wildlife Federation president Mark Van Putten said in regards 

to his organization’s campus ecology study, “This study proves you do not have 

to choose between a healthy environment and a healthy bottom line. The fact is, 

the actions being taken on these campuses are actually improving the 

environment and the financial condition of the institution, often in very dramatic 

ways.” 8 

Community Relations 

6 “Green Investment, Green Return” National Wildlife Federation. 1998. 

. 

7 “Aligning Values for Effective Sustainability Planning” Planning for Higher Education. 2003 

8 “Green Investment, Green Return” National Wildlife Federation. 1998 

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Another major benefit of a campus sustainability program is a positive public 

image. Higher education institutions have a major impact on their surrounding 

communities and are expected to uphold the highest ethical standards. Efforts to 

reduce the campus’ environmental footprint in the community provide a well of 

positive public relations opportunities. 

A campus sustainability program will focus on implementing conservation 

measures and reducing waste and reducing the strain on local resources 9 . This 

benefit also directly aligns with USF’s Strategic Plan Strategy 9, “Establish USF 

as a national model for a university fully engaged with its local, national, and 

global communities.” 10 A sustainability program at USF would encourage 

collaborative interactions between students, faculty, and community members. 

Programs should include community outreach features, i.e. tours of campus 

facilities for community groups, local government agencies, other educational 

institutions and the export of USF ideas for adaptation into the community at 

large. This is in direct alignment with the USF value statement: 

“University/community engagement that increases the understanding of urban 

issues and advances community development.” 11 

Curriculum/Educational Value 


. 

10 “USF Strategic Plan.” University of South Florida. 24 April 2006. 

 

11 “USF Strategic Plan.” University of South Florida. 24 April 2006. 

 

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Campus sustainability programs encourage inter-disciplinary, hands-on learning 

for students, faculty and staff on technology and public policy issues that are not 

achievable in a conventional curriculum. Various colleges will have the 

opportunity to work together on projects for imminently relevant and challenging 

public and environmental issues. This unique experience will serve to empower 

students and foster a sense of pride and ownership in the university 12 . A 

sustainability program is important in developing student environmental literacy, 

which, barring biology and/or environmental science majors, might otherwise be 

quite limited. In fact, only 8 percent of campuses require all students to complete 

environmental studies courses 13 . Additionally, sustainability related topics are in 

increasing demand today with numerous research opportunities available. Such 

research opportunities will provide students practical experience in environmental 

topics and aligns with President Genshaft’s vision of establishing USF as one of 

America’s top metropolitan research universities 14 . 

Fit With Campus Cultures and Values 

In a 2001 survey conducted by the National Wildlife Federation the number one 

reason given for implementing a campus environmental program by the 1,116 

survey respondents was that environmental programs fit with the cultures and 

values of American campuses 15 . This is a good indication of the importance of 

environmental ethic to tomorrow’s future leaders. Another survey conducted by 

12 Orr, David. Earth in Mind: On Education, Environment, & the Human Perspective. 1994. 


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14 “USF Mission, Goals, Values, & Vision” University of South Florida. 23 April 2006. 

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Harvard University in 2003 of more than 2,000 undergraduate students indicated 

86 percent strongly or very strongly supported campus sustainability efforts 16 . 

The student concern at USF is not any different. There are currently 

sustainability efforts and organizations already in place on campus. Additionally, 

sustainability has an embedded presence at the university, which can be 

observed in the campus’ Master Plan in which sustainable related topics are a 

part of many of the university’s Master Plan objectives 17 . 

Health & Productivity 

Implementing green building standards and other environmentally friendly 

policies can also have a positive impact on the health and productivity of 

students and staff. Green building standards typically result in improved lighting, 

better ventilation control, enhanced air quality and other features that optimize 

the work environment 18 . All building occupants will benefit from sustainable 

building initiatives which will help avoid illnesses such as “sick building 

syndrome” resulting from low quality indoor environments 19 . One such incident of 

“sick building syndrome” happened in the USF Tampa campus’ administration 

building in 1991 and resulted in 77 workers compensation claims and a health 

hazard evaluation conducted by the National Institute for Occupational Safety 


. 

17 “2005 Tampa Campus Master Plan” University of South Florida. 24 April 2006. 

 

18 Fisk, William J. “Health & Productivity Gains from Better Indoor Environments and Their Relationship 

with Building Efficiency.” Annual Review of Energy and the Environment. November 2000. 

19 “Sick Building Syndrome” Commercial Building Ventilation and Indoor Environmental Quality. 23 

April 2006. 

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and Health 20 . The financial costs associated with one such incidence can be 

astronomical. Green designs for optimal work environments can result in higher 

quality of education and increased worker productivity. Further, sustainable 

efforts seek to address environmental problems such as global climate change, 

which poses a significant threat to human health and safety. If the campus opts 

for technologies and behaviors that sustain natural resource bases, then the 

long-term well-being and health of the population will be enhanced 21 . 

Donor Interest 

Environmental issues have become an increasing concern among the public 

today. Campuses focused on sustainable efforts may create a competitive 

advantage in attracting additional donor and alumni interest. For example, a 

donor inspired by campus sustainability efforts contributed over $3 million to fund 

Oberlin College’s landmark Adam Joseph Lewis Center for Environmental 

Studies. This resulted in a building conceived as a demonstration project, testing 

ground, educational venue, and catalyst for the emerging field of ecological 

design 22 . Further, a donor contributed over $1 million to help supply local organic 

produce to student dorms at Yale University 23 . This indicates some donors may 

be more likely to contribute to cutting edge green technology rather than 

traditional buildings and operations. 

Costs 

20 “Health Hazard Evaluation Report, University of South Florida” 

14 September 2007 

21 “Keynote Paper on Sustainability, Health and Wellbeing” National Centre for Epidemiology & Public 

Health. 2002 

22 Adam Joseph Lewis Center for Environmental Studies. . 


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Establishment of a centralized sustainability program at USF could be 

engineered at minimal cost by aligning with the numerous sustainability groups 

and organizations already in existence. Initial startup expenses for such an office 

would only need to include salaries and benefit expenses for a Director and 

several student interns. This funding could be obtained from a variety of sources 

including grants, donations, sponsorship from other departments, or student fees. 

Further, after initial funding, the program could be self-sustaining through 

initiative savings. However, monitoring the long-term economic success of a 

sustainability program may be difficult due to complex accounting structures at 

higher education institutions 24 . 

The Green Campus Initiative at Harvard University, established in 2000, had one 

staff member and an initial operating budget of $70,000 funded by a one-year 

grant. Currently, the program has an operating budget of $784,000 receiving 

20% of its budget from the office of the president and the remaining generated 

through fee for service partnerships with various university departments. In 

2004, the program generated approximately $1.3 million in savings equating to a 

net benefit of about $500 thousand 25 . The University of Colorado funds a 

significant portion of its Environmental Center’s budget with a mandatory student 

fee charged per student, per semester, which was $5.08 in 2002 26 . With approval 


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25 “Harvard Green Campus Initiative-Funding” Harvard Green Campus Initiative. 18 April 2006. 

. 

26 “Green Investment, Green Return” University of Colorado Environmental Center. 2004 

< http://ecenter.colorado.edu/publications/gigr.pdf>. 

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of the Office of the President and Student Government, USF could consider 

implementing a similar fee to initially fund a sustainability program. 

Rethinking Decision Making and Budgeting Processes 

Changes in university decision-making processes may need to occur in order to 

best measure the costs and success of a campus sustainability program. The 

university should transition towards making the financial decisions that reduce 

costs and demand sustainable decision-making by individuals, departments, and 

the campus as a whole. 

One major problem with university accounting and the assessment of 

sustainability costs is that most users do not pay the full costs of activities that 

have a substantial impact on sustainability efforts 27 . In many cases, a department 

or college does not pay or even see their expenses for electric, waste disposal, 

and others. These expenses are typically funded by the Facilities Management 

budget with no incentive structure to encourage the department or college to 

conserve resources. This method of accounting encourages consumption and 

hinders environmental conservation efforts. 

Another problem with current university costing is the need for life-cycling costing 

when evaluating capital investments. Sustainable investments can require a 

higher initial investment, however, may have a lower total cost over the life of the 

investment. Under the traditional accounting/capital evaluation methods used by 


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universities, a non-sustainable, lower initial investment project with a higher lifecycle 

cost may receive priority. This is typically a result of the mismatch between 

owners of the capital investment and operating budgets. The issue could be 

resolved by requiring all capital investments to be evaluated based on minimum 

life cycle costs rather than traditional methodologies. Another approach to correct 

this issue would be to hold departments and colleges responsible for all 

expenses. This would ensure the owning department has some incentive to 

lower operating costs 28 . 

The budgetary process is the third issue that complicates the measure costs of a 

university sustainability program. In a traditional university accounting 

environment a department that is able to lower its operating costs will lose the 

reduced amount in subsequent years. This discourages conservation of 

resources and cost reduction activities. It also has the effect of making it more 

difficult to fund environmentally friendly investments, which may not have a 

strong payoff on their own, but could if pooled with a variety of other projects. 

Possible solutions to this problem include the following: 

• Returning a portion of the savings to the responsible department 

• Reinvesting a portion of savings resulting from sustainability efforts into 

additional sustainability projects 

• Evaluation of capital investments as a whole rather than each individual 

component. For example, evaluation of an entire building and not holding 

the energy and water conservation components to the same criteria 29 . 


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These budgetary changes should serve to keep a budgetary focus on 

sustainability. 


The University of South Florida’s Physical Plant is directly responsible for 

providing power distribution, air conditioning, and water to campus facilities, and 

is responsible for researched and documented energy conservation initiatives, to 

make more efficient use of existing energy resources. Physical Plant is currently 

responsible for the relationship between the University and TECO, which 

encompasses the twelve million dollar annual power bill to distribute electricity to 

all general and educational buildings on campus, along with additional auxiliary 

services to support buildings. 30 

Current Energy Conservation Initiatives 

Through the Green Lights Program, the Physical Plant has been a part of the 

energy saving success stories which are currently springing up from 

campuses around the Nation and the World. Former University of South 

Florida President Betty Castor signed an agreement with the Environmental 

Protection Agency (EPA), to reduce energy consumption through lighting 

30 Desai, Nainan. Personal interview. 08 FEB 2006. 

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etrofits, thereby demonstrating the University’s strong desire to reduce 

energy consumption, pollution and to be a good citizen of the community. 31 

The program was established in the late 1990’s and focused on researching 

and eventually replacing most lighting systems on campus. The project was 

extremely successful in testing. The first major demonstration project was the 

Life Science Facility (LIF) in Tampa. The University reduced consumption in 

the LSF by 250,585 kWh and saved over $20,000 per year in electricity 

cost. 32 

The lighting surveys identified opportunities to improve lighting conditions, 

lighting system design, use of efficient lamp and ballast types and use of 

modern controls to shut off lighting when not in use, thus improving efficiency 

and reducing waste. It was estimated that over $600,000 per year would be 

saved in utility cost alone upon full implementation of the program. 33 

Among several initiatives this program also funded retrofit of newer 

components for the existing boiler, chiller and condensing units which are 

used to cool and heat the campus. Currently this is one of the most inefficient 

31 "Energy Management / Energy Conservation." Physical Plant. University of South Florida. 21 Mar 

2006 . 

32 "Energy Management / Energy Conservation." Physical Plant. University of South Florida. 21 Mar 2006 

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uses of energy for cooling and heating the air, especially compared to using 

electrical power to do so. 34 

This challenge of cooling and heating the air is solved by the use of chiller 

and condenser systems, called Distributed Energy Systems. DES functions 

by use of cold and hot water distribution throughout 10 miles of underground 

piping. Once the hot or cold water reaches the building, condensers are used 

to convert the thermal energy from water to cool or heat the air. This 

technology is up to 40% more efficient than using power straight off the grid 

for air conditioning. 35 

All General and Educational facilities on campus are heated and cooled via 

this water distribution and condensing method, except for the Alumni Center. 

This building’s energy consumption is paid for under the Physical Plants 

power budget; however they were not involved during the budgeting of this 

new facility, nor were they advised on the cost to add this building to the 

existing infrastructure. Unfortunately, this means that it will cost much more 

after the fact to retrofit this building into the system. 36 

Nainan went further to 

say that capital budgets never include initiatives of this nature, and simply do 

not seem to be able to compete with the demand for additional square feet. 

34 Chapman, Larry. Personal interview. 08 FEB 2006. 


36 Desai, Nainan. Personal interview. 08 FEB 2006 

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Currently, it is estimated the Green Lights Program saves the University of 

South Florida at least $1 Million dollars per year! 37 

The program was initiated 

with a $5 million dollar budget, fives years to complete, and payback of 

$600,000 per year. 38 However, the project was completed in only three 

years, came in at $2 Million dollars *under* budget, and is responsible for 

more savings per year than originally planned! 39 

Not only was this project a wonderful addition to the many USF initiatives to 

become a sustainable member within our environment, it was a huge financial 

and project planning success with a three year payback. Even though this 

project was immensely successful for the University of South Florida, it has 

already come to an end, committees have been dissolved, and nothing is 

planned to take its place. 40 

Another program initiated at USF is the metering of existing power usage on 

campus. Knowing how much power is being used before and after retrofitting 

became necessary for testing and documentation of payback periods for 

funding. The university uses a product called RS Energy Matrix (Rockwell), 

and has building automation censors, to alarm if a buildings temperature is 



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too high or too low, from one central location. They are working on 

programming modifications to gather more real time data, or at least daily 

information. 41 

At this time, the Physical Plant is researching and submitting many different 

energy projects that should be considered. The current proposals that have 

either been submitted, or are currently being researched are: Cogeneration, 

Solar Cells, and infrastructure modifications to existing Boilers, Piping and 

Distribution, Vending Misers, LED traffic lights, and Software Development for 

Energy Metering. 42 

Proposed Energy Conservation Initiatives 

Cogeneration 

Cogeneration (also combined heat and power or CHP) is the use of a power 

station to simultaneously generate both heat and electricity. Conventional 

power plants emit the heat created as a byproduct of electricity generation 

into the environment through cooling towers, as flue gas, or by other means. 43 

Most power plants allow the thermal energy byproduct, to produce electricity, 

escape unused. 



43 "Cogeneration." Wikipedia. Wikipedia. 30 Mar 2006 . 

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Unless you happen to need thermal power and are purchasing power from 

the grid to produce it, this is not of great importance. This discussion will 

entail the history of cogeneration, other universities that are using it, projected 

energy savings, funding, and finally barriers. Because CHP captures the heat 

that would be otherwise be rejected in traditional separate generation of 

electric or mechanical energy, the total efficiency of these integrated systems 

is much greater than from separate systems. 44 

History 

Cogeneration has been around for a long time, and was the most common 

source of power around the turn of the century. However, due to the 

increased reliability of centralized power facilities and the relatively low 

cost to distribute, most cogeneration plants tended to disappear and rely 

on the grid. By 1978, CHP's share of electricity use had fallen to only 4 

percent (Casten 1998). 45 

U.S. industries found they could reduce energy 

demand if they built larger, more economical cogeneration plants 

optimized for both thermal and electric output (Cicio 1998). 46 

The next challenge is releasing the power industry’s grip on the political 

policy protecting its market share and creating a barrier of entry for smaller 

44 Elliot, Neal, Spurr, Mark. "COMBINED HEAT AND POWER: CAPTURING WASTED ENERGY." 

1999. ACEEE. 15 Apr 2006 . 


1999. ACEEE. 15 Apr 2006 . 


1999. ACEEE. 15 Apr 2006 . 

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power facilities, specifically limiting cogeneration. The Public Utilities 

Holding Act of 1935 (PUHCA), together with amendments to the Federal 

Power Act (also in 1935), were the final steps in protecting utility 

companies from competition. 47 

A typical cogeneration system consists of an engine, steam turbine, or 

combustion turbine that drives an electrical generator. A waste heat 

exchanger recovers waste heat from the engine and/or exhaust gas to 

produce hot water or steam. Cogeneration produces a given amount of 

electric power and process heat with 10% to 30% less fuel than it takes to 

produce the electricity and process heat separately. 48 

Cogeneration 

plants are commonly found in district heating systems of big towns, 

universities, hospitals, hotels, prisons, oil refineries, paper mills, 

wastewater treatment plants, thermal enhanced oil recovery wells and 

industrial plants with large heating needs. 49 

Elliot and Spurr divide CHP into three categories: industrial plants, district 

energy systems, and small-scale commercial and residential building 

systems. The University of South Florida falls into the second category of 

District energy systems (DES). DES distributes steam, hot water, and/or 

47 "Cogeneration Technologies, based in Houston, Texas." Cogeneration Technologies. 06 Jan 2006. 

Cogeneration Technologies. 20 Mar 2006 . 




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chilled water from a central plant to individual buildings through a network 

of pipes. DES provides space heating, air conditioning, domestic hot 

water, and/or industrial process energy. In addition, DES aggregate 

thermal loads, enabling more cost-effective CHP. District energy systems 

may be installed at large, multi-building institutional campuses such as 

university, hospital, or government complexes providing heating (and often 

cooling) to multiple buildings in urban areas. 50 

As listed by Cogeneration Technologies of Houston, Texas, the following 

are typical markets for cogeneration: 51 

• Energy-intensive industries, including the chemical, refining, forest 

products, food, and pharmaceutical sectors. 

• District energy systems that distribute heat or chilled water to a 

network of buildings. Such systems show the greatest promise in 

downtown areas, industrial parks, college campuses, military 

bases, and other large institutional facilities. 

• High power reliability/quality applications, such as Internet or 

telecommunications data centers requiring high-quality, reliable 

power and substantial cooling capacity. 


1999. ACEEE. 15 Apr 2006 . 



26

• Institutional markets, including hospitals, hotels, and convention 

centers where large year-round demands exist for electricity, 

heating, and cooling. 

• Abandoned industrial sites, or brownfields, where cogenerationbased 

systems can provide the energy infrastructure for "power 

parks," facilitating economic redevelopment of underutilized 

properties. 

• Commercial buildings—as building-scale cogeneration technologies 

become better integrated and increasingly cost-effective, this 

market offers large potential for new applications. 

Other Universities 

According to Energy and Environment Analysis, Inc. there are three 

Universities in the State of Florida that have cogeneration facilities and 

they are: University of Florida (42,000 kW), and the Pensacola Christian 

College (3,300 kW). 52 

Both institutions run natural gas powered engines 

and use the thermal power for DES. After further research we also found 

that there us a cogeneration system (1,775 kW) at USF! 53 

However, the 

USF cogeneration system is currently only used for research. 

52 "Combined Heat and Power Units located in Florida ." Energy and Environmental Analysis, Inc.. Energy 

and Environmental Analysis, Inc.. 19 Mar 2006 . 

53 "College and University Cogeneration Systems." District Energy. University of Rochester. 20 Mar 2006 

. 

27

The University of Florida has a unique relationship with Progress Energy, 

in which the latter actually owns and operates the facility. Gator Power, 

an on-campus cogeneration plant operated by Progress Energy, provides 

a unique learning resource for students, as well as a clean source of 

reliable power for the university. 54 

Progress Energy also benefits from the 

relationship receiving valuable current research insight from the nuclear 

and environmental engineering programs. 

This relationship is advantages for both parties. Normally excess energy 

is difficult to sell back to the power companies, but not in this 

arrangement. The University reaps the benefits of the thermal power biproduct 

of producing the energy, while at the same time producing power 

for campus, and excess power back to the grid. 

Some universities have the resources to own and operate their own power 

plants, while for others this is not always a necessary or realistic option. 

The University of Florida at Gainesville is situated on a 2,000-acre campus 

with more than 900 buildings. UF's cogen plant is owned by Progress 

Energy (www.progress-energy.com) and is operated as a baseload plant 

supplying electric power to an external power grid. 55 

54 "Progress Engergy." Curcuit Publication. Progress Energy. 24 Apr 2006 . 

55 Urso, Jack. "The Energy Crunch." University Business 24 Apr 2006 

Several other cogeneration implementations exist in the greater 

Tampabay area. They include: Pinellas County Solid Waste, Tampa Dept 

Of Sanitary Sewers, St. Joseph's/St. Anthony's Health Services, as well as 

two large chemical manufacturing companies. 56 

Energy Savings and Finance 

Cogeneration is the environmentally-friendly, economically-sensible way 

to produce power, simultaneously saving significant amounts of money 

and also dramatically reducing total greenhouse gas emissions. Many 

utilities, such as Progress Energy and the University of Florida, have 

formed subsidiaries to own and operate cogeneration plants. 57 

CHP allows a more total use of energy than conventional generation, 

potentially reaching an efficiency of 70-90%, compared with approximately 

50% for the best conventional plants. 58 The 50% listed is the highest 

percentage of efficiency we noted of anyone on the list, and most of them 

gave an average energy producing efficiency of more like %30. 

56 "Combined Heat and Power Units located in Florida ." Energy and Environmental Analysis, Inc.. 

Energy and Environmental Analysis, Inc.. 19 Mar 2006 . 




29

Bottom line, this technology makes dollars and cents type of sense. It is 

easy to prove why it is a financially soluble and environmentally 

sustainable approach to increasing energy efficiency and reducing toxins 

currently released in the atmosphere. The payback period for a 4.2 MW 

facility is approximately three to four years. 59 

The University of Colorado has faced similar issues as USF, and they 

state the financial problem quite well, as follows, the firewall that typically 

exists between capital and operating budgets for building construction. 

Because these funds typically come from very different sources and are 

budgeted separately, it is very difficult to spend more up front on efficiency 

measures, even if the total life cycle cost will be lowered. 60 

The University of South Florida is currently considering research 

submitted by the Physical Plant to install a cogeneration system on 

campus. There is a chance that it will go through, but may only be 

possible by partnering with TECO. Outside investment by a utility appears 

to be the path of least resistance and makes the most sense. 

Solar Energy 


60 "University of Colorado at Boulder." Blueprint for a Green Campus. University of Colorado. 

. 

30

Solar energy is still not a viable option for many people and organizations due to 

the increased costs associated with it. According to the Solar Electricity Price 

Index , the cost for commercial solar electricity in April 2006 is approximately 

$0.28 per kWh. 61 When comparing this to the $0.08 per kWh the University of 

South Florida is paying now you can see why it is not feasible to implement this 

technology yet. 62 

Despite the issue of feasibility, the University of South Florida 

Physical Plant department has expressed an interest in looking into research 

grants for solar cells technology. 63 

When looking at solar energy technology 

there seems to be four areas that are being researched: concentrating solar 

power, photovoltaics, solar heating, and solar lighting. 64 

This discussion on solar 

energy will focus on a brief description of each area of research, research 

funding, and a brief description of what other schools are doing. 

Concentrating Solar Power (CSP) plants “generate electricity with heat. 

Concentrating solar collectors use mirrors and lenses to concentrate and focus 

sunlight onto a receiver mounted at the system's focal point. The receiver 

absorbs and converts the sunlight into heat. This heat is then transported by 

means of a heated fluid (either water or molten salt) through pipes to a steam 

61 “Solar Electricity Prices.” Apr. 2006. Solarbuzz Consultancy Reports. Accessed on: 22 Apr. 2006 

. 

62 Desai, Nainan. Personal interview. 08 Feb 2006. 


64 “Solar Energy Technologies Program: About the Program.” 22 March 2006. US Department of Energy, 

Energy Efficiency and Renewable Energy. 22 Apr. 2006. 

31

generator or engine where it is converted into electricity.” 65 One big advantage to 

using this technology is that there is not much needed to change a conventional 

power plant to a CSP. CSP’s simply substitute the use of concentrated solar 

power rather than combustible fossil fuels to produce electricity. This makes 

CSP technologies the most cost-effective solar option for large-scale electricity 

generation. 66 

Photovoltaics (PV) refers to technology that turns sunlight into electricity. This 

system does this conversion by means of PV cells made of semiconductor 

materials. When semiconducting materials, such as certain kinds of silicon, are 

exposed to sunlight, they release small amounts of electricity. 67 PV is distinct 

from other kinds of solar energy in that it harnesses the sun's light, rather than its 

heat. 68 

One big advantage to using this technology is that flat-plate PV 

technology is the most land-efficient means to produce 

65 “What is Solar Power” GPE Technologies. 22 Apr. 2006. 

66 “Solar Energy Technologies Program: Information Resources .” 17 Feb 2006. US Department of Energy, 

Energy Efficiency and Renewable Energy 22 Apr. 2006. 

 

67 “Solar Energy Technologies Program: Information Resources.” 17 Feb 2006 US Department of Energy, 

Energy Efficiency and Renewable Energy. 22 Apr. 2006. 

 

68 Fraser, John, “What is Photovoltaic Energy” 22 Apr. 2006. 

 

32

enewable energy. 69 

This is the solar technology that appears to be the most 

used and in demand on college campuses. 

Solar water-heating systems use a solar collector which faces the sun and 

absorbs the sun's heat energy. This collector can either heat water directly or 

heat a "working fluid" that's then used to heat the water. 70 

Due to fluctuations in 

sunlight in an area solar water-heating systems work together with conventional 

water heating systems to ensure a continuous flow if hot water. However, while 

solar-water heating systems cannot completely replace conventional electric or 

gas water heating systems, because solar water heaters are designed provide 

hot water directly to the tank of a gas or electric water heater, they reduce the 

need for the water heater to run on conventional fuels. 71 

“Imagine being able to light your home or office most of the day, and on most 

days, with sunlight, but not the kind that comes through the windows. That's what 

hybrid solar lighting (or HSL) systems are being developed to do.” 72 

HSL 

69 “Solar Energy Technologies Program: Information Resources.” US Department of Energy, Energy 

Efficiency and Renewable Energy. 22 Apr. 2006. 

 



 



 



 

33

captures direct sunlight while excluding heat-saturated infrared rays and uses 

optical fibers to channel it to indoor fixtures. 73 

This technology will cut electricity 

use for indoor illumination by 50% and solves the problem of getting daylight into 

the interior of buildings. 74 This technology is expected to be available by 2007. 75 

Research Funding 

Funding Opportunity #1: 

• Title -Notice of Program Interest - Solar America Initiative 

Technology Pathway Partnership - Phase 1, FY 2007 

• Funding Opportunity Number: DE-PS36-06GO96021 

• Agency Offering Funding: U.S. Department of Energy 

• Application Due Date: 06/03/06 

• Summary of Program: A major emphasis of the Department of 

Energy (DOE) Solar Energy Technology Program (SETP) is 

achieving cost-competitiveness and broad commercialization of 

solar photovoltaic (PV) systems in the United States. Work funded 

through this will boost R&D on component technologies, 

manufacturing processes for components, and integrated PV 

system designs that 

73 Di Justo, Patrick, “Moving on to Greener Fixtures.” Popular Science. 22 Apr. 2006. 

 

74 Minkel, JR, “Let the Sun Shine In.” Feb 2004. Discovery. 22 Apr. 2006. 

 

75 “Benefits in the Buildings Sector.” July 2005. Oak Ridge National Laboratory. 22 Apr. 2006. 

 

34

are considered to have the best chance at making PV-generated 

electricity cost-competitive with market alternatives by CY2015. 76 

Funding Opportunity #2 

• Title - Basic Research for Solar Energy Utilization 

• Funding Opportunity Number: DE-FG02-06ER06-15 

• Agency Offering Funding: U.S. Department of Energy Office of 

Science 

• Pre-Application Due Date: 06/05/06 

• Summary of Program: We seek to support outstanding fundamental 

research programs that will lead to key discoveries and conceptual 

breakthroughs to make sunlight as the practicable solution to meet 

our compelling need for clean, abundant sources of energy. As in 

the workshop report, three broad areas that encompass many of 

the priority research directions will be the subject of this solicitation. 

They are: 

1. Solar to Electric Conversion, 

2. Solar Fuels Production, and 

3. Solar Thermal Energy Utilization. 77 

Funding Opportunity #3 

76 “DOE Financial Assistance Opportunity.” Department of Energy. 22 Apr. 2006. 

 

77 “Office of Science Notice DE-FG02-06ER06-15: Basic Research for Solar Energy Utilization.” 21 

March 2006. U.S. Department of Energy. 22 Apr. 2006. 

35

• Title: SunSmart Schools 

• Agency Offering Funding: Florida Solar Energy Center (FSEC) 

• Application Due Date: 04/05/06, but this program is offered yearly. 

• Summary of Program: Schools selected receive: 

o A 1 or 2-kilowatt (kW) demonstration system or 10 kW 

emergency shelter PV system. 

o Up to $50,000 in financial assistance. 

o Free educational materials that meet Sunshine State, 

including real-time data access, and a website for students 

and educators. 

o Additional training on solar power and connection to vendor 

and electric companies. 78 


University of Central Florida is home to the Florida Solar Energy Center 

(FSEC). The FSEC is the largest and most active state-supported 

renewable energy and energy efficiency research, training, testing and 

certification institute in the United States. 79 

University of Florida is home to the Solar Energy and Energy 

Conversion Laboratory. “The Solar Energy and Energy Conversion 

Laboratory (SEECL) was unique in developing practical solar energy 

devices …before solar energy was considered a serious energy 

78 “Photovoltaics & Distributed Generation,” 13 January 2006 Florida Solar Energy Center. 22 Apr. 2006. 

 

79 “Welcome to FSEC.” Florida Solar Energy Center. 22 Apr. 2006. 

 

36

alternative.” Both the U.S. Department of State and the United Nations 

have recognized this facility for its global accomplishments in training and 

innovation. 80 

Boilers 

“A boiler is a closed vessel in which water or other fluid is heated under pressure. 

The steam or hot fluid is then circulated out of the boiler for use in various 

process or heating applications.” 81 Right now the University of South Florida has 

about 15% of their boilers with condensers and about 85% without condensers. 

They are currently working with manufacturers to improve these numbers. 82 

There are many things that can be done to increase the efficiency of boilers. 

These changes range in timeframes from short term to long term projects. 

Short term changes would include 83 : 

• Improve water treatment to minimize boiler blowdown - Reduces the amount 

of total dissolved solids in the boiler water, which reduces blowdown and, 

therefore, energy loss. 

Estimated energy savings range: 0.5-1% 

Cost: Moderate 

80 “Solar Energy and Energy Conversion Laboratory (1954).” American Society of American Engineers. 22 

Apr. 2006. 

81 "Boiler." Wikipedia. 22 Apr. 2006 


83 “A Consumer’s Guide to Energy Efficiency and Renewable Energy: Industry Plant Managers & 

Engineers.” 03 Oct 2005. US Department of Energy, Energy Efficiency and Renewable Energy. 22 Apr. 

2006. 

37

• Optimize deaerator vent rate - Minimizes avoidable loss of steam 

Estimated energy savings range: 0.5-1% 

Cost: Low 

• Repair steam leaks - Minimizes avoidable loss of steam 

Estimated energy savings range: 1-2% 


Mid-term changes would include 84 : 

• Minimize vented steam - Minimizes avoidable losses of steam 

Estimated energy savings range: 2-5% Cost: Low 

• Implement effective steam trap maintenance program - Promotes efficient 

operation of end-use heat transfer equipment and reduces live steam in the 

condensate system 


Cost: Low 

• Use high-pressure condensate to make low-pressure steam - Exploits the 

available energy in the returning condensate 



Long term changes would include 85 : 

• Utilize backpressure turbine instead of pressure-reducing or release 

valves - Provides a more efficient method for reducing steam pressure 


Cost: High 



2006. 



2006. 

38

• Optimize condensate recovery - Recovers the thermal energy in the 

condensate and reduces the amount of make-up water needed 


Cost: High 

Funding Support 

For individuals, the Energy Policy Act of 2005 provides certain tax credits for 

energy efficiency. One such tax credit offers cost-based incentives of 10% of the 

amount expended by the taxpayer for "Qualified Energy Efficiency 

Improvements" and up to $300 for "Qualified Energy Property" up to a maximum 

credit limit of $500. An example of a Qualified Energy Property is, natural gas, 

propane or oil furnace or hot water boiler with AFUE of 95% or greater. 86 

There is currently no funding available in Florida to help maintain or upgrade 

commercial boiler systems. The costs to make these upgrades though should be 

offset by the reduced energy costs. In addition Florida has implemented some 

stricter boiler standards recently and old inefficient boilers will have to be 

replaced or fixed regardless of environmental motivation. 


University of Virginia - The energy management program at the 

University is a comprehensive program that considers all opportunities for 

achieving energy savings including replacing building chillers and boilers 

with central plant connections, the design and construction of energy 

86 “EPA Act 2005.” Florida Solar Energy Center. 22 Apr. 2006. 

39

conservation measures, the implementation of energy saving operation 

and maintenance procedures, the utilization of an extensive universitywide 

building energy management system, and a university-wide 

commitment to modifying local behavior to decrease energy consumption. 

Ball State University - The trustees approved the university's capital 

appropriations request for the 2005-07 biennium. One of the priorities in 

this budget is $48 million for improvements to the university's boiler and 

chilled water plants. The project would replace four coal-fired boilers, 

upgrade three gas/oil-fired boilers and add two steam-powered chillers. 

Benefits derived from the improvements include the use of clean coal 

technology, which will help reduce operating costs, increase efficiency and 

meet new source environmental standards 87 . 

Piping 

According to an interview with the University of South Florida’s Physical Plant 

Department there are improvements that need to be made to the underground 

water pipes on campus. Right now hot water is distributed underground through 

10 miles of pipes. There is a lot of water and heat loss due to leaks throughout 

the pipes. This can be partly attributed to the fact that some of these pipes are 

over 40 years old. One idea they were interested in exploring was pipe 

87 “Ball State trustees approve budget plan that includes new tuition rate.” 10 May 2004. Ball State 

University Alumni Association. 22 Apr. 2006. 

40

insulation. 88 

In addition to this improvement, a solution to the leaking problem 

needs to be found. 

The leaks need to be addressed first because if they are not fixed insulation can 

not be added to the pipes. Since there are multiple leaks across the piping 

system a systemic approach to solving the problem is needed. Patching 

individual leaks will not work because it is difficult and expensive to identify all the 

individual leaks. That means there are two options that should be looked at. 

One option is to use a “trenchless” method, such as Cured-In-Place-Pipe (CIPP) 

technology, to rehabilitate the pipes. This method combines custom-engineered 

felt tubes with thermosetting resins to reconstruct pipelines from existing access 

points. The pipeline is returned to service within a matter of hours or days as 

opposed to the weeks or months required for conventional open trench repair. 

Importantly, this method of pipe rehabilitation has a more than 50 year 

longevity. 89 

This would allow the leaks to be fixed without having the hassles, 

such as routing traffic around the pipe areas and the destroying landscaping, 

involved digging up the pipes. The other option would be to completely replace 

the current the piping system. Since these pipes are old, it may be better to 

replace them altogether with new pipes. New pipes often come with insulation 

on them already which helps save energy. Another benefit to completely taking 

the pipes out would be that a new system could be designed that would have 

less twists and turns in the pipes. 


89 “Cured-In-Place Sewer Rehabilitation.” Denver Gov. org. 22 Apr. 2006. 

 

41

With new pipes, insulation is already on the pipes, but insulation can also be 

added to older pipes. Pipe insulation is needed because insulating your hot 

water pipes reduces heat loss and can raise water temperature 2ºF–4ºF hotter 

than uninsulated pipes can deliver, allowing for a lower water temperature 

setting. You also won't have to wait as long for hot water when you turn on a 

faucet or showerhead, which helps conserve water. 90 

According to the American 

Council for an Energy Efficient Economy, foam or fiberglass pipe insulation can 

cost as little as $.30 per foot and save up to $.50 per year per foot in energy 

costs. 91 

In order to gain the benefits of using insulation, you need to insulate all 

accessible hot water pipes, especially within 3 feet of the water heater. It's also a 

good idea to insulate the cold water inlet pipes for the first 3 feet. Pipe sleeves 

made with polyethylene or neoprene foam are the most commonly used 

insulation. 92 

Funding Support to Improve Piping Efficiency 

The only funding located to improve piping efficiency at this time is a tax 

deduction of up to $1.80 per square foot is available to owners or tenants 

90 “A Consumer’s Guide to Energy Efficiency and Renewable Energy: Your Home.” 12 Sept 2005. US 

Department of Energy, Energy Efficiency and Renewable Energy.:22 Apr. 2006. 

 

91 “Hot Water, Less is More.” Iowa Energy Center. 22 Apr. 2006. 

 

92 “A Consumer’s Guide to Energy Efficiency and Renewable Energy: Your Home.” 12 Sept 2005. US 

Department of Energy, Energy Effieciency and Renewable Energy. 22 Apr. 2006. 

 

42

(or designers, in the case of government-owned buildings) of new or 

existing commercial buildings that are constructed or reconstructed to 

save at least 50% of the heating, cooling, water heating, and interior 

lighting energy cost of a building that meets ASHRAE Standard 90.1- 

2001. Partial deductions of up to $.60 per square foot can be taken for 

comparable reductions from any one of three building systems—the 

building envelope, lighting, or heating and cooling system—that meets 

goals consistent with achieving the 50% savings for the entire building. 

These deductions are available for buildings or systems placed in service 

from January 1, 2006, through December 31, 2007. 93 


Harvard - A team of Harvard entrepreneurs first place in the 

$125,000 "Ignite Clean Energy" business plan competition for its 

proposal to use microbes to clean out the gunk that forms inside 

water pipes that conduct heat, and in the process, dramatically 

increase energy efficiency. 94 

University of Pennsylvania – Has implemented an Energy Audit 

program which monitors energy use and looks for ways to improve 

93 “TIAP Business Incentives.” TIAPP Tax Incentives Assistance Project. 22 Apr. 2006. 

 

94 Rutter, Michael Patrick.“Grad student entrepreneurs win green business prize.” Harvard Gazette. 22 

Apr. 2006. 

43

efficiency. This includes maintaining pipes for leaks. The goal is to 

reduce the kWh consumption and levels of peak demand. 95 

VendingMiser 

VendingMiser is a device manufactured by Bayview Technology 

(www.usatech.com) that uses a Passive Infrared Sensor to power down cold 

drink and snack machines when the surrounding area is vacant. 96 

It monitors 

room temperature and automatically re-powers the cooling system, independent 

of sales, to ensure that the product stays cold. 97 

It also reduces maintenance 

costs because the machines are running less frequently. 

According to a Tufts University publication, each vending machine costs around 

$380 per year in electricity costs. 98 Installing VendingMiser can reduce power 

consumption by as much as 46%. 99 

The University of South Florida (USF) tested VendingMiser on at least two 

machines but has not moved forward with a full implementation due to the length 

of the payback period. 100 

95 “The Campus Environmental Audit: Energy.” University of Pennsylvania. 22 Apr. 2006. 

 

96 "ENERGY MANAGEMENT SYSTEM." Improve the profitability of your existing. USA Technologies. 

17 Apr. 2006 . 

97 see footnote 1. 

98 Kollmuss, Anja. "Vending Misers: Facts and Issues." Tufts University. 10 Apr. 2006 

 

99 "Energy Management." This family of Misers lives up to its name. USA Technologies. 17 Apr. 2006 

. 

100 "STATE UNIVERSITY SYSTEM CONSERVATION MEASURES UTILITY COSTS." Meeting Notes 

on Conservation. 23 2006. Board of Governors - State University System of Florida. 17 Apr. 2006 

. 

44

Costs and Savings 

A VendingMiser device for cold drink machines cost $179 and a 

SnackMiser device for snack machines cost $79 101 . Based on information 

provided by USF’s Physical Plant, one kilowatt of energy costs around 

$0.08 102 and according to a USF Auxiliary Services survey, there are 

367 103 vending machines on the Tampa campus. 

Using this information, the following is a cost savings analysis of installing 

VendingMiser at USF. The analysis assumes: 

1. Energy costs = $0.08 per kWh 

2. Facilities occupied 75 hours per week 

3. 300 cold drink machines 

4. 67 snack machines 

5. 400 Watts required to power cold drink machine 

6. 80 Watts required to power snack machine 

7. VendingMiser price for cold drink machine - $179 

8. SnackMiser price for snack machines - $79 

COLD DRINK MACHINES 

Current Projected Total Savings % Savings 

101 "Energy Management." Savings Calculator. USA Technologies. 17 Apr. 2006 

. 

102 Desai, Nainan. "Some questions and info re the USF sustainability project." E-mail to Sharon Hanna- 

West. 30 Mar 2006. 

103 Mack, Jeff. "ASSESSMENT RECORD FOR DEPARTMENT." MANAGEMENT SERVICES - 

Auxiliary Services. 15 Oct 2004. USF - Auxiliary Services. 17 Apr. 2006 

. 

45

KWh 1048320 564720 483600 46% 

Cost of Operation $83,865.60 $45,177.60 $38,688 46% 

SNACK MACHINES Current Projected Total Savings % Savings 

KWh 46825 20904 25921 55% 

Cost of Operation $3,745 $1,672.32 $2,073.68 55% 

USF’s Total Annual Savings 

Current Projected Total Savings % Savings 

KWh 1095145 585624 509521 47% 

Cost of Operation $87,611.60 $46,849.92 $40,761.68 47% 

Total Project Cost 

$58,993 

Break Even (Months) 

17.37 

Table 1 Cost analysis of installing VendingMiser and SnackMiser devices at USF. 

(Source: USA Technologies at < 

http://www.usatech.com/energy_management/energy_calculator.php >) 

According to this analysis, USF will save $203,808.38 in 5 years on all 

machines and will receive a 245% return on investment. 104 

The project is 

expected to breakeven in around 18 months. 


No funding support is available for this product in the state of Florida but 

several utility companies in the North and West have offered rebates 

104 "Energy Management." Savings Calculator. USA Technologies. 17 Apr. 2006 

. 

46

anging from $30 to $120 per unit. 105 

Interested parties should check USA 

Technology’s internet site [www.usatech.com] or contact USF’s electric 

utility company, TECO, to inquire about possible rebates or other 

incentives prior to implementing this product. 

Other Universities 106 

VendingMiser is not widespread among Florida University campuses yet 

but many schools like USF are testing the device. One potential hurdle for 

campus wide implementation may be because the payback period is 

greater than one year. 

University of Florida – The University of Florida campus in 

Gainesville is currently working to implement VendingMiser on all of its 

582 soft drink machines. 107 According to Jeff Johnson, UF’s energy 

management coordinator, each machine consumes about 10.3 kWh 

and electrical costs are around $129,750 to operate but he anticipates 

annual savings between $31,140 and $66,172 when the installation is 

complete. 108 

The University of West Florida – According to their 2004 annual 

report, the University of West Florida piloted Vending Miser on several 

105 "Energy Management." Miser Product Rebates and Programs. USA Technologies. 17 Apr. 2006 

. 

106 A complete list of other universities using or testing VendingMiser is available at < 

http://www.usatech.com/energy_management/energy_customers_unis.php>. 

107 Urso, Jack. "The Energy Crunch." As energy costs spiral upward, some campus innovators are finding 

betters ways to provide power. University Business Magazine. 17 Apr. 2006 

. 

108 See footnote 11. 

47

machines in order to lower energy consumption on cool energy 

machines. 109 

Other Schools 110 

The Orange County School district in Florida recently ordered over 

1000 VendingMiser machines from USA Tech. 111 

LED Lights 

Light-emitting diodes (LEDs) are tiny light bulbs that are illuminated by movement 

of electrons in a semiconductor material. 112 

Unlike standard incandescent bulbs, 

LED bulbs do not have a filament that will burn out, they do not get especially 

hot, and they last as long as a standard transistor. 113 

LED lights also last longer 

and are brighter than halogen bulbs. 114 

Switching to LED traffic lights will result in significant energy savings for the 

University of South Florida. Traffic lights use bulbs that consume about 100 

watts of electricity per hour and are on 24 hours per day, totaling about 2.4- 

109 "Annual Report 2003/2004." University of West Florida. 17 Apr. 2006 

. 

110 A list of school districts around the country that are using VendingMiser is available at < 

http://www.usatech.com/energy_management/energy_customers_schools.php>. 

111 "News." Florida schools order M2M vending machines. 02 MAR 2006. Smart Home Forum. 23 Apr 

2006 . 

112 Harris, Tom. "How Light Emitting Diodes Work." How Stuff Works. 18 Apr. 2006 

. 

113 Harris, Tom. "How Light Emitting Diodes Work." How Stuff Works. 18 Apr. 2006 

. 

114 Why are they replacing all of the traffic lights in my town. How Stuff Works. 18 Apr. 2006 

48

kilowatt hour of electricity use per day. 115 At $0.08 per kilowatt per hour, 116 

electricity for one traffic signal costs about $0.20 per day or about $73 per 

year. 117 

Each intersection has about eight signals, 118 costing around $600 in 

electricity annually. USF has around 200 traffic lights 119 , costing around 

$120,000 per year in electricity. 

LED traffic lights use only 10 watts of electricity per hour compared to 100 watts 

for conventional light bulbs, which will decrease energy use by 90% 120 . 

Additionally, maintenance costs decrease dramatically by installing LED traffic 

lights since they can last as long as ten years compared to incandescent bulbs 

that burn out and need to be replaced every eight to ten months 121 . 


LED traffic lights costs $225 - $250 for a three light signal while incandescent 

signals cost around $150 each. 122 


. 

116 Desai, Nainan. "Some questions and info re the USF sustainability 

project." E-mail to Sharon Hanna-West. 30 Mar 2006. 


. 


. 

119 Desai, Nainan. Personal interview. 08 2006. 

120 Oberhardt, Gerald. "PIR NWR DPW 

Appendix A: Cost & Benefit Analysis." Department of the Army. 18 Apr. 2006 

. 

121 Tompkins, Al. "Al's Morning Meeting." Tuesday Edition: New LED Traffic Lights. 29 Nov 2004. 

Poynter Online. 19 Apr. 2006 . 

49

Below is an analysis of the cost savings for replacing conventional traffic bulbs 

with LED lights. 

Assumptions: 

• Five intersections 

• 200 traffic lights 123 

• Electricity rate is $0.08 per kilowatt 124 

• Initial cost per LED signal is $250, initial costs per incandescent 

signal is $100. 125 

• Average cost per replacement bulb on LED signal is $125; average 

cost per replacement incandescent bulb is $3. 126 

Annual and Life Cycle Costs and Savings for 200 LED Traffic Signal(s) 127 

200 ENERGY 

STAR 

Qualified Units 

200 

Conventional 

Units 

Savings with ENERGY STAR 

Annual Operating 

Costs * 

Energy cost $1,682 $16,371 $14,689 

Maintenance cost $0 $1,040 $1,040 

122 Tompkins, Al. "Al's Morning Meeting." Tuesday Edition: New LED Traffic Lights. 29 Nov 2004. 

Poynter Online. 19 Apr. 2006 . 


124 Desai, Nainan. "Some questions and info re the USF sustainability 

project." E-mail to Sharon Hanna-West . 30 Mar 2006. 



127 "Buy Products that Make a Difference." Traffic Signals, Savings Calculator.xls. ENERGY STAR. 19 

Apr. 2006 . 

50

Total $1,682 $17,411 $15,729 

Life Cycle Costs * 

Operating cost (energy 

and maintenance) $13,642 $141,216 $127,574 

Purchase price for 

200 signal(s) $50,000 $20,000 -$30,000 

Total $63,642 $161,216 $97,574 

Simple payback of 

initial additional cost 

(years) 1.9 

* Annual costs exclude the initial purchase price. All costs, except initial cost, are discounted over the products' 

lifetime using a real discount rate of 4%. 

Table 2 Cost analysis of replacing conventional traffic lights with LED bulbs. (Source: 

ENERGY STAR at < http://www.energystar.gov/index.cfmc=traffic.pr_traffic_signals>) 

Summary of Benefits for 200 LED Traffic Signal(s) 

Initial cost difference $30,000 

Life cycle savings $127,574 

Net life cycle savings (life cycle savings - additional cost) $97,574 

Simple payback of additional cost (years) 1.9 

Life cycle energy saved (kWh) 1,836,096 

Life cycle air pollution reduction (lbs of CO 2 ) 2,625,617 

Air pollution reduction equivalence (number of cars removed from the road for a 

year) 227.13 

51

Air pollution reduction equivalence (acres of forest) 358.05 

Savings as a percent of retail price 195% 

Table 3 Summary of benefits for replacing conventional traffic lights with LED lights. 

(Source: ENERGY STAR at < 

http://www.energystar.gov/index.cfmc=traffic.pr_traffic_signals>) 


Little information is available as to the LED traffic signal use on other Florida 

campuses. However, research did uncover that many states including Florida 

and New York have replaced all or some of their conventional traffic signals 

with LED lights or are planning to. 

State of Florida – The Florida Department of Transportation (DOT) 

converted all of the state’s red lights to LEDs and are in the process of 

reviewing greens and yellows. Florida State University works closely with 

the state to test individual units and to conduct LED traffic signal 

studies. 128 

LEED Building Certification 

Leadership in Energy and Environmental Design (LEED) building rating system is 

a voluntary national standard for developing sustainable buildings in the United 

States. 129 

LEED provides the framework to evaluate building performance and 

meet sustainability goals. LEED is based on well-founded scientific standards 

128 CTC & Associates LLC. "Transportation Synthesis Report." U.S. and Overseas Conversion to LEDs in 

Traffic Signals Operational and Cost/Benefit Experience. 09 SEP 2002. Wisconsin Department of 

Transportation. 22 Apr 2006 

. 

129 "LEED Build Green. Everyone Profits.." LEED: Leadership in Energy and Environmental Design. U.S. 

Green Building Council. 22 Apr 2006 . 

52

and emphasizes strategies for sustainable site development, water savings, 

energy efficiency, material selection, and indoor environmental quality. 130 

The certification process consists of designers and architects selecting projects 

from a wide range of areas including energy efficiency, indoor environmental 

quality, innovation and design process and sustainable sites. Once they 

complete these projects along with required documentation, the U.S. Green 

Building Council will assign points, which count towards a rating of certified, gold, 

silver, or platinum. 131 

With 239 existing buildings 132 and plans to add 1 million ft sq by 2010 133 , the 

University of South Florida can save significantly on energy and utility costs and 

improve air quality by investing in upgrading existing buildings to LEED 

certification and ensuring that new buildings are LEED certified. LEED-EB 

(existing buildings) and LEED-NC (new construction) are the two types of 

certification that would benefit USF. The U.S. Green Building Council website 

(www.usgbc.org) is the best place to obtain detailed information about certifying 

existing buildings including brochures, project checklists, presentations, letter 

templates, and case studies. 

130 "LEED Build Green. Everyone Profits.." LEED: Leadership in Energy and Environmental Design. U.S. 

Green Building Council. 22 Apr 2006 . 

131 "LEED Build Green. Everyone Profits.." Rating Systems. U.S. Green Building Council. 26 Apr 2006 

. 

132 "Fact Book." Physical Facilities. 2004. University of South Florida. 22 Apr 2006 

. 


53


There is a $1.80 per square foot tax deduction for designers of 

government buildings who can construct or reconstruct buildings to save 

at least 50% of heating, cooling, water heating, and interior lighting energy 

costs. 134 The deduction is for buildings placed in service from January 01, 

2006 through December 31, 2007. 135 The designer of the building can 

take the deduction in the year that the property is placed into service. The 

building must be certified as meeting the energy savings goals according 

to the rules specified by the IRS. 136 

Additional information about the tax 

incentives is available at http://www.efficientbuildings.org/. 


The true cost of LEED certification is difficult to ascertain but according to 

the U.S. Green Building Council, costs are between 1% and 5% of total 

construction costs based on the building and certification goals. The 

increase is mainly due to ‘soft costs’ which are defined as costs 

associated with LEED certification that fall outside the normal construction 

process. ‘Soft costs’ identified by the U.S. Green Building Council include 

incremental design effort by the architect and design engineers, 

commissioning the project, documenting compliance with the various 

134 "TIAP Business Incentives." Commercial Buildings. Tax Incentives Assistance Project. 22 Apr 2006 

. 


136 "TIAP Business Incentives." Commercial Buildings. Tax Incentives Assistance Project. 22 Apr 2006 

. 

54

criteria selected, energy modeling for the project, and LEED application 

fees. 137 


Several Florida schools have participated in the LEED certification 

program. Below are examples of two successes: 

University of Florida – The University of Florida (UF) requires all 

new construction and major renovations to be LEED certified. 138 

Thus far, two buildings have been certified and seven out of thirty 

registered with the USGBC from the State of Florida are from 

UF. 139 

UF was recognized in an Architecture Week article for 

achieving a ‘gold’ rating for Rinker Hall, which features low flow 

toilets and sinks, waterless urinals, rainwater harvesting system to 

flush toilets, skylights for classrooms, and motion and daylight 

detectors. 140 

Stetson University – Stetson University had the first certified 

green building in the state of Florida. 141 

Some of the features of the 

Lynn Business Center were recycling 6.6 million pounds of 

137 Northbridge Environmental Management Consultants, "Green Building Solutions." Analyzing the Cost 

of Obtaining LEED Certification. U.S. Green Building Council. 22 Apr 2006 

. 

138 "Facilities Planning and Construction." Sustainability. University of Florida. 22 Apr 2006 

. 


140 Puchall, Lauri. "Architecture Week - Environment." Green Building School. Architecture Week. 24 Apr 

2006 . 

141 "Stetson News Story." Stetson University’s Lynn Business Center first “green building” in Florida. 

Stetson University. 22 Apr 2006 . 

55

materials during reconstruction, using low volatile organic 

compound emitting materials such as paints, plywood, and 

adhesives, installing low emissive glass and a landscape that 

features native and drought resistant plants, carpool parking 

spaces, and downward facing lighting to reduce pollution. 142 

Additionally, many schools across the United States are adopting the 

LEED certification process to existing buildings and new construction. A 

simple Google search [www.google.com] shows that Carnegie Mellon 

University, Emory, the University of North Carolina, and others are 

currently realizing the benefits of LEED. 

Other Solutions 

Power Down Computers 

Although the exact number of computers owned by USF was not available, it can 

be estimated USF owns about 4000 143 computers on campus. USF can save 

significantly on energy costs by installing software to power down computers 

during non-use. Microsoft Windows and Macintosh operating systems have builtin 

energy management features that users can set to place the computer into a 

low power, sleep mode. According to Energy Star, placing an inactive monitor 

142 "Stetson News Story." Stetson University’s Lynn Business Center first “green building” in Florida. 

Stetson University. 22 Apr 2006 . 

143 Estimate based on Tufts University estimate of 4300 computers on their campus. "Tufts Climate 

Initiative." Computers and Energy Efficiency. Tufts University. 24 Apr 2006 

. 

56

into sleep active mode can save between $10 and $30 per monitor annually and 

placing inactive computers (CPU, Hard drive etc.) to sleep active mode can save 

between $15 and $45 per desktop computer annually. 144 

Many large 

organizations such as CitiGroup and General Electric are already utilizing these 

features to save millions of dollars annually in energy costs. 145 

The EPA also 

has free software available online to network administrators that will put monitors 

into sleep mode when not in use. 146 

Instructions to download and use the EZ 

GPO software are available at 

http://www.energystar.gov/index.cfmc=power_mgt.pr_pm_ez_gpo. 

Campus Recycling 

Introduction to Sustainable Recycling 

“A sustainable recycling program must be self-sufficient in its ability to fund and 

operate highly effective recycling services as part of a comprehensive integrated 

waste management system. While some funding may come from external 

sources of support, for it to be a sustainable program it must be designed to 

thrive regardless of changes in outside support or municipal budgeting priorities. 

Ideally, attributes of a sustainable program include:” 147 

144 "Energy Star: Buy Products that Make a Difference." Save $25 to $75 Per Desktop PC Annually 

Through Power Management. Energy Star. 23 Apr 2006 

. 


146 Arnold, Chris. "NPR: Environment." Computer Energy Waste a Major Cause of Pollution. 17 JUN 

2004. NPR. 23 Apr 2006 . 

147 WR Beck, Inc. "Building Financially Sustainable Recycling Programs." Pennsylvania DEP. Apr. 2005. 

www.dep.state.pa.us/dep/deputate/airwaste/wm/RECYCLE/document/Sust_Rpt/Sust_Rpt.htm 

57

• Sufficient and reliable funding; 

• Incentives for waste diversion and market development; 

• Program costs and revenues associated with each program component 

are known and tracked separately; 

• Implementation, administration and enforcement is feasible; 

• Public understanding, awareness and support are present; 

• Optimization efforts are documented; 

• A review and adjustment process is in place; and 

• Integrated planning exists for all of the above attributes. 

Recycling at USF 

At this time, USF’s internal recycling program is limited in scope, with four major 

components. 

The first is the collection of mixed paper from the main academic and 

administrative buildings. Over 500 64-gallon green containers are wheeled to the 

curb 4 days a week by custodial staff. A USF truck collects paper until it is full 

and then transports it to an offsite recycling company for processing. 

Second, aluminum cans are collected in about 100 25-gallon containers on 

Campus. These are consolidated into a larger 4-yard Igloo container. When the 

container becomes full, the driver empties it into a truck and transports it to an 

offsite recycling center for processing. 

The third component is the USF Community Recycling Site located on Sycamore 

Dr. This site is open for use to members of the general community as well as 

USF students, faculty and staff who do not have access to home recycling 

58

pickup. The City of Tampa Solid Waste department removes collected recycling 

materials at this site as detailed in Table 2. 

Table 2 USF recycling components 

Size 

# (yds) Material Collected 

4 12 

Glass & 

plastic 

twice a 

week 

4 12 Cardboard 

twice a 

week 

2 12 Newspaper as needed 

1 30 

Newspaper 

& 

once a 

week 

Magazines By Tampa 

2 4 Aluminum By USF 

All the income derived from USF recycling is listed in Table 3a & 3b 148 . 

Table 3a USF recycling income 

USF Campus 

Sycamore Site 

Year tons income $$/ton tons income $$/ton 

2002 169 $2,802 $16.58 232 $3,572 $15.40 

2003 246 $3,381 $13.74 430 $4,392 $10.21 

2004 345 $9,246 $26.80 406 $11,028 $27.16 

2005 245 $6,881 $28.09 416 $12,864 $30.92 

Table 3b USF Aluminum recycling income 

148 Monroe, Dot, Program Assistant, Recycling University of South Florida 2006 letter; 813-974-0092 

dmonroe@admin.usf.edu 

59

Aluminum 

Year tons income $$/ton 

2002 3.5 $2,600 $743 

2003 3.3 $2,453 $743 

2004 2.5 $2,117 $847 

2005 2.1 $2,212 $1,053 

Lastly, Scrap-All, an outside contractor, provides a 30 yard container to collect 

mixed metals at the Physical Plant. Last year it collected 91 tons of mixed metal 

and generated $2,336 from the sale. Each university department is responsible 

for the proper disposal of their electronic equipment through a company of their 

choice, which typically is an expense. 

Appendix B details the proposed University Objectives and Policy for the solid 

waste developed on campus. These seem to encourage the continuation of 

offsite operations with the City and County; however Objective 9D2 recommends 

improved recycling efforts on campus which opens the door for new ideas. 

Objective 9D.2 : Procedures to reduce University-generated solid waste 

and increasing recycling and reuse programs shall be defined. 149 

Campus Recycling Benefits 

As the College of Business explores a PhD in Sustainable Enterprise program, 

the development of a truly sustainable recycling program would bring the College 

149 2005 Tampa Campus Master Plan Update (Draft) (02/08/06) 

http://usfweb2.usf.edu/FacilitiesPlan/Campus%20Planning/plan_draft.html 

http://usfweb2.usf.edu/FacilitiesPlan/Campus%20Planning/2005TpaMP/ELEM_9.pdf 

60

and University to the forefront of community sustainability efforts internationally. 

Other benefits to the Tampa Bay community are also apparent: 150 

• Recycling conserves natural resources 

• Recycling provides preferred sources of raw materials 

• Recycling and reuse add value to the U.S. economy 

• Recycling is a diverse industry 

• Local recycling and reuse spur "downstream" economic impacts 

• Reuse businesses contribute significantly to the U.S. economy 

• Recycling saves energy 

• Recycling reduces greenhouse gas emissions 

• Recycling reduces emissions of air and water pollutants 

Table 1 Energy savings 151 

150 The National Recycling Economic Information Study, was a comprehensive compilation of national 

data on the economic impact of recycling and reuse. The U.S. Recycling Economic Information Project 

was commissioned by the U.S. Environmental Protection Agency and a number of states through a 

cooperative agreement with the National Recycling Coalition in association with R.W. Beck, Inc. 

www.nrc-recycle.org See Appendix A for an excerpt. 

151 “Focus on how recycling benefits the environment,” Publication No. 02-07-026, October 2002; 

www.ecy.wa.gov, http://www.ecy.wa.gov/pubs/0207026.pdf 

61

Other Universities’ Recycling Programs 

University of Florida 

The University of Florida initiated its campus-wide recycling program in August of 

1989 with a target annual recycle rate of 30% or greater per year. 152 The 

university currently recycles about 40% of its total waste stream, by weight, and 

currently without external subsidies or added costs to the community. 153 

The 

University Solid Waste Management Office manages the collection and disposal 

of all solid waste generated throughout university operations and manages the 

University Recycling Program, which provides collection and recycling 

services. 154 

The school has seven categories of recycled waste that includes: 

paper, cans, glass, scrap metal, masonry, yard waste, and sludge. 

According to the UF Office of Sustainability (established in 2000), over 30% of all 

solid waste generated by the university is recovered on campus and recycled 

through various local and regional brokers and processing firms. 155 

Its annual 

recycling rate in 1988 started at 17% before the recycling initiative started in 

1989. From 1990 to date, the rate has steadily met the programs goal of over 

30% per year. 156 

The recycling program has a two-tier operation. In the first tier, one would find 

the common programs aimed at the general campus and focused on the most 

152 UF Full Report Appendix, page 5 

153 Overview of Current University Recycling Programs from UF Memorandum Subject- Recycling and 

Sustainability at the University of Florida. 

154 UF Waste Disposal Guide- Revised August 1, 2005. 

155 Waste Management, Office of Sustainability- University of Florida, 

www.sustainable.ufl.edu/waste_management.html 

156 Solid Waste Reduction Program- July 1, 2005, University of Florida, Solid Waste Management Office 

62

common and environmentally sensitive components of their waste stream. This 

includes: office paper of all kinds, newsprint and phone books, soft-cover books, 

magazines and junk mail, masonry/concrete, cardboard, cans, glass jars/bottles, 

plastic containers, scrap metal and white goods, used shipping pallets, 

computer/electronic equipment, chemicals and solvents, used oil and filters, used 

antifreeze, heavy/precious metals, florescent tubes, and batteries. The UF 

Physical Plant Division, Environmental Health and Safety Division, and the 

Surplus Property Section of UF’s Finance and Accounting Division manage tier 

one recycling. Tier two includes items such as used tires, animal bedding, yard 

debris, toner and ink-jet cartridges, styrofoam peanuts, and wastewater solids. 

Tier two is managed departmentally versus tier one which is institutionally 

organized. The program is recovering over 95% of this tier one available 

products and currently recycling over 50% of these products. 157 

Every University building is equipped with standardized industrial-type recycling 

containers or collection mechanisms. 158 

UF’s scope of 

recycling includes on-site support at over 350 major buildings 

and complexes, over 1,800 scheduled services per week at 

over 1,300 locations for paper products and beverage 

containers solely, dispersed departmental collections of lowdensity 

and low-frequency products, and many central drop- 

157 Recycling Program Organization, page 3-4, Memorandum 10/25/2005 Subject- Recycling and 


158 Overview of Current University Recycling Programs, page 2, Memorandum 10/25/2005 Subject- 

Recycling and Sustainability at the University of Florida. 

63

off facilities for the various recyclable products. 159 

The Department of Housing 

also encourages residents to recycle and allows them to submit proposals to the 

Recycling Committee during their monthly meetings for projects that will 

increase/improve recycling and awareness in Village Housing. 160 

Paper and cardboard products are collected by contracted crews in 193 

administrative and academic buildings by 858 interior collection bins on a weekly 

basis. Cans and glass/plastic containers are collected weekly by 275 exterior 

bins and at the UF central recycling facility. Yard debris is transported directly to 

the UF Yard Trash Transfer Facility directly from jobsites. Used concrete and 

masonry is transported by UF construction crews directly from jobsites to local 

recycling facilities. Scrap metals including large white appliances and used 

shipping pallets are also delivered to the UF Recycling Facility by maintenance 

crews. Wastewater solids/sludge from the UF Wastewater Treatment Plant are 

collected by a contractor and applied to local fields as a soil amendment. Used 

animal bedding (wood chips) from the Veterinary Medical Hospital is collected 

internally and contractor- hauled to a state tree farm for use as mulch. The 

Environmental Health and Safety Division manages the collection and recycling 

of consumer-type batteries, used oil and filters, precious metals, and used 

chemicals, solvents, pesticides and fertilizers. Old computers and electronic 

equipment is delivered by their owners to the UF Surplus Property Warehouse. 161 

159 Solid Waste Reduction Program- University of Florida, July 1, 2005. 

160 Family and Single Graduate Student Housing: Recycling, http://www.housing.ufl.edu/villages.html 

161 Description of Current Recycling Support, page 4-6, Memorandum 10/25/2005 Subject- Recycling and 


64

University of Florida has identified their recycling benefits and major recycling 

problems. Their recycling benefits are as follows: smaller environmental 

footprint, lower overall disposal costs, smaller custodial workload, secure 

document destruction, enhanced public image, and improved morale among all. 

Their major recycling problems include: composite end items, irregular 

production rates, container placement and space, contamination of products, 

high collection costs, and lack of local markets. 162 

Florida State University 

Florida State University developed a comprehensive trash audit through 

volunteer students over a five-week period that researched types and amounts of 

trash in different areas on campus via a sample of the dumpsters (1/3 of total on 

campus). The purpose was to quantify the amount of recyclable material sent to 

landfills. 163 

The study showed that certain investments/actions would increase 

revenues and expanding current recycling initiatives with little or no additional 

costs should be explored. The audit suggested that half of the material sent to 

the landfill could be recycled. 164 

Types of recyclables would be white paper, 

mixed paper, plastic beverage containers, glass, and aluminum cans. According 

to Florida State’s research, baled white paper sells for $200/ton if it is shredded. 

However, the machinery to sort the paper is expensive. The school year of 

162 Solid Waste Reduction Program- University of Florida, July 1, 2005. 

163 Recycling at FSU, page 3. 

164 Ibid, page 7. 

65

2003-2004 recycled 433 tons of material saving approximately $17,000 in landfill 

charges. This same school year generated 4,100 tons of waste with only 15% 

recycled. 165 

In 2000, FSU took over trash collection duties from the City of Tallahassee, 

which improved reliability and quality of management services and lowered costs 

for the university. In 2001, FSU initiated a recycling program with a focus on 

scrap metal, cardboard boxes, and office paper. The waste management staff 

collects cardboard boxes and office paper within the campus buildings. Targeted 

programs have been implemented to pickup cardboard and other recyclables 

during residence hall moving days and key events. 166 

The costs of recycling are 

built into the refuse disposal rate the physical plant charges clients, which allows 

recycling services to remain free. 167 

According to FSU, there are five basic elements critical to campus recycling. 

These are equipment costs, personnel and resource investment, educational 

programs, financing mechanisms, and vendor agreements. As referred to before 

with the paper sorter, equipment costs can be relatively expensive. In order for 

personnel and human resource investments to be successful, efforts need to be 

part of a larger, countywide movement. The university also needs to train and 

increase coordination among custodial staff, hire a recycling coordinator to work 

with the physical plant, and pay modest stipends to students who manage 

recycling in specific dorms. Accountability and responsibility need to be 

165 Ibid, page 4 


167 Ibid, page 4-6 

66

emphasized on an individual level as a percentage of recyclables increased, 

which will improve social responsibility and public image about sustainability and 

recycling. Educational programs are to include orientation services, recycling 

guides (websites/brochures), move-in/move-out recycle days, and placement of 

bins in strategic locations. 168 

Recommendations to FSU by other campuses were to create a centralized 

recycling center, collect organic waste, and promote educational activities to 

increase participation on campus. The biggest challenges and constraints were 

lack of awareness, need for centralized recycling coordination and program 

development, contamination of bins from inappropriate use, vandalism, safety 

and aesthetics, capital costs, lack of support (student groups should be utilized to 

help with this), or a weak market for recyclable materials. 169 

University of California-Berkeley 

The Campus Recycling and Refuse Services provides recycling and refuse 

services at the University of California-Berkeley, in which they manage over 35 

tons of solid waste on campus daily. The program is committed towards 

expanding recycling programs while providing effective refuse collection on 

campus. CRRS is the campus unit within Berkeley’s Physical Plant-Campus 

Services. Its recycling efforts are for mixed paper, beverage containers, green 

waste and wood, toner cartridges, and mixed metal. It also provides general 

information on waste prevention, reuse of materials, purchasing recycled-content 

168 Ibid, pages 5-6 


67

products, and recycling other materials that it does not coordinate. Its refuse 

services include garbage collection, debris box ordering, and portable toilets 

ordering. CRRS partners with other entities on campus including Custodial 

Services for indoor collection of paper recycling bins and Grounds Services for 

collection of green waste and plant debris. 170 

University of Michigan 

University of Michigan has over 18 environment-related efforts toward 

sustainability. A large percentage is geared towards physical plant: building, 

grounds waste, transportation, utilities maintenance, design planning, systems, 

housing, etc. There are a number of student clubs and organizations that are 

geared towards environmental problems. A student association, ENACT, 

organizes a recycled notebook program for students to turn in used notebooks to 

recycle. UM’s sustainability website also lists other universities with sustainability 

efforts, sustainability coordinators, environmental committees, training for 

executives on sustainable strategies, greening of curriculum, sustainable food 

systems, use of renewable energies, green building policies and structures, use 

of alternative fuels, etc. 171 

The President’s Office Master Plan was developed to consider issues in 

sustainability in the management of UM properties. The school has also 

organized many pilot programs on natural vegetation and policies on rainwater 

retention ponds for new parking lots to avoid irrigation. They have initiated an 

170 About Us- Waste Management, University of California-Berkeley, 

ww.ocf.berkeley.edu/~recycle/aboutus.htm 

171 The "Sustainable University of Michigan" www.umich.edu/~usustain/sustain.html 

68

Energy Conservation Measures fund, a Pollution Prevention Program, an 

Environmental Task Force, and their Department of Occupational Safety and 

Environmental Health manages air pollution, soil erosion, storm water 

management, and contaminated property clean up. 172 

Campus recycling and waste collection services are provided by UM Grounds 

and Waste Management Services. The recycling program was first implemented 

for the Housing Division in 1989, when UM hired its first Recycling Coordinator. 

By 1990, it became a campus-wide collection program due to a grant given by 

the State of Michigan. The program currently operates two vehicles for trash 

collection and two for recyclables collection, five days weekly. In 1996-97, 2200 

tons of paper and 124 tons of containers were collected for recycling. Also in 

1997, Grounds and Waste Management along with Housing used grant monies 

to begin a trial food waste-composting program for three residence hall kitchens. 

This is also the year the Recycling website debuted. In 1998, UM sponsored a 

competition between residence halls called Ecolympics that rewarded 

conservation efforts. 173 

Michigan State 

Michigan State recycles containers, paper, and special items, each with its own 

specific bin or can strategically placed around campus. Containers include glass 

bottles and jars, ceramics, milk cartons and juice boxes, plastic bottles, and steel 

cans, aluminum and metals. All Container recycling bins and cans are located in 

172 Ibid 

173 History of Recycling- University of Michigan-Ann Arbor, 

www.recycle.umich.edu/grounds/recycle/history_of _recycling 

69

lounges and lunchrooms. Paper includes corrugated cardboard and paper bags, 

newspapers, magazines and catalogs, office paper, junk mail, paperboard and 

boxboard, shredded paper, telephone books, and paperback books. Paper and 

cardboard are collected together. There are over 3000 recycle containers across 

campus for paper products alone. Paper recycle bins are located throughout 

university buildings; some include a sidesaddle for office area for collection of 

trash in the sidesaddle and paper in the bin. There are also various other bins 

and boxes for collection of other goods. Special Items include batteries and 

hazardous material, electronic media, laser toner and ink-jet cartridges, overhead 

transparencies, polystyrene or foam, scrap wood and pallets, and small 

electronics. Textiles and clothing are collected from residence halls during 

move-out. 174 

The Recycling Education at the University (RedU) forum is a newly formed 

educational forum that meets bi-monthly to provide an opportunity for members 

to voice questions, concerns, and suggestions to improve recycling efficiency 

and effectiveness on campus. RedU members include staff and faculty from 

departments and buildings all over campus who serve as liaisons to distribute 

recycling information to their departments. Each meeting consists of the Waste 

Management Services presentation on recycling education, question and 

concerns by group members, and discussion/response to ongoing issues. 175 

Penn State 

174 www.recycle.umich.edu/grounds/recycle/ 

175 RedU, University of Michigan State- Ann Arbor, www.recycle.umich.edu/grounds/recycle/redu 

70

Penn State began recycling program in 1990 and is currently the number one 

institutional recycler in the Commonwealth of Pennsylvania. “Institutions of 

higher education in Pennsylvania are required to recycle where buildings are 

located in mandated municipalities as defined by the Municipal Waste Planning, 

Recycling, and Waste Reduction Act of 1988.” 176 

All state owned institutions of 

learning must implement waste reduction and recycling programs in compliance 

with this act. Penalties for noncompliance can amount to $300 per day per 

violation. 177 

Solid waste management is organized through the University of Pennsylvania 

Physical Plant Department. It provides an infrastructure to dispose of wastes 

through trash receptacles and recycling bins to collect and manage all wastes 

produced by the university including all campus buildings and residences. 178 

The 

types of recyclables collected by containers and bins include the categories of 

paper, glass and plastic, and special items. Mixed paper includes: office paper, 

green bar paper, colored paper, newspapers, junk mail, envelopes, phonebooks, 

file folders, text books and paper back books, corrugated cardboard and paper 

bags, magazines and catalogs, and glossy-coated paper. 179 

Paper is collected 

from all buildings on campus and is collected together with corrugated cardboard. 

Mixed paper represents an average of 96% (by weight, not tracked by paper 

grade) of recycled waste. Food and beverage containers include: glass bottles 

176 Recycling Guideline, 2005 Penn State Berks www.bk.psu.edu/recycling/WhatToRecycle.html 

177 Environmental Audit 1995, http://dolphin.upenn.edu/~pennenv/audit/waste/index.html#The%20Audit 


179 Office of Physical Plant, Recycling, Pennsylvania State University 

http://php.scripts.psu.edu/dept/iit/hbg/BusinessServices/Recycling.php 

71

and jars, plastic bottles, steel cans, aluminum, and metals. These are collected 

at selected academic and administrative buildings and many outdoor locations. 

Special items makes up only a few select items to include computer equipment, 

bulk waste, and batteries. 180 

A student organization called SCROUNGE accepts 

used computers and equipment from companies and individuals, tests and 

refurbishes it, then places them in schools, underprivileged homes, community 

groups, and non-profit organizations in Pennsylvania. 181 

Penn State also 

composts all yard wastes and shreds woody wastes in mulch. 182 

Penn State established an environmental waste audit that calculated 6,925 tons 

of waste produced in 1995. This included waste from dumpsters and 

compactors, in which the past compilations did not account for compactors in 

their analysis. The costs of waste disposal were $357,325, excluding labor 

costs, which averaged $51.59 per ton. Overall, Penn State recycled 27.5% of its 

solid waste in 1995. Waste construction and debris waste is not handled by the 

university and was excluded from the calculations. A 1991 study on waste 

composition conducted in academic and administrative buildings revealed a 

break down of waste to be 60% paper, 10% cardboard, and 30% mixed food and 

other waste. 

Currently, the university has two primary reduction efforts beyond recycling by 

collection bins strategically placed around campus. They are as follows: 

180 Recycling Guideline, 2005 Penn State Berks www.bk.psu.edu/recycling/WhatToRecycle.html 

181 SCROUNGE "Students for Computer Recycling to Offer Underrepresented Groups in Education," The 

Pennsylvania State University in University Park, PA. www.psu.edu/spacegrant/scrounge.html 

182 Office of Physical Plant, Recycling , Pennsylvania State University 

http://php.scripts.psu.edu/dept/iit/hbg/BusinessServices/Recycling.php 

72

1) Penn Environmental Group administers a program called 

CUPPS, which stands for Can’t Use Paper Plastic Styrofoam. It 

distributes reusable mugs to all freshmen. Over 80% of the 

community encourages this initiative by giving discounts for 

using Penn CUPPS mugs. 

2) Penn State requires under city ordinance that all dining services 

and food suppliers remove food waste through food disposals. 

This ensures that recycling bins will not be contaminated by wet 

waste. 183 

University of Oregon 

The Campus Recycling Program was officially institutionalized in March 1991. 

The program was initiated from a student movement through Survival Center, 

which is a student environmental action and education group at the University of 

Oregon. Through student volunteers, successful responses to surveys, and 

positive publicity, the students created enough excitement to get the university 

facilities involved. The program is now a multi-funded project by the Facilities 

Services, the Associated Students of the University of Oregon, University 

Housing, and Paper Revenue. 184 

It has a contractual agreement, coined the 

Student Fee Budget Agreement, between these parties that is reviewed annually. 

Because of this partnership program, UOregon believes everyone has a vested 

interest and people take ownership to keep the program efficient and 


184 About Us- University of Oregon, http://darkwing.uoregon.edu/~recycle/aboutus.htm 

73

consistent. 185 

Since 1990, over 600 students have worked in the recycling 

program. Since then, numerous academic internships and volunteer 

opportunities have also been created. 186 

UOregon has been awarded numerous accolades for their efforts and program 

for recycling and sustainability. Their most recent recycling awards include: 

2005- EPA’s University Partnership of the Year Award 

2004- AOR Waste Partnership Award 

2002- National Recycling Coalition Recycler of the Year Innovative 

Process for Zero-Waste Events 

1997- National Recycling Coalition Outstanding School Recycling 

Program 

1996- State of Oregon Recycler of the Year Waste Reduction 187 

Applying for these awards was believed to build good public relations and 

awareness for the University. The recognition could also help when looking for 

funding for projects. The Campus Recycling Program forms alliances and 

partnerships to attain funding. Private donors help but usually more funding is 

needed. Grant funding is burdensome, so UOregon partners with the city and 

county to attain government grants not available to colleges, but only available to 

185 Ibid. 

186 Ibid. 

187 Awards and Kudos- University of Oregon, http://darkwing.uoregon.edu/~recycle/PrgmStru.htm 

74

municipalities. So, the government writes the grant and the university can utilize 

its advantageous relationship for funding without doing any of the legwork. 188 

According to UOregon, viewing the waste stream and tracking recyclable 

materials, the recycling program can be more efficient and note waste reduction, 

which is highly important to the success of the program. Keeping material 

tracking records has proven relevant and useful in attaining increased funding as 

well as validating existing funding. 189 

Types of materials recycled include glass, 

metals, plastics, drink boxes, deposit cans, paper, and cardboard. 190 

The 

university implements many various environmental audits and actively reviews 

them for completion of recommendations and reduction in waste. These audits 

include solid waste audits, food waste audits, and napkin use audits. The waste 

study revealed the breakdown of waste to be 29.4% paper, 12.9% wood, 10.5% 

yard debris, 8.2% metals, 8% miscellaneous inorganic, 7.7% textiles, 7.2% 

plastics, 6.7% miscellaneous organic, 6.6% food waste, and 2.8% glass. 191 

UOregon recommended practices to consider for implementation of a university 

recycling program: 192 

1. Encourage food services to sell reusable mugs, allowing discounts. 

2. Use permanent ware or reusable plastics in food services. 

188 Ibid., Program Structure- University of Oregon 

189 Ibid., Material Tracking-University of Oregon 

190 Ibid., Material Tracking Data- Univ. of Oregon 

191 Waste Audit- Univ. of Oregon, http://darkwing.uoregon.edu/~recycle/waste_audit.htm 

192 Ibid., Recommendations to Consider- Univ. of Oregon 

75

3. Offices should reuse corrugated cardboard, file folders, interdepartmental 

envelopes, and other office supplies. 

4. Establish photocopy guidelines to encourage half-sheets and double-sided 

copies. 

5. Campus-wide recycling program with support from administration and 

students, to include an extensive system of source separation for a variety 

of materials. 

6. The program must target students, staff, faculty, visitors, and should not 

rely solely on voluntary labor. 

7. Yard waste and some kitchen wastes can be composted and used as 

mulch on campus or sold to landscaping businesses. 193 

University of British Columbia 

University of British Columbia believes they are Canada’s leader in campus 

sustainability. In 1997, the college was named “Canada’s first university to 

adopt a sustainable development policy” and one year later became Canada’s 

“first university to open a campus sustainability office.” 194 

The office of 

sustainability website shows a real-time chart which calculates where the UBC- 

Vancouver campus is at in terms of consumption and resources saved. It 

calculates its consumption variables to be: sheets of copy paper used, kWh of 

electricity used, and liters of water used. It also reveals the resources saved to 

include: sheets of copy paper/printing paper saved, kWh of electricity saved, 

liters of water saved, tons of greenhouse gas emissions reduced, and dollars 

193 Ibid., Recommendations to Consider- Univ. of Oregon 

194 UBC Office of Sustainability- http://www.sustain.ubc.ca/ 

76

saved. Since September 1, 2005, UBC has saved a total of $11, 718, 269. 

OVER $11 MILLION DOLLARS IN EIGHT MONTHS! 195 

UBC saves 15,000 tons of CO2 emissions, reduces water consumption by 30%, 

and decreases energy use by 20%, each annually. From 1998 through 2005, the 

student body increased by 27%. In that same time period, UBC’s waste 

management diverted over 2000 tons of waste from the landfills, recycling almost 

half its waste at 42%. 196 

In paper consumption, the university has reduced its 

use of virgin white, recycled white, and recycled color paper by 19%. On per 

capita basis, it has reduced paper use by 37%, and on total paper expenditure, it 

has reduced it by 21%. 197 

Education and Teaching Model 

“The most successful campus recycling programs have emerged from 

collaborations among all levels of administration, operations and academics. An 

ideal planning committee would include student leaders, faculty, operations staff, 

and administrators. The purpose of this group will be to identify program goals, 

resources, hurdles, and possible solutions from their various perspectives.” 198 

To 

have a successful program we must receive valuable input and approval from our 

stakeholders. 199 

This is especially true when additional funding and grants are 

195 Ibid 

196 UBC Office of Sustainability-Annual Report 2006, http://www.sustain.ubc.ca/pdfs/ar/2006sust_ar.pdf 

197 UBC Office of Sustainability- Annual Report 2006, http://www.sustain.ubc.ca/pdfs/ar/2006sust_ar.pdf 

198 Office of Waste Management: University of Missouri. (par. 2) 

http://outreach.missouri.edu/owm/greencampus/recycling.htm 

199 Ch.5: “From Theory to Practice: Getting Started and Strategizing.” (par. 2) www.syc-cjs.org/tikiindex.php 

77

needed to support operations. Developing new areas of research and 

educational platforms is another viable way to create self-sustaining programs. 

For example, as a recycling facility becomes more established, materials will be 

separated into purer components. New techniques and methods will be 

developed including review and specification for more refined operation 

procedures. New resources from the waste stream can be recycled as well, 

generating new income opportunities for the program. 

The recycling facility would be designed to include space for faculty and students 

to research innovations in recycling and reuse technologies. Research grants 

will help support the facility. New innovations can utilize the recycled raw 

materials to create unique products or technologies, which can develop spin-out 

companies to enhance the University’s research missions. 200 

The research 

facilities can also be contracted to businesses that are exploring utilizing this new 

source of raw materials or development of other sustainability operations. 

One such concept to explore might be the production and implementation of 

USF’s own Alternative Fuel Program (see Appendix E), as follows: 

Step 1 Build an Alternative Fuels Distribution Facility of BioDiesel (B20) at USF 

1. Create a management team with USF’s Fleet Management 

Services to build the Alternative Fuel Vehicle Project. 

2. Build a $60,000 state-of-the-art on-campus fueling station 

200 Center for Technology Commercialization, www.ctc.org 

78

3. Contract to USF fleet to provide BioDiesel to all USF vehicles 

(buses, cars, trucks and facilities maintenance vehicles). Even look 

at lawn care devices. If it uses fuel to run - convert to BioDiesel. 

Step 2 Create a partnership with Alternative Fuels Vehicle Manufactures 

1. Have them offer incentives to USF students and staff to purchase 

Alternative Fuel Vehicles 

Step 3 Create Alternative Fuels Infrastructure 

1. Multiple Fueling stations 

2. Mechanical Shop 

3. Education 

Step 4 Provide a research facility for USF students 

Step 5 Create a coalition to encourage Alternative Fuels in the neighboring City 

of Temple Terrace and beyond. 

Increased efficiencies with more refined operation procedures will allow the 

recycling facility to begin teaching other operators across the country. 

Additionally, conducting tours and OHSA training will also provide needed skills 

to other recycling facility operators. 

Finally, local schools will be invited to visit the facilities to teach students about 

the benefits of recycling. Sustainability concepts will be brought home where 

students have a significant impact on the family and community response to 

recycling education efforts. Seeing the costs and problems that excessive 

packaging and wasted materials bring to the environment will help to change 

people’s habits and ideas about waste and recycling. 

Steps for Implementation 

79

1. Conduct a Waste Audit/Recycling Evaluation 

A thorough evaluation of the current recycling program should be conducted 

along with a waste audit to quantify campus solid waste generation and 

potential for new recycling opportunities. “The point of a waste audit is to 

learn from our mistakes (what we shouldn't be throwing out), and make the 

future waste better.” 201 

2. Program Design 

The depth, breadth and phasing timeline for the program must be decided. 

Logistics issues include the location of bins, materials that will be collected, 

collection systems, equipment needed, staffing, funding, and all of the 

specifics pertaining to its setup. 202 

Staffing levels may vary, but there is 

necessity for a “full-time paid recycling coordinator to keep the program 

running smoothly. Programs operating on volunteers or short-time student 

coordinators only have a low success rate and also provide little security for 

program longevity and development.” 203 

“If volunteers are used we will still 

need a coordinator for the program to keep things running smoothly and to 

contact if something goes wrong.” 204 

3. Generate Funding 

201 “Ecos’ Waste Audit” (par. 3) www.su-ecos.ca/content/WasteAudit.htm 


http://outreach.missouri.edu/owm/greencampus/recycling2.htm 

203 University of Oregon (par. 23) www.uoregon.edu/~recycle/HowTo.htm 


http://outreach.missouri.edu/owm/greencampus/recycling2.htm 

80

Funding resources must be quantified and categorized as reliable budgeted 

resources, one-time endowments or contingent/uncertain. 

4. Implementation 

According to the University of Oregon, “It may be easiest to concentrate on 

one or two materials at first to get the university community accustomed to 

the idea of recycling. The pilot program is often used to work out problems 

and streamline the collection and transportation process.” 205 

After the 

successful launch of the program, more recyclable materials should be 

included in what we recycle at USF. Lastly, the process must be continually 

monitored and improved after implementation. 

USF has a large impact on the environment due to its size. We generate large 

amounts of waste, use significant amounts of energy, and release various 

pollutants through our use of chemicals and automobile admissions. According 

to the Environmental Protection Agency (EPA), “in 2003, U.S. residents, 

businesses, and institutions produced more than 236 million tons of municipal 

solid waste (MSW), which is approximately 4.5 pounds of wastes per person per 

day.” 206 

The “EPA has ranked the most environmentally sound strategies for MSW. 

Source reduction (including reuse) is the most preferred method, followed by 

recycling and composting, and, lastly, disposal in combustion facilities and 

205 “How to set up a recycling program.” University of Oregon. (par.29) 

www.uoregon.edu/~recycle/HowTo.htm 

206 “Basic Facts: Municipal Solid Waste.” EPA (par. 2) www.epa.gov/epaoswer/non-hw/muncpl/facts.htm 

81

landfills.” 207 

Initiatives and education to reduce and reuse are critical 

components to a recycling program. 

Recycling also stimulates the economy as well, through job creation. "On a perton 

basis, sorting and processing recyclables alone sustains ten times more jobs 

than landfills or incineration." 208 An increase of jobs was seen in Humboldt 

County California, after a recycling center was built. The county had “a high 

unemployment rate and low median income due to the dislocation from the 

demise of the timber and fishing industries. The presence of the recycling center 

has created a ripple effect in the local economy.” 209 

The proposed recycling 

facility at USF will create jobs as well, and benefit the local community through its 

services. Unpaid volunteer work would not have this benefit, but it would still 

benefit students through the education and experience that the processing center 

could offer. 

(Editor’s Note: A related recycling project was spun off to a business 

planning team to investigate the feasibility of privatizing recycling at USF. 

The results of that project are included here as Addenda D: Green Horn 

Recycling. However, it is this editor’s opinion that such privatized efforts 

should be coupled with the funding and educational opportunities that a 

teaching recycling facility would provide.) 

207 Ibid., par. 5 

208 “Zero Waste.” Ecocycle (par. 6) Brenda A. Platt and David Morris, “The Economic Benefits of 

Recycling” (Washington, DC: Institute for Local Self-Reliance, February 1993), p. 9. 

www.ecocycle.org/zero/index.cfm 

209 Ruben, Barbara. “Reusing, Recycling, Revitalizing.” Natural Life Magazine. 

www.life.ca/nl/41/reuse.html 

82

II. 

Purchasing 

A. Purchasing Issues at USF 

The principle character of purchasing at the University of South Florida is a 

paradox: USF has both a strong master who sets policy, that being the State of 

Florida, and at the same time little centralized ability of its own to enforce the 

State’s policies. Purchasing at USF is, in fact, currently losing its central control, 

and this has grave implications for the introduction of sustainability into buying 

decisions. 

To demonstrate why this is so, this paper will describe who the buyers and 

sellers at USF are, what the several types of purchases are, and the various 

ways purchasing is done. A few details will illustrate the damage done by the 

paradox mentioned above. Finally, this paper will expand on some solutions to 

the existing problems. 

This paper is limited to USF as an institution within the State of Florida. The USF 

Foundation, and USF’s Research Foundation, operate independently and are 

irrelevant to this discussion. USF’s central purchasing authority, called 

Purchasing and Financial Services, will be referred to herein as P&FS. 

DISCLAIMER: Footnotes are given for sources used, such as web sites 

referenced for data on pricing. However, the principle source of information for 

this paper is the writer’s own five years of experience at USF in purchasing roles, 

83

which includes extensive interaction with others in this field and extensive 

training on the FAST system through which all purchasing flows. 

Who the purchasers are: 

Purchasing agents and all other employees of the University of South Florida are 

quasi-employees of the State of Florida. They were employees officially before 

July 1, 2004. Although the University system was ‘divested’ at that time, they still 

are state employees for any practical purpose. They still use the state’s pension 

and benefits plans. They are still required to use the state’s contract vendors 

unless they can demonstrate a good reason not to. They also use the federal 

government’s per diem rates for travel. 

This alone suggests a problem. Being employees of any state leads to a 

disconnect between cost and benefits. State employees neither control what 

they are given to spend, nor have any personal stake in spending it efficiently. In 

fact it is almost the opposite, because they learn that if they do not use up all that 

is budgeted it could be reduced proportionately in the next budget period. 

As this paper will show there are two sets of buyers at USF—the professional 

purchasing agents of P&FS, and then other employees. These fill different roles 

and present different issues. 

Who the vendors are: 

84

As an institution of the State of Florida, USF is supposed to take advantage of 

contracts that Florida has entered into with vendors in a wide range of industries. 

This often makes sense, but there are areas where it does not. 210 

In the 

meantime, vendors may be almost anyone selling anything, service or goods, 

with the singular understanding that such services and goods are not for 

personal consumption. This means food and entertainment is excluded, and so 

while some departments have specialized ‘concession’ accounts for it we will 

ignore that type of spending. 

What USF buys: 

USF buys a very wide range of things. This paper will not get into very 

specialized capital expenditure here, like buildings, heating plants or nuclear 

magnetic resonators, except to note the concept of capital outlay. Operational 

capital outlay (OCO) is a category of permanent installed equipments needed to 

function as a university. The rules for OCO purchases include a graduated scale 

for contract bidding (the more it will cost the more it is examined first), and, since 

it belongs to USF, it must be tagged and inventoried and depreciated 

accordingly. OCO includes all computers and laptops, and all furniture. Some of 

these have become problematical. 

210 There is a State contract with one of the airlines, which is an idea rendered obsolete by the internet. 

It may well be impossible to show who actually had the lowest price exactly at the point of ticket 

purchase—which by the rules does justify not using the contract vendor. Nonetheless, the rule has 

never been removed. On the other hand, the automobile rental contract with Avis still pays notable 

dividends, as do contracts with furniture vendors like Office Furniture Center of Tampa and Office 

Depot. 

85

All that is not OCO is simple expense and is generally charged against E&G 

(educational and general) department accounts. The largest part of spending at 

USF—70% in fact--is paper. Classroom and teaching materials, including 

chemicals notably, make up most of the rest. 

Chemicals are notable because this is a very precise industry. USF’s major 

supplier of common elements, Airgas South, controls materials by only leasing its 

compressed gas canisters, rotating them out and back as they need refilled. 

Fisher Scientific, USF’s biggest supplier of chemicals, and in fact all suppliers in 

this industry, operate in a constantly shifting environment where prices are 

volatile. Quite often only a single vendor has the desired chemical compound, 

for which there may well be no substitute. And, the US Department of 

Transportation imposes process on shipping that automatically impacts price. 

Under these conditions, and especially lacking in scientific knowledge, no 

purchasing department can be in a position to do more than rubber-stamp what 

is done. 

How USF buys: 

Internal purchases between departments are usually done by budgetary 

transfers. This paper will ignore these and deal with outside vendors only. 

86

Until just a couple of years ago, a purchase could only be made by purchase 

order (PO) or by check request. A check request would be an invoice forwarded 

to P&FS with a form identifying the paying department and bearing the signature 

of a responsible officer. This physical paper trail approach is still used today for 

all travel especially (Travel is its own department), but also for more unusual 

payments such as reimbursing a employee who has made a valid purchase out 

of pocket due to timing or convenience issues. 

A PO was originally created in much the same way, until SAMAS (the old state 

purchasing system) automated it. After that, the department put in a requisition, 

and when P&FS had approved it, it was replaced by a PO. On July 1 of 2003 

SAMAS was replaced by FAST. Purchase orders now operated via the internet 

and in a Windows environment. Importantly to accounting, FAST does a budgetcheck 

and rejects any purchase order that would put the account into a deficit 

spending position. 

P&FS does the final approval of POs. Therefore, and with respect to 

sustainability, introduction of a new policy could mean educating just a single 

department of several dozen USF employees. They could limit the selection of 

vendors to those having sustainability credentials just as they now promote those 

having established state contracts. 

Procurement (‘p’) cards: 

87

At about the same time FAST replaced SAMAS, USF started to issue 

procurement (‘p’) cards. These are department VISA credit cards drawing on 

USF’s account at the Bank of America, and they are carried by an everincreasing 

number of USF employees. This serves to marginalize P&FS. 

There are controls built into the cards themselves: spending at a restaurant, for 

example, is supposed to be rejected by the bank. Also, buyers typically have 

spending limits of $5,000 monthly and $2,000 on each individual charge. But 

there control ends. P-card expenditures show up in FAST and are approved 

within the department that made the purchase. There is no required entry of a 

description of the item, nor even of changing the pre-loaded default description 

code. Note that with a p-card the control against deficit spending is eliminated, 

because refusing a transaction after the fact of consumption may be technically 

impossible. 

So the only real controls that are immediate and absolute, are in the P-card limits 

mentioned—and these are not ironclad. If one wanted to buy an item that went 

over their $2,000 per item limit, they could pay it in several lesser chunks to avoid 

P&FS oversight. And if that item were a capital outlay—a computer for 

example—nothing could stop one from simply not identifying it as such when the 

P-card transaction is approved, which it is within the department. 

88

One bottom line for control still belongs to P&FS, of course. P&FS can ask for 

documentation on purchases, and does so, on a random basis, over $1,000. If 

rules are intentionally broken, a case can always be made for dismissal. 

Except for that, though, it is clear that p-cards skirt central controls on 

purchasing, and therefore creating a sustainable purchasing policy at USF is a 

far larger challenge that educating just a few controllers. It becomes a matter of 

educating virtually everyone. 

Specific proposals: 

This paper ends with two proposals. One is a very general concept involving a 

statement of principle. The other is a simple matter of detail, worth mentioning 

because the subject is a major commodity on campus. These are as follows: 

1. Education is key whether in reference to a single department like P&FS 

or to all individual p-card carriers. Nothing can be accomplished without this. 

This education needs a specific point to make, and that has to do with policy. In 

researching what other universities and institutions are doing about sustainability, 

a decent model of a sustainability policy was found at the University of Florida. 

This has been adopted, with some adaptations to reflect the differences between 

these two campuses, and the USF version is appended at the end of this report. 

89

2. Since 70% of USF spending is on paper, 211 some research was done 

on that subject, specifically with respect to recycling content. Data Print, who has 

the USF contract for all pre-printed stationary, claims they use stock that is 30% 

recycled. Standard blank 8.5 x 11” laser/copier paper has a broader range of 

content percentages, and interestingly, a broader range of costs. For 

example: 212 BRIGHTNESS RECYCLED CONTENT COST 

213 

Office Depot 106 0 

25.75 

104 10% 

23.92 

104 35% 

26.06 

By comparison, the minimum price at USF’s own Office Stores is $26.79— 

more than any price at Office Depot. And from there they go to $31.34. No 

recycled content was given on the Office Stores web site. The suggestion that a 

good look be taken at pricing paper for USF is obvious. Office Stores higher cost 

could simply reflect the shipping & handling aspect of having one central 

receiving place—and just as with the internet and airfares, or cell phones and 

211 Jim Lovett, Recycling Team, Sustainable Enterprise Operations 

212 Sources: 

http://bsd.officedepot.com/textSearch.douniqueSearchFlag=true&&ntt=paper 

http://131.247.89.24/marketplace28/web/product_detail.jspPRODUCTID=2133&Naviga... 

213 Cost is per box. A box is 10 reams of 500 sheets, a box is 5,000 sheets. This is a state contract price, 

and Office Depot delivers to the ordering department the next day. 

90

land line auditing, this is a place where computerized inventory control in the 

outside world (Office Depot in this case) could have simply made USF Office 

Stores less competitive. 

Note from the Office Depot prices, by the way, that it costs more to have 

100% non-recycled paper, generally defined as virgin farmed timber 214 ; but then 

it also costs more to try to achieve 100 recycling. There is a cost/quality 

breakpoint between 10 and 30% to consider here, but of course our entire 

argument is that USF has interests in sustainable enterprise that go well beyond 

mere dollars. 

214 www.conserveatree.org 

91

UNIVERSITY OF SOUTH FLORIDA PURCHASING POLICY: 

SUSTAINABLE ENVIRONMENT CLAUSE 

Purpose 

This clause in our purchasing policies is intended to promote a sustainable, 

healthful environment at and around the University of South Florida. The 

University recognizes that the purchasing decisions of our employees do affect 

our environment, and as a matter of policy promotes the purchase of 

environmentally preferable products whenever their performance is satisfactory 

and they are available at a reasonable price. 

Definitions 

A. “Environmentally preferable products” means products which have the 

least negative impact on human health and on the earth when compared 

against competing products. This comparison may include any and all 

factors in the product’s life cycle, from the acquisition of raw materials 

through manufacturing, packaging, distribution, operation, maintenance, 

and reuse or disposal. 

B. “Recycled products” are products manufactured in part or in whole from 

waste material that has been recovered after some other original use. 

Recycled material may be derived from post-consumer waste (as a 

product that served its intended use and was then discarded), or from 

industrial scrap, manufacturing waste, or any other source of otherwise 

unusable material. 

C. “Practicable” means sufficient in performance and available at a 

reasonable cost. 

Policies 

A. All University of South Florida personnel will purchase recycled and 

environmentally preferable products whenever practicable. 

B. All imprinted letterhead paper, envelopes and business cards used by 

University of South Florida departments should be recycled paper and 

should bear an imprint identifying the paper as recycled. Departments 

should implement this policy when ordering new stationary by July 1, 

2006. 

C. University of South Florida departments should ensure that the title page 

of each report printed or copied on recycled paper bears an imprint 

identifying the recycled content of the paper wherever practicable. This is 

to promote by example the use of recycled products. 

D. Departments should use both sides of paper sheets wherever practicable, 

have recycled paper receptacles at each desk and copying station, and 

92

use the backs of non-confidential documents for making notes or drafting 

documents. 

E. The University of South Florida will promote the use of recycled and other 

environmentally preferable products by publicizing this purchasing policy. 

Materials produced for advertising, conferences, trade fairs, press 

releases, and other communications with clients and citizens can refer to 

the University’s commitment and leadership in the use of environmentally 

preferable products. 

F. The University of South Florida will have aluminum and plastic recycling 

receptacles within reasonable distances of vending machines and dining 

areas. There will also be central collection points for electronic batteries 

and other recyclable materials. 

G. The University of South Florida Purchasing and Financial Services 

department will make every effort to secure contracts with vendors who 

are environmentally conscientious whenever practicable and allowable. 

Selected Environmental Products 

A. Recycled paper and paper products 

B. Remanufactured laser printer toner cartridges 

C. Re-refined lubrication and hydraulic oils 

D. Recycled plastic outdoor-wood substitutes 

E. Computers and appliances (Energy Star Rated) 

F. Re-crushed cement concrete aggregate and asphalt 

G. Cement and asphalt concrete containing glass cullet, recycled fiber, 

plastic, tire rubber, or fly ash 

H. Remanufactured tires and products made from recycled tire rubber 

I. Compost 

J. Re-manufactured paint 

K. Cleaning products with lower toxicity 

L. Energy-saving products 

M. Waste-reduced products 

N. Water-saving product 

O. Office Supplies (marked with environmental sign) 

P. Other environmentally preferred products as may be developed in the 

future 

Responsibilities of Departments 

A. Develop and maintain information about environmentally preferable 

products and recycled products containing the maximum practicable 

amount of recycled materials, to be purchased by agencies whenever 

possible. (What is this, and why) The department should use the list in 

this document, adding to or modifying this list as needed. 

93

B. Inform employees of their responsibilities under this policy and provide 

them with information about recycled products and environmental 

procurement opportunities. 

C. The Purchasing and Financial Services department in particular will 

maintain a section on their web site dedicated to environmental issues and 

policy. 

D. Establish an annual review process for ongoing evaluation of the 

department’s efforts to protect and preserve the environment, and for 

updating future goals and methods. 

E. Communicate new problems and/or solutions as they arise to the 

Purchasing and Financial Services department. 

Disclaimer 

Nothing in this policy should be construed as requiring the purchase of any 

product that does not perform adequately or which is not available at a 

reasonable price. 

General Information and Recommendations 

A. Brightly colored or neon colored paper cannot be recycled. 

B. Envelopes with plastic windows cannot be recycled. 

C. Recycling is not the only aspect of an environmental purchasing policy. 

Many computers, appliances and vehicles meet energy-efficient standards 

defined by the federal government’s Energy Star program. 

D. When replacing used laboratory equipment or computers consider 

donating them to local schools or other state agencies. 

E. Clean out supply stations and donate over-stocked or unused materials to 

local schools or other state agencies. 

F. Turn out the lights when you leave the office at the end of the day. 

G. Walk, bicycle, carpool or take the bus as part of your daily commute. 

H. Switching to an integrated pest control management system (an IPM) can 

significantly reduce the use of toxic chemicals. 

I. Ronald McDonald House, and other organizations within the 

neighborhood, have programs that synchronize with or will even support 

financially the environmental programs instituted by the University. Seek 

them out. 

Environmentally Preferable Purchasing (EPP) Resources 

A. Center for a New American Dream’s Procurement Strategies 

(www.newdream.org./procure) 

B. EPA’s EPP Web Site (www.epa.gov/oppt/epp) 

C. EPPNet (www.nerc.org/eppnet.html) 

D. Green Seal (www.greenseal.org) 

E. Office of the Federal Environmental Executive (www.ofee.gov) 

94

F. Conserve a Tree Org (www.conserveatree.com) 

95

Other Universities Sustainable Purchasing 

Programs 

It is important that USF not be regarded as “just another university”. In 

order for USF to attract the best and brightest students, it must distinguish itself 

as being a cutting-edge, innovative university. Focusing on sustainability and 

incorporating its ideology into the fabric of the university will distinguish USF as a 

leader among higher learning institutions. USF plays a vital role in molding the 

future leaders of tomorrow. Incorporating sustainability issues and practices into 

the curriculum and university community will teach students the importance of 

environmental stewardship. Students must be taught that there are better ways 

of “meeting current needs without compromising the ability of future stakeholders 

to satisfy their needs 215 .” 


The University of Florida’s Sustainable Purchasing Policy is as follows: 

1. Directives and Procedures 

4. Finance and Accounting 

12. Purchasing 

16. Sustainable Purchasing 

Reviewed: 06/29/2007 

A. Purpose 

1. The purpose of this policy is to support campus sustainability at the University of 

Florida and to provide guidelines, information, and resources in procuring 

products that will minimize negative impacts on society and the environment to 

the greatest extent practicable. 

B. Responsibilities of Departments 

215 Senate Presentation (Powerpoint) http://www.sustainable.ufl.edu/reports.html 

96

1. Develop and maintain information about environmentally and socially preferable 

products. Departments should use the list composed in this document as a 

guideline and may add or modify the list as needed. 

2. Inform employees of their responsibilities under this policy; provide them with 

information about sustainable procurement opportunities. Check the Purchasing 

web page for frequent updates on vendor commitments to sustainability, 

including new annual contracts and participation in vendor shows. 

3. Submit new ideas, problems or concerns to Purchasing (352) 392-1331 or e-mail 

purchasing@ufl.edu. 

C. Best Practices and Procurement Strategies 

1. Reduce waste at the point of purchase. 

Faculty, staff and students can help achieve the university’s waste reduction 

goals by practicing the three R’s: reducing, reusing, and recycling. Priority should 

be given to reducing waste upstream by purchasing products made from 

recycled material that can be reused or recycled. 

• Letterhead stationery, envelopes, and business cards made from 

recycled paper 

• Office supplies 

• Recycled toner cartridges 

To reduce disposal costs and waste, choose items that can be remanufactured, 

recycled, or composted. Many products made from recycled materials are 

available and are being included in the University of Florida contracts. Current 

contracts include: 

Contract information is available from the Purchasing website under contracts 

and UF Pricing. 

2. Purchase durable and reusable goods. 

Using life-cycle cost analysis, rather than automatically choosing goods with the 

lowest purchase price, can help departments identify the best long-term value. 

Factor in a product's estimated life span as well as its energy, maintenance, 

consumable supplies and disposal costs. 

• Consider durability and reparability of products prior to purchase. 

• Invest in goods with extended warranties. Conduct routine maintenance 

on products/equipment. 

• Save money and minimize waste by eliminating single-use items, such 

as non rechargeable batteries, in favor of rechargeable batteries. Use 

rechargeable cartridges. 

3. Lease and rent when appropriate. 

Consider an operating lease or rental rather than a purchase or capital lease. 

Lease and rental contracts give vendors the responsibility for the upkeep of 

goods such as computers and copiers, and for managing them at the end of their 

useful life. Businesses that lease equipment tend to manufacture more durable 

items, salvage reusable parts, refurbish, recycle, or donate used equipment that 

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can no longer be leased. Renting is a cost-effective option for short-term 

equipment needs. 

4. Specify product and packaging take-back. 

• Increasingly, product vendors are offering to take back the products they 

sell when they become obsolete. By utilizing vendors who offer an 

Extended Product Responsibility (EPR) program, especially take-back, 

recycle, and disposal programs, departments are ensured equipment 

and products are disposed of properly whether recycled, donated, 

refurbished or disposed of without the added cost. 

• Other vendors will take back used items—such as carpeting and toner 

cartridges—when purchasers buy new products. For example, several 

carpet manufacturers have invested in sophisticated recycling facilities 

that turn old carpet into new carpet or other goods and toner cartridges 

are disposed of properly or sent to be recharged and sold at a lower 

cost. 

• Departments should require vendors to assume responsibility for some 

of their shipping materials, such as wooden pallets and excess 

packaging materials. When ordering large furniture or computer 

shipments request products ship blanket-wrapped or using reduced 

packing material. 

5. Buy goods in bulk or concentrated form. 

This practice can significantly reduce the packaging associated with lower 

product quantities and save costs. Carefully estimate demand when purchasing 

in bulk; purchasing more than is needed can create excess that becomes waste. 

6. Manage surplus effectively. 

The University of Florida can reduce waste by eliminating excess purchases. 

Reviewing past needs can minimize the procurement of unneeded items. Clean 

out your office supply cabinet and post re-usable items for UF Departments on 

GatorList.net or donate to local non-profit organizations such as Alachua 

County's Tools for Schools. Departments should utilize Asset Management 

Services for disposing of unwanted, out-dated property. Asset Management will 

effectively redistribute, recycle, or dispose of surplus property by bidding it out 

over the Internet through surplus on-line bids, police auctions, property 

warehouse, or federal warehouse. For more information see Asset Managements 

Services Web Site: http://fa.ufl.edu/am/surplus/. 

7. Procure commodities that are certified to meet sustainability standards. 

Paper and Forest Products: 

• Forest Stewardship Council – www.fsc.org 

• Chlorine Free Products Association – www.chlorinefreeproducts.org 

Electronics and Appliances: 

• Energy Star – www.energystar.gov/purchasing 

• Electronic Product Environmental Assessment Tool (EPEAT) - 

www.epeat.net 

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Cross-sector: 

• Environmental Choice – www.environmentalchoice.com 

• Green Guard – www.greenguard.org 

• Green Seal – www.greenseal.org 

• Scientific Certification Systems – www.scscertified.com 

Renewable Energy: 

• Green-e – www.green-e.org 

Building Practices and Indoor Air Quality: 

• Green Building Council (LEED) – www.usgbc.org/leed 

8. Procure remanufactured goods and use refurbishing services. 

It is generally much less expensive to buy remanufactured goods such as 

remanufactured toner cartridges, or to use refurbishing services for computer 

upgrades, carpet repair, and furniture reupholster, than to buy new items. 

"Recharged" toner cartridges typically save departments 30 to 50 percent per 

sheet of paper. Remanufactured items should require no sacrifice in 

performance. Check with Purchasing for current contracts in place for 

remanufactured products. 

9. Purchase goods containing fewer toxic constituents. 

By procuring goods with fewer or no toxic chemicals, departments can reduce 

their hazardous waste disposal, future liability concerns, and the risk of 

occupational exposure and spills. Low-toxicity products such as mercury-free 

medical supplies, printing ink low in volatile organic compounds (VOCs), and 

chrome and chlorine free cleaning supplies are increasingly available and costcompetitive. 

See the Cross-sector certifications to help selecting products 

(example: Green Seal certified for cleaning products) 

10. Reduce paper use. 

• Set all printers, copiers, and fax machines to the default duplex mode if 

the function is available. 

• Purchase office equipment that has duplex capability. 

• Utilize technology to send and store information electronically. 

• Utilize internet fax when available. 

• E-mail document files instead of faxing hardcopies. 

• Instead of having forms preprinted and stored, fill out forms 

online and print as needed when available and feasible. 

• Store documents electronically instead of storing hard copies. 

D. Current Guidelines in Place 

1. All University of Florida personnel will purchase recycled and environmentally 

preferable products whenever practicable. 

2. University of Florida Departments will purchase hybrid or alternative fuel 

vehicles. 

3. The University of Florida will have a recycle container available within a 

reasonable distance of soda machines and in all dining establishments where 

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canned or bottled drinks are served: http://www.ppd.ufl.edu/grndrr.htm. Contact 

Physical Plant's Solid Waste Coordinator at 392-7396 or 392-1148 x 301. 

4. University of Florida should promote the use of recycled and other 

environmentally preferable products by publicizing its sustainable procurement 

program. Materials produced for advertising, conferences, trade fairs, press 

releases, and other communications with clients and citizens can make reference 

to the University of Florida's commitment and leadership in the use of recycled 

and environmentally/socially preferable products. 

5. The University Purchasing and Disbursements Department will make every effort 

to secure contracts with vendors that are socially and environmentally 

conscientious, and certified green whenever practicable. 

E. Purchasing and UF's Zero Waste by 2015 Goal 

1. Purchasing recyclable or products made out of recycled material is only part of 

the life cycle, you must recycle when ever possible. If you are not sure about the 

different recycling programs on campus, visit the Physical Plant Division, 

Grounds Department website http://www.ppd.ufl.edu/grounds-refuse.html or call 

(352) 392-7396. 

F. Environmentally Preferable Purchasing (EPP) Resources 

1. Resources: 

• Center for a New American Dream's Procurement Strategies 

(www.newdream.org/procure) 

• EPA's EPP Web Site (www.epa.gov/oppt/epp) 

• EPPNet (www.nerc.org/eppnet.html) 

• INFORM (www.informinc.org) 

• Office of the Federal Environmental Executive (www.ofee.gov) 

2. Examples of environmentally preferred products: 

• Recycled paper and paper products 

• Remanufactured laser printer toner cartridges 

• Energy Star Rated computers and appliances 

• Rechargeable batteries 

• Re-refined lubrication, hydraulic oils, and antifreeze 

• Recycled plastic outdoor-wood substitutes including plastic lumber, 

benches, fencing, signs and posts 

• Recycled content construction, building and maintenance products, 

including plastic lumber, carpet, tiles and insulation 

• Re-crushed cement concrete aggregate and asphalt 

• Cement and asphalt concrete containing glass cullet, recycled fiber, 

plastic, tire rubber, or fly ash 

• Compost, mulch, and other organics including recycled biosolid products 

• Re-manufactured and/or low or VOC-free paint 

• Cleaning products with lowered toxicity 

• Energy saving products 

• Waste-reducing products 

• Water-saving products 

G. Socially Responsible/Ethical Purchasing Standards 

1. In demonstrating a commitment to sustainability and seeking to ensure safe and 

healthy workplaces for the people who make products for the University of 

Florida, purchasers should strive to ensure that the products they purchase meet 

International Labor Organization (ILO) manufacturing standards and Fair Trade 

Labeling standards. 

Learn more about the importance of ethical purchasing: 

100

• Verité (www.verite.org) 

• Workers Rights Consortium (www.workersrights.org) 

• Silicon Valley Toxics Coalition (svtc.igc.org/svtc/) 

H. Glossary 

1. Environmentally Preferable Products are products that have a lesser impact 

on human health and the environment when compared with competing products. 

This comparison may consider raw materials acquisition, production, 

manufacturing, packaging, distribution, reuse, operation, maintenance, or 

disposal of the product. 

2. Green Purchasing means purchasers take into consideration the environmental 

impact of products when making purchasing decisions, giving preference to more 

environmentally friendly products when quality and price are equal or superior. 

3. Recycled Products are products manufactured with waste material that has 

been recovered or diverted from solid waste. Recycled material may be derived 

from post-consumer waste (material that has served its intended end-use and 

been discarded by a final consumer), industrial scrap, manufacturing waste, or 

other waste that would otherwise have been wasted. 

4. Sustainability means meeting today’s needs without compromising the ability of 

future generations to satisfy their needs. 

5. Waste Prevention means any action undertaken by an individual or organization 

to eliminate or reduce the amount or toxicity of materials before they enter the 

municipal solid waste stream. This action is intended to conserve resources, 

promote efficiency, and reduce pollution. 

6. Reuse means repairing what is broken or giving it to someone who can repair it 

or use it in its current state. 

7. Reduce means using less of products and utilizing other means of doing 

business when available to reduce the amount and toxicity of trash discarded. 

8. Recycle means to reprocess and reuse used material. 

9. Life Cycle Evaluation is an evaluation of the major environmental impacts in 

each life-cycle stage of a product category including resource extraction, 

production, distribution, use, and eventual disposal or recycling. The evaluation 

considers energy, resource use, and emissions to air, water, and land, as well as 

other environmental and health impacts. The purpose of this evaluation is to 

identify significant life-cycle stages to be addressed. 

10. Life Cycle Cost Analysis is an economic evaluation technique that determines 

the total cost of owning and operating a building or equipment. 

11. Rechargeable means to replenish the amount of electric power in something, 

especially a battery. 

12. Extended Producer Responsibility (EPR) is vendors taking on the 

responsibility for the environmental impacts of their products through the entire 

product’s life cycle – especially the take-back, recycle, and disposal programs. 

13. Leasing is a legal rental contract allowing somebody exclusive possession of 

another's property for a specific time in return for a payment. 

14. Certification an official document or seal providing evidence and details of 

something that is authentic and verified by a third party. 

I. Exemptions 

1. Nothing in this directive should be construed as requiring the purchase of 

products that do not perform adequately or are not available at a reasonable 

price. 

Other sustainability programs and initiatives UF has started include: 

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• Audubon Cooperative Sanctuary Certification: UF was the first university 

to participate in this program that promotes “ecologically sound land 

management and the conservation of natural resources through 

education and certification programs that are tailored to a diversity of 

land uses within communities”. 

• Biomass Gasification: UF worked with Progress Energy and other 

universities to pursue the conversion of waste materials in usable fuel. 

• Clean Water Campaign: UF in conjunction with other public education 

initiatives created a campaign to build awareness on water quality and 

use. 

• Cogeneration Plant: Progress Energy’s cogeneration plant, located on 

UF’s campus, provides most of the steam requirements for the university 

and provides energy for the local Progress Energy system. 

• Recycling Program: Provides collection and recycling services of paper, 

corrugated containers, beverage containers, scrap metal, pallets, 

masonry, yard waste, and other commonly used materials to the 

university community. 

• Transportation Initiatives: Contributed vital funds to the local Regional 

Transit System (RTS) to increase the ridership of the local transit 

system. The partnership with RTS has reduced the number of vehicles 

on campus. 

102

• Energy and Water Conservation: Monitors the consumption of energy 

and water in the university. Implements new and efficient technologies 

to reduce the use of water and energy on campus 216 . 

These initiatives and programs along with many others have helped to 

distinguish UF as an emerging leader in the area of sustainability across the 

nation. 

University of Colorado 

The University of Colorado (CU), located in Boulder Colorado, is also 

making great breakthroughs in the area of sustainability. CU recognizes that the 

environment is deteriorating and that they are in a unique position to be part of 

the solution to the problem. CU established the Environmental Center (EC) in 

1970 to “educate, activate, and inspire the campus community to understand and 

engage in local and global environmental issues”. The EC was founded upon the 

following principles to: 

• Assist with the educational mission of the University by providing 

information on environmental issues to students, faculty, staff, and the 

broader community 

• Give students applied experience in interdisciplinary environmental 

problem solving 

• Assess the environmental performance of the University and work with 

other parts of campus to improve our environmental performance 

216 Appendix E –Campus Operations, Organizational Polices and Initiatives in Sustainability at UF 

http://www.sustainable.ufl.edu/reports.html 

103

• Provide direct services to the University community, including the CU 

Recycling program, the student bus pass, and the management of the 

student wind purchase 217 . 

Another program instituted by CU is the Energy Efficiency Fund. This fund, 

voted in by the students, provides funds for energy efficiency and renewable 

energy projects on campus. Some of the projects that have been 

implemented in campus buildings are: 

• Installing solar film on windows 

• Upgrading to more efficient lighting 

• Replacing a heat exchanger in the Clare Small Pool on campus 

Many of the projects undertaken by the Energy Efficiency Fund have a payback 

period of less than one year 218 . 

As with UF, the University of Colorado has a recycling program that was 

established in 1976. CU Recycling is operated as a partnership between the 

students and administration and operated by the University of Colorado Student 

Union Environmental Center. The center “conducts procedural training and 

promotions, processes collected recyclables, and oversees contracts for 

marketing of recyclables 219 .” Recycling collection containers are placed in 

various convenient places around the campus. Facilities Management not only 

provides the containers, but also collects the contents once filled. The residence 

halls are the most effective location for collecting recyclables and educating the 

student body on the importance of recycling and its impact on the earth. The 

217 Environmental Center: University of Colorado at Boulder http://ecenter.colorado.edu/index.html 

218 Energy Conservation: Energy Efficiency Fund http://ecenter.colorado.edu/energy/eff/index.html 

219 CU Recycling http://recycling.colorado.edu/ 

104

Recycling program offers the opportunity for students to learn the recycling 

business by volunteering, work-study assignment, or through an independent 

study program for academic credit 6 . 

CU has implemented some basic changes to decrease the number of cars 

on campus. Through a planned marketing and out reach strategy, CU was able 

to reduce the number of cars on campus, increase local transit system usage, 

and increase carpool participation. All students and permanent employees at CU 

have the free access to the local and transit systems using their university picture 

ID. CU recognized the importance of sharing information and effectively 

marketing their ideas in order to motivate students, faculty, and staff to 

participate in the initiatives. The motivation tactic employed by the University 

was to generate a demand for transportation alternatives by raising the rates of 

parking fees and decals. Once the motivation was present, CU spent resources 

improving the community transit system and investing in pass programs 220 . 

Other universities, such as Cornell University, prohibit freshmen from bringing 

their cars to campus unless they have documentation of a specific purpose for 

the car that the local transit system cannot provide 221 . CU has also put 

resources into creating a pedestrian/biker friendly campus. To aid in this 

movement, CU has a fully functional bicycle repair shop on campus operated by 

students 222 . 

220 William Toor: “A Road Less Traveled: Sustainable Transportation on Campus’” March-May 2003 

issue of Planning for Higher Education 

221 Cornell University takes a Holistic Approach to Transportation Demand Management 

http://www.parking.cornell.edu/TDMarticle.html 

222 William Toor: Nov 1999 “Can CU Grow Without Adding Cars” 

http://ecenter.colorado.edu/transportation/publications.html 

105

Stanford University 

Stanford University recognizes that “there is more crowding and 

consumption on our planet than at any time in its history.” As a result of the 

current environmental state, Stanford University has made a commitment to “help 

societies learn how to meet the demands of populations for energy, food, water, 

and other vital needs without undermining the ability of our planet to provide for 

the generations yet to come 223 .” Through the Stanford Initiative for 

Environmental Sustainability, Stanford University hopes to consolidate their 

resources and expertise to come up with solutions to solve some of the most 

eminent environmental problems. 

Currently, Stanford University has three Interdisciplinary Programs geared 

toward teaching environmental sustainability through collaboration efforts 

between various departments. The three programs that Stanford offers are: 

• Earth Systems: This program offers hundreds of Stanford 

undergraduates “an integrated approach to understanding and solving 

environmental issues and challenges.” Due to the success of this 

degree program, many universities have modeled undergraduate 

programs after it. 

• The Goldman Honors Program: This unique program allows an elite 

group of seniors to form their own original interdisciplinary research with 

the guidance of a faculty member. Many honor research thesis’ have 

garnered awards and prizes as well as publication in prestigious 

journals. 

223 Stanford Initiatives http://transportation.stanford.edu/ 

106

• Interdisciplinary Graduate Program in Environment and Resources 

(IPER): This program, started in 2001, gives graduate students the 

opportunity to explore their interests in environmental issues. A 

graduate of this program can earn a “Ph.D degree as well as a duel M.S. 

degree in conjunction with Stanford’s law, medicine, and business 

schools 224 .” 

As part of its sustainability initiatives, Stanford University has a fully functional 

recycling program called “The 5R’s Recycling Program”. The five “R’s” 

stands for reduce, reuse, recycle, buy recycled, and rot (referring to 

composting). This recycling program is open to the public and accepts 

presorted glass, metal, plastics, paper, and e-waste. A unique aspect of 

Stanford’s recycling program is the Stanford Exchange Store. The university 

houses a store that allows students to drop off desirable and usable items 

that they no longer need or want and pick up things they do need for no cost. 

Commonly collected items are markers, white boards, posters, office 

supplies, clothing, notebooks, and Tupperware 225 . As a result of Stanford’s 

recycling efforts, the university reports a 60% reduction in waste in 2004 226 . 

Stanford University has also implemented some innovative transportation 

programs to reduce the number of cars on campus, thereby conserving gas 

and eliminating the need for additional parking spaces. Some of the 

programs implemented are: 

224 Education and Leadership http://environment.stanford.edu/education/ 

225 The 5R Recycling Program http://recycling.stanford.edu/5r/ 

226 Recycling at Stanford http://recycling.stanford.edu/5r/benefits.html 

107

• Marguerite: This is a free campus inclusive bus shuttle service that is 

open to the public and connects with the transit system. Currently all new 

busses are running on biodiesel fuel. 

• EcoPass/Go Pass: This is a pilot program that allows free local transit 

use to Stanford employees 

• Commute Club: 

o Clean Air Cash: Stanford’s faculty and staff are paid a stipend not 

to drive to work to motivate employees to carpool or use the local 

transit system. 

o Vanpool: The University subsidizes van rentals for employees to 

carpool. 

o 12 free hourly car rental vouchers from Enterprise Rent-a-Car are 

given out to encourage carpooling 

• Bicycle Program: This program encourages students/faculty/staff to 

bicycle to class or work. The program offers clothes and bike lockers and 

information regarding showers around campus. The campus has a bike 

shop operated by students for convenient repairs and a biking coordinator 

to facilitate the needs of biker on campus. The campus has over 12,000 

bike rack spaces on campus as well as an extensive bike route system 

with guiding maps 227 . 

Stanford University had also had a problem with students bringing cars to 

campus, but only using them on the weekend. This sporadic car use led to a 

227 Stanford University Transportation Alternatives 

http://transportation.stanford.edu/alt_transportation/AlternateTransportation.shtml 

108

large a number of cars left on campus idle for five out of seven days a week. 

The solution that was formulated is quite unique. Stanford contracted with a 

local car agency to lease low cost campus spaces to students in exchange for 

renting to all students. Another prevision in this agreement was that the car 

rental company must keep school appropriate hours, which meant restricted 

the hours in which students could rent a car. An added bonus for this 

program is that parents have the option of buying a discount rental book for 

their children in lieu of providing a car for college 8 . 

Stanford University’s initiatives have been effective in reducing the 

number of vehicles on campus due to the large participation in their 

programs. Although the University has made great strides in their 

commitment to sustainable practices, there is still more to be done. Stanford 

University is continually pursuing new and innovative way to improve its 

pledge to environmental sustainability. 

Other Transportation Initiatives 

The following is a list of other initiatives used by universities around the 

nation. These are simple changes that greatly reduce the number of cars 

driven to campus and the number of cars in the parking. These simple 

initiatives include: 

• Advertise the true cost of having and owning a car on campus, i.e. gas, 

parking permit cost 

109

• Advertise to incoming freshmen a bicycle/pedestrian friendly campus 

and emphasize the various other means of getting around the area 

• Create a network that supports telecommuting to reduce the amount of 

trips faculty needs to make to campus 

• Provide lots of locations on campus that has transit maps and bus 

schedules. Distribute transit information in parking sales packets, do 

special media publicity events to highlight transit use 

• Promote biking as the healthy alternative to avoid the freshmen fifteen, 

create bike commuter showers and lockers around campus, promote 

bike clubs 228 

Promoting transportation alternatives has to be a campus wide effort. Each 

department on campus must participate in encouraging their 

faculty/staff/students to come up with other ways of getting around campus. The 

residential housing staff has a direct relationship with the students to create dorm 

programs to highlight alternative transportation, such as lunch at the bike racks 

or a scavenger hunt using the transit system, and emphasize carpooling among 

the residents by sharing where everyone is from on their doors. The most 

important aspect of transforming a campus into a sustainable campus is to be 

consistent in aspects of the university community. 

Summary 

Each university previously discussed has made a commitment to 

environmental sustainability. They have not only realized the importance of 

228 Poinsatta and Toor: “Finding a New Way: Campus Transportation for the 21 st Century” 

http://ecenter.colorado.edu/about_us/will.html 

110

environmental stewardship and awareness, they understand that the best 

way to work towards a sustainable environment is to educate society on 

better ways of doing things. Research is important to discovering new and 

innovative ways of conserving the Earth’s natural resources. USF must 

integrate into its emerging research institution avenues and funds for 

researching sustainable alternatives. USF must step to the forefront and 

become a leader in preparing and teaching the potential leaders of our 

society the importance of a sustainable world. 

111

Parking and Transportation 

Survey of the Current Situation 

(Editor’s Note: Interim Director of Parking and Transportation Services, Manuel 

Lopez and the Operations Manager, Frank Granda were extremely helpful in 

providing information and meeting with students.) 

The business of this department is based on service. Central to its 

mission is to serve the campus community by continually striving towards 

complete accessibility to learning. 229 

In this way it supports the learning and 

teaching objectives as well as functions of students, staff, faculty and visitors. It 

is certainly not their desire to pave the campus with parking spots or to promote 

their department for its own sake. Instead, it seeks to participate in a 

collaborative effort in the pursuit of the mission of the University of South Florida 

as an institution of higher learning 

In its effort to meet and manage the parking needs of the campus, permit 

parking, metered parking and a system for enforcement of rules and regulations 

are employed. The role of enforcement is to ensure safety, and ‘equitable 

access to parking based on permit type and assignment.’ 230 

One 

misrepresentation of the department is that citations are a moneymaker. 231 

It is 

true that citations generate some money. Citations accounted for 12% of total 

229 Lopez, Manuel & Granda, Frank of the Department of Parking and Transportation Services at USF. 

Personal Interview. 13 March 2006. 

230 Parking and Transportation Services. “The Role of Enforcement.” 2001-2005. 

 


 

112

evenues in 2005, and amounted to about $1,000,000. 232 

However it is an 

inconsistent stream that cannot be depended on, and is not used for the 

projection of future revenues. 233 

The true purpose of citations is to deter the 

disregard of rules. 234 

When a rule is broken, it decreases the effectiveness of the 

system. The action robs rule-abiding users from the fairness and access the 

department had intended. 235 

Rules are created to promote a better serving, 

efficient system. Ultimately they are created to facilitate the user, not punish or 

make a profit. 

The current parking system is quite extensive, as it exists. According to 

Parking and Transportation Services, ‘there are ample options for parking and/or 

transportation at USF.’ 236 

Available online at www.usf.edu/parking_services and 

accompanying each permit issued is a thorough guide to parking on campus. 

Within it is stated, ‘there are always spaces available on campus, usually toward 

the north end (Fletcher side). If you come to campus during peak periods, you 

may have to park away from your destination and use the shuttle.’ 237 

Parking 

and Transportation Services strives to find the balance between supply and 

demand to achieve its accessibility goal, while using resources as efficiently as 

232 “Q&A Regarding Parking Permit Increase.” 19 April 2006. 

 






 

236 USF Parking and Transportation Services. Your Guide to Parking at the University of South Florida. 

Tampa: 2005/2006. 


Tampa: 2005/2006. 

113

possible. But often times, it is the convenience factor that falls short for many 

users. This is where the idea of a 'campus-parking crisis’ comes from. 

Presently there are about 18,600 parking spaces on campus. 238 

This 

number of spaces encompasses two parking garages, and more than sixty lots 

located throughout the campus. 239 

There was a groundbreaking in August of 

2005 to begin construction of a third parking garage. 240 What was formerly Lot 

42 will be transformed into a structured parking facility similar to the Collins 

Boulevard Parking Facility. 241 

This will potentially add approximately 1,500 new 

spaces, and a fourth parking structure is planned to follow. 242 

Further, 

according to the University’s Master plan, construction of new parking structures 

will be planned every 12-18 months. 243 

There are many contributing factors to substantiate the need for more 

parking. This year, Parking and Transportation Services delivered a report on 

situational analysis of parking space and service levels. It states a case for new 

parking garages based on increased enrollment, increased numbers of faculty 

and staff, arise in permit sales and the displacement of current surface parking 



239 Parking and Transportation Services. “Campus Maps Overview.” 

 

240 “USF Parking and Transportation Services 2005 Fact Sheet” 

 

241 “USF Parking and Transportation Services 2005 Fact Sheet”. 

 


 

243 University of South Florida Parking and Transportation Service. Situational Analysis: Parking 

Space/Service Levels. March 2006. 24 April 2006. 

 

114

spaces caused by the construction of new buildings. 244 

As the campus 

community grows, so does the demand for access to the learning facilities. 

“As the major public university in the Tampa Bay region, USF’s mission is 

to provide high-quality instructional programs to meet economic, social, 

educational, health and cultural needs.” 245 

Due to the growth of high-tech 

industries in the Tampa Bay region, a demand for highly trained employees 

compels the University to grow to meet this need. Therefore USF projects the 

interdisciplinary areas of ‘Biotechnology, Bioengineering and Biomedical 

Engineering, Entrepreneurship, Nanotechnology, Applied Geographical and 

Environmental Sciences, and Transportation Management,’ the health and social 

sciences to undergo heavy growth. 246 

New growth requires new buildings and 

facilities. 

While Facilities Planning moves to construct a campus to meet these 

needs, there are competing demands on resources. Due to the limitations of 

resources like space, often times buildings are constructed upon existing parking 

lots. 247 

This displaces some of the much sought after parking spaces. With open 

spaces on campus declining and surface spaces being displaced, the rising 

demand for parking needs to be addressed. 

244 University of South Florida Parking and Transportation Service. Situational Analysis: Parking 

Space/Service Levels. March 2006. 24 April 2006. 

 

245 Wallace, Roberts & Todd, LLC. USF Master Plan Update Data Collection and Analysis Report Final 

Report: January 2006 Pg 23 

246 Wallace, Roberts & Todd, LLC. USF Master Plan Update Data Collection and Analysis Report Final 

Report: January 2006 Pg 23 



115

In order to address this issue, Parking and Transportation Services relies 

on architectures, engineers and Facilities Planning to determine the design of 

parking structures. 248 

At his point two parking structures have been established, 

and two more are on the way. 249 

This approach to solving the problem of 

meeting parking demand is expensive. In turn, users who may have once 

complained about a lack of parking are now complaining about the price of 

parking permits. Surface spaces cost about $2,500 each, while it costs between 

$8,000 and $10,000 per space for structured parking. 250 The burden of this cost 

has fallen upon parking and Transportations Services to generate through the 

parking permit increases. 

Permit sales support more than half the expenses of the Parking and 

Transportation Services. 251 

Funding for parking and transportation programs is 

not provided by The State of Florida. 252 

The department raises revenue via 

parking permit sales, citations, metered parking and transportation access 

fees. 253 

A transportation fee is charged per credit hour of tuition charged to 

students as well, and this also is a source of revenue. 254 




 


 




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Parking permit sales accounted for $4,735,166 of revenues in 2005. 255 

These figures were attributed to the sale of about 41,000 parking permits to 

faculty, staff, students and alumni and 31,000 visitor parking permits. 256 

In order 

to help finance the cost of construction, including bond payments for parking 

structures and continued maintenance, parking permits rates are expected to rise 

20% per year beginning 2007. 257 Additional revenue might also be anticipated 

from increased sales of credit hours. 

Manuel Lopez asserts that there ‘is always parking available on the USF 

campus, however it may not always be close to your destination. We provide a 

quality transportation system with access to all areas on campus, on airconditioned, 

state of the art vehicles.’ 258 

This leads to the idea of using a 

combination of parking and transportation services to access facilities: an idea 

that has not yet permeated the USF culture. If the campus community is willing 

to use the system available, it may alleviate some of the problem. Parking is 

available in Park and Ride lots for carpoolers at a permit rate of only $35. 259 

Remote lots like Lot 18B on Sycamore are almost never at full capacity. 260 


 

256 Lopez, Manuel & Granda, Frank of the Department of Parking and Transportation Service at USF. 



 


 


Tampa: 2005/2006. 



117

The Bull-Runner is available to any of these locations and more nearly 

every ten minutes. 261 

This on campus transit system operates five routes, and 

relies on the power of 30 vehicles. 262 These vehicles run primarily on bio-diesel 

of which it requires 2,000-2,100 gallons a week. 263 

The Department of Parking 

and Transportation Services manages the operations and maintenance of the 

Bull-Runner for about $1millon per route. 264 

The Bull-Runner offer riders an air-conditioned ride to almost anywhere on 

campus, as well as transports riders to off campus destinations including Wal- 

Mart, the University Mall and the University Transit Center. 265 

In addition to the 

Bull-Runner, students can board Hart-Line buses in exchange for flashing their 

USF student ID cards. Faculty and Staff are entitled to the same service for a 

charge of $0.25. This is an arrangement that was negotiated by the USF Parking 

and Transportation Services to promote better student, staff and faculty mobility 

while decreasing the traffic and parking demand on campus. 266 

In an attempt to 

better serve the USF community, Manuel Lopez and his team have enlisted the 

help of CUTR (see below) for their expertise in the area of Traffic Demand 

Management. 267 

Their research has been instrumental in decision-making 









265 ‘Catching the Bull-Runner,’ The Oracle, Chris Gardener, 8/29/05 





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processes regarding strategies for the Bull-Runner routes. 268 

Yet these attempts 

have failed to serve many commuters who do not live in areas serviced by the 

Hart-Line and Bull-Runner transit systems. 269 

Center for Urban Transportation Research 

CUTR, the Center for Urban Transportation Research has a facility at the Tampa 

campus next door to the College of Engineering. After learning their role in some 

of the decisions and ideas offered by Transportation and Parking Services, we 

decided to call on them as well. We met with three experts from CUTR, Philip 

Winters, Director of the Traffic Demand Management Program, Julie Bond, 

Senior Research Associate and Director of the New Tampa Transportation 

Alliance, and Chris Hagelin, Research Associate and Chair of the Hillsborough 

County Metropolitan Planning Organization’s Bicycle and Pedestrian Advisory 

Committee. See Addenda D: CUTR 2007 Update per Julie Bond for status of 

current CUTR projects. 

We asked the group for their expert opinion on where the USF Tampa 

campus was failing and excelling in the area of Traffic Demand Management. 

Julie Bond suggested that while there was good intra-campus access provided 

by the Bull-Runner system, the campus lacks access from the surrounding 



269 Winters, P., Bond, J., & Hagelin C., Center for Urban Transportation Research. Personal Interview. 7 

April 2006. 

119

communities. 270 

Although the relationship between Hart-Line and USF exists, it 

still fails to sufficiently accommodate most commuters. 271 

There is a lot of 

opportunity for improving campus accessibility. 

Chris Hagelin and Julie Bond both commute to the campus by bicycle and 

had a lot to say to the extent that USF and the surrounding area is not pedestrian 

nor bicyclist friendly. Currently some bicycle lanes are painted on campus, but 

some of them will just stop at an intersection leaving the cyclist nowhere to 

proceed to. There are also limitations on bicycling due to lack of shelter for 

bicycles from the elements. 272 

There are some ‘clam-shell’ racks being installed 

to help protect bicyclists’ property, but most racks available are the basic loop 

rack. 273 

At this point, the campus and surrounding areas cater predominately to 

motorists. In order to encourage alternate modes of transportation, this needs to 

change. 

Different suggestions including Vanpool programs, zip-cars, Ride-Match 

databases for carpoolers and the improvement of bicycle and pedestrian paths 

were offered. 274 All of these ideas have a three-pronged effect; they decrease 

traffic on campus, decrease the demand for parking and promote accessibility to 

the campus. Currently, USF does not offer any of these programs. USF 

also lacks a ride-match system that would facilitate carpoolers in finding other 


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carpoolers. The only car-pool incentive it offers is reduced permit rates for 

remote Park and Ride lots. 275 Some motorists have reported that the cost 

savings of the Park and Ride lots are outweighed by their inconvenient 

location. 276 

A Parking and Transportation Survey was conducted by CUTR on behalf 

on Parking and Transportation Services in 2004. 277 

The study is important 

because it reveals some of the attitudes of faculty, students and staff about 

alternative modes of transportation. It also reveals some of the short falls of the 

current transportation services and opportunities for improvement. One 

conclusion stated was that 35.7 % of respondents ‘said that they would be willing 

to car pool if they could easily match up with other students, staff and faculty on 

the USF Tampa campus.’ 278 

This could in effect reduce traffic on campus by 

2,000 commuters a day should only 5% more of the campus community 

carpool. 279 

It was also interesting to find out that only 10% of the respondents 

were aware of the Hart-Line deal that allows students to ride fare-free and staff 

and faculty to ride for only $0.25. 280 

The survey also demonstrated that many commuters want to see more 

options available to them. However, they often are not willing to sacrifice the 


Tampa: 2005/2006. 

276 Perone, J.S., “USF Parking and Transportation Services Survey.” administered January 2004 by CUTR 

for P&T services. April 2005 









121

freedom and convenience of driving their own vehicles. Commuters are only 

willing to consider alternatives that more than offset the cost of commuting by 

single occupant vehicle. They want convenience, freedom, options and costsavings 

too. In a way this is the transportation ‘wish list’ of the students, faculty 

and staff. 

We asked Manuel Lopez, and Frank Granda a question at the close of our 

interview. What would be on your ‘wish list’ if you could have anything 

According to the response, I gathered three wishes: 

1- To be recognized for our service. P&T strives to meet the demands of the 

campus community in the most effective, cost-effective way possible. To 

eradicate the idea from the campus community that there is a ‘parking 

crisis.’ 

2- For improved intra-campus communications and better coordination 

among departments, in order for the best strategies to emerge. 

3- To provide a new transportation service that will transect the campus core. 

It would enable the transport of passengers from on end to the other. In 

effect, this would decrease the amount of traffic from cars moving from 

one facility to another to park closer to each destination throughout the 

day. 

Additionally, there was a theme throughout the responses of Manuel Lopez and 

Frank Granda. It can also be said that they wish to promote a sustainable 

campus whenever possible. They are interested in and often entertain more 

122

sustainable approaches, one caveat of their decision being that the community 

must be served to the furthest extent possible. 

In response to the same question, the CUTR group gave their wishes: 

1- A comprehensive Bicycle and Pedestrian Safety and Awareness Program 

2- For USF to consider the campus and its surrounding communities as its 

service area in terms of public transportation and alternative transportation 

services. 

3- More focus on alternative transportation and alternative access to learning 

rather than meeting traffic demands as they grow. In effect a pro-active 

approach rather than reactive approach to Traffic Demand Management. 

Recommendations 

Through our research we uncovered a wide range of transportation 

practices and procedures that have been used to increase both campus and 

private sector sustainability. They vary from closed loop systems to simple 

awareness programs, and while they have different levels of impact they are all a 

step in the right direction. Our challenge after finding these practices was to 

narrow these ideas down. If the process of starting these does not fit into a 

realistic implementation plan, then it is just another theoretical idea that “is a 

good idea, but.” Given the current scenario with the University of South Florida, 

considering cultural, financial, and logistical constraints, we decided to focus 

specifically on certain aspects of the transportation of people. While the 

university does move a large amount of supplies and goods to, from, and around 

campus, we decided that the transportation of students, employees, and faculty 

123

was the largest use and therefore the best point of attack. Sustainability in this 

area is achieved through the minimization of energy use and pollution attributed 

to accessing the University, a goal that can be accomplished primarily by offering 

alternative ways of access that use less energy and create less pollution as well 

as optimizing the current methods for more efficient use. 

There are three main areas that must be addressed and altered for the 

changes to become possible. First and foremost is the parking issue. Parking is 

a multiple hit on sustainable practices. Automobiles are one of the largest 

problems we have on campus in transportation energy consumption and 

pollution. Also, as parking demand increases, so must parking places, which is 

costly as well as creating more concrete and leaving less natural landscape. The 

second area is this, that in order to stop people from driving their own cars to 

campus, we have to find them a better way to get here. We are mostly going to 

focus on mass transit and other vehicular alternatives, but this area also includes 

distance learning and alternate locations. Once the first two goals are achieved 

and we have figured out alternative ways to get people to a campus that is no 

longer half parking lot, then they must be able to get around easily. This third 

area addresses bicyclers and pedestrians specifically; hopefully through our first 

two approaches we have increased the numbers of both. The campus and 

community needs to be conducive to these two parties instead of being an 

obstacle. If this is accomplished, it will also have a backward affect by reducing 

the benefits of driving to campus. These three areas can be realistically 

124

approached and changed to begin the process of creating a sustainable campus 

transportation environment. 

Parking 

The parking philosophy on campus currently has two main flaws that must 

be addressed before anything else can be effective. The first is its focus on 

increasing capacity to meet parking demand, and second is it’s reactive 

approach to fix problems as they happen. This is not a problem specifically with 

the parking and transportation department, but with the way they are viewed and 

supported as a whole by the university. While this philosophy will work as long 

as there is always more space and money to throw at the problem, it is far from 

sustainable. They cannot do their job properly without trying to keep capacity 

ahead of demand, but the key is to focus on deceasing demand as opposed to 

increasing capacity. This approach is not only more sustainable, but also more 

economical and easier logistically. Reducing demand does not mean reducing 

enrollment. It means offering alternatives and optimizing current practices to 

deal with increased enrollment. 

The second philosophical change will help to achieve this as well as help 

optimize additions when increased capacity is the only answer. Parking and 

transportation needs to be given a more proactive role in campus development. 

They need to be factored into planning early as well as given some level of 

priority in the decision making process. This can be achieved by a more open 

line of communication between departments and colleges in regards to 

125

parking 281 . If different departments understand each other’s needs it will be 

easier to reach a better solution. Something as simple as collaborated 

scheduling can help spread demand out and keep the peak times low 282 . Once 

these lines of communications have been opened up and problems are being 

anticipated, the job of reducing demand will become easier. 

In order to reduce demand below capacity, you must change behavior. 

The universities primary controls on parking are who they allow access to park 

and how much they charge them. The first approach would be to deny parking 

permits for freshmen living on campus. This is already extensively in place or 

soon to be through out the university community, two examples being 

Princeton 283 and the University of North Carolina Asheville 284 . Since freshmen 

are typically your largest class and those living on campus need parking twentyfour 

hours a day, this would dramatically cut back on demand. Also, many of 

those are newly on their own and it would help to shape their new behaviors as 

well as require them to learn the alternatives available to them before they decide 

to bring a car into their later years. 

Beyond that, it is difficult to deny parking to many other groups, but you 

can alter their behavior through pricing. Blanket fees, such as our current 

system, not only do little to discourage use, but typically encourage overuse. By 

grading the pricing on usage, people still have access to campus with their cars, 




April 2006. 

283 New from Princeton University: http://www.princeton.edu/pr/news/03/q2/0514-parking.htm 

284 Freshmen Parking Information: http://www.unca.edu/transportation/freshman.html 

126

ut it benefits them to use them as little as possible. If you must pay every time 

you enter and leave a lot, it will benefit you to carpool and split that cost. It also 

discourages you from moving your car several times throughout the day just to 

get to different spots on campus. While this doesn’t necessarily lower demand, it 

keeps down inner campus traffic as well as lowering energy usage and pollution. 

It will also accustom drivers to use the Bull-Runner system, or perhaps even get 

Deleted: 

some exercise by walking. To further incorporate car pooling, lots could be set 

up that would not allow entry unless there were at least two people in the car, 

similar to carpooling lanes used in many major cities. 

The pricing effects can be indirect as well. Several universities offer 

stipends to employees and faculty that find alternative means of transportation to 

work. This can be incorporated into student tuition discounts as well. As 

previously mentioned, extra parking lots are expensive, especially once they start 

to go vertical. Lowering costs needed to expand capacity will offset these 

discounts. 

Driving frequency is not the only behavior that can be modified by parking 

policy. The university can also take a proactive approach in influencing fuelefficient 

automobiles. Lots can be repainted with smaller spots in premium 

positions to reward compact cars, which increases the number of spots on 

existing square footage. Environmentally friendly cars, such as hybrids, can also 

be encouraged through discounted permitting. We have seen examples of this in 

the private sector 285 , but it should transfer easily to a university setting. While a 

285 Croton-on-Hudson Parking: http://village.croton-onhudson.ny.us/Public_Documents/CrotonHudsonNY_Parking/index 

127

very subtle approach, it will add to an ever-growing movement to recognize 

sustainability as a real necessity. Also, when it comes to energy savings and 

lowered emissions, there is often a tax incentive or government subsidy of some 

kind to make it financially beneficial. 

The most important aspect of these changes is to increase awareness. 

We found that even with our existing procedures and alternatives, very few are 

aware of their options. Any recommendations from above must be relayed to 

faculty, staff, and students in an effective way. There are various marketing 

campaigns that address these issues, but sometimes even the simplest 

approaches can work for a starting point. We would recommend not only an 

explanation of alternatives, but a cost analysis so people would know exactly 

how much it cost them personally, as well as sustainable impacts, to use each of 

these options. Incorporating them into orientation for both students and 

employees is a good way to get them started. A very effective way would be a 

steady flow of information on both reminders and new information to be 

orchestrated by an accountable party, preferably an Office of Sustainability. 

Transit 

Now that people understand why they should avoid driving their own car to 

campus, how do they get there Carpooling is not an option for everyone. This 

is where most people would rely on mass transit. The problem is that is not 

always a viable option at the University of South Florida. Hartline has most of its 

routes available to all students for free and at a reduced rate for faculty and 

128

employees 286 , but those routes are not always convenient to campus. Also, the 

Bull-Runner has routes to some off campus locations, but those too are lacking. 

We need better routes to campus, and the first step to that is better research. 

The biggest problem is accurate data. Parking and transportation recently 

contracted the Center for Urban Transportation Research, CUTR, to assess 

additional Bull-Runner routes that would help with the problems here at USF. 

The CUTR did a survey, but the response to that survey was under ten 

percent 287 . Good data can be expensive and hard to get, but it is vital. If the 

data is tainted, everything built on top of it is equally tainted. It does not always 

appear cost effective in the beginning, but when measuring results it will make a 

difference. Also, convenience needs to hold a higher priority in the analysis. 

Convenience seems to be the biggest deterrent from people using mass transit. 

If you compromise in the planning of these routes for cost or other reasons, they 

will ultimately fail. One of the quotes from a test group that is shared by many 

people is “I don’t care if it’s free, if it’s not more convenient, I’m not going to use 

it.” 288 

This is not a novel concept, they are already pursuing these avenues, they 

just need to commit more. When parking and transportation contracted CUTR, 

they came up with enough demand for three new Bull-Runner routes connecting 

to the nearby community, of which only one has been implemented. They are 

also working with Hartline, the public bus transit system of Tampa Bay. They 


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129

have shown some progress in this relationship with some of the existing routes, 

as well as allowing students to ride for free. However, there are still areas 

without sufficient access, like the New Tampa routes that aren’t available for free 

since they are listed as express routes 289 . These efforts need to be taken to the 

next level. The two routes designed by CUTR that were not implemented, need 

to be, as well as a program initiated to continually audit and adjust routing to 

keep it up to date and efficient. The relationship with Hartline also needs to be 

maintained. USF can not tell them what to do, but they can work with them to 

continue to improve routing and options for students, employees, and faculty. 

Once again, this is an area that needs to become proactive and not just 

patchwork once people start complaining. 

Even in a perfect system, mass transit will still not be feasible for 

everyone. There are several other options that can be quite effective. Vanpools 

are cars owned and maintained by the government or another subsidy given to a 

carpooling group as long as they can provide the drivers. This is a concept that 

has done quite well in the private sector. This can be used by faculty, 

employees, students, or any combination there of. Once a group in a close 

proximity with similar hours is recognized, you have found prime candidates for 

vanpooling. It gives people more freedom and flexibility in their commute as well 

as keeping them from having to maintain or even own a vehicle. It is a shift to a 

more service based system. This concept can be accomplished privately as well. 

Densely populated areas, such as apartment complexes, can subsidize both 


April 2006. 

130

carpools and mass transit stops and offset their cost by listing them as 

anonymities. Once an implementation plan is worked out, the university need 

only publicize and share the concept, and the costs are then taken over privately. 

Another problem stifling carpooling is lack of information. There are 

countless ride match databases out there on the internet, but none are very 

effective in this market. They all lack the proper network effect. CUTR had put 

together a ride match database and was somewhat successful, but it is no longer 

accessible. USF has the resources, data, and infrastructure already to institute 

a sufficient system; however, nothing has been done yet. 

There are several other alternative ways of accessing the university that 

have nothing to do with transit. One way that is catching on very quickly is 

distance learning. There are still some concerns as to effectiveness, but as 

technology advances, more and more curriculum will be more suited to this 

process. This is probably the most closed loop, or elimination of the loop, 

process that has been created so far when speaking strictly of transportation 

issues. Other ideas involve the four-day workweek. The same forty hours for 

employees or fifteen credit hours for students can be accomplished with a total of 

eight trips to or from campus per week as opposed to ten. That’s a twenty 

percent reduction right off the top. Also, staggering everyone’s four days over a 

five, six, or even seven day week will open up parking and greatly reduce peak 

times and need for extra capacity. Another option is opening up more class 

options at satellite campuses. That would eliminate some long distance drives 

for many students and faculty as well if planned correctly. 

131

Once again, the key to getting this whole thing going will be awareness. 

Even publicity alone would help by increasing the usage of those steps already 

being taken. The Bull-Runner and its routes, including off campus stops need to 

be conveyed to all students, faculty, and employees. USF’s relationship with 

Hartline, including free rides to students, needs to be reiterated every possible 

chance. Routes and schedules for specific areas incorporating public and 

university transportation can be worked out in advance, listed, and even sent 

specifically to people residing in those areas. All of the ideas above will benefit 

from the network effect. The more it is publicized, the less of a need there will be 

to keep publicizing it. Also, the greater the use, the easier it is to add new routes 

and fill routes in a more efficient manner. This needs to be an ongoing process 

that is constantly audited, adjusted, and communicated. An Office of 

Sustainability would conduct these operations best. 

Bicycles and Pedestrians 

Now that we have minimized the cars on campus and managed to get 

people here conveniently, how do they get around We need to make this 

campus pedestrian friendly. It is surrounded by major roads on three sides that 

are a nightmare to cross. Shrinking the lane size would slow the cars and create 

a calmer traffic for those crossing 290 . We also offer classes at the University 

Mall, yet the sidewalks don’t make it all the way there 291 . We need to expand 

and add crosswalks and bicycle trails. It will be easier to get people to not bring 


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a car, if they don’t need one to get around. Also, we need to increase the 

amount of bike racks and bike covers that are available. Many people spend a 

lot of money on their bikes and will not bring them if they cannot protect them 292 . 

As we encourage people to bike and walk around campus, we need to give them 

facilities, besides the athletic center, for showering and changing. We need a 

bike shop on campus that does low cost maintenance as well as reclaim, buy, 

sell and even finance bikes if needed. Departments could be issued bikes for 

cross campus errands 293 . 

Besides actually getting around, we need to make the community friendly 

to non automobile owners. This will make it even easier to not own a car. This 

would include getting more local businesses and entertainment close to campus 

or Bull-Runner routes. Zip cars are an option where cars are kept and 

maintained by the university for student use that can be rented for one or two 

hours or days for trips or excursions. 

Once again, it’s all about awareness. We may sound like a broken record, 

but it’s important. Bike routes and crosswalks need to be posted and students 

need to be informed. Campus maps and bike rack locations need to be easy to 

find. These locations need to be kept current and as traffic and needs change, 

new ones need to be placed and consequently communicated to the people of 

this university. It needs to be an ongoing process that is continually updated. 


April 2006. 


April 2006. 

133

Marketing of Sustainability Initiatives 

“Greening” the University of South Florida will require the support and 

enthusiasm of administration, faculty, and students. By collecting information 

from a wide variety of university campuses throughout the country, an overall 

approach to marketing to the administration, faculty and student population 

emerged. 

In order to receive support from all stakeholder groups at USF the top 

administration will need to support the “greening” efforts. This would begin with 

Presidential backing and work its way down to other administrative personnel 

including college deans. Following administrations support, efforts should be 

made to create support and enthusiasm from the faculty and students through 

incentives and related programs/events. 

Details on marketing programs for other university sustainability programs 

throughout the county were assembled to provide an overall understand of 

potential opportunities. These marketing ideas fell into the areas of recycling, 

transportation and physical plant. After reviewing these ideas, key 

recommendations that could easily transfer to USF were assembled and 

presented in the “Recommended Strategies” section of this proposal. 

Influencing the University of South Florida 

Stakeholders 

Administration 

134

Administrative buy-in is a crucial component to the overall success of a campus 

greening project. Since the administration dictates the culture of a company 

through policies, goals, and values, any project that does not gain buy-in from 

administration will face an uphill battle and more than likely end in failure 294 . If 

this happens, greening habits may be seen as unprofessional or eccentric, 

making the chance of campus-wide implementation nearly impossible 295 . Green 

campus initiatives have a much higher success rate when the campus 

community knows top administration is involved and supportive of the 

program 296 . To let the campus know that administration is supportive, 

administrators must lead by setting the right example 297 . Ranging from an 

enhanced recycling program, creating an Office of Sustainability and revising the 

University mission statement in order to include sustainability, the possibilities of 

a greening program are virtually unlimited once administration has decided to 

support an initiative. 

University Administration is primarily motivated by improvements to the 

university’s finances and reputation. To sell the greening initiative to 

Administration, the marketing plan needs to focus on the benefits that will be 

realized by the University and, in turn, by Administration. Marketing activities 

should focus on money savings generated from energy conservation and the 

294 AASHE . 2005. Association for the Advancement of Sustainability in Higher Education. 12 Mar. 2006 

 

295 "Environmental Stewardship and the Green Campus." The State University of New York at Buffalo. 2001. 

UB Green. 24 Apr 2006 





135

eductions in waste removal costs. Also, marketing should highlight the chance 

for capital inflows from potential donors who value greening activities or from 

grants that help support greening initiatives. Administration will be more apt to 

embracing a program that it feels will be a good fit with the university. A petition 

drive is often an effective tool to prove the student and faculty support of a 

greening initiative 298 . Another motivating factor may be the chance to associate 

the University with a prestigious program such as The Talloires Declaration. 

These types of organization memberships provide guidelines for the University to 

follow, as well as access to best practices and comradely from other member 

universities 299 . 

Faculty 

With encouragement from a supportive administration, faculty will be a driving 

force to integrate greening into the curriculum and learning environment. Faculty 

members are an important entity to the program due to their close contact and 

influence with students. Without faculty buy-in, the greening project will not 

reach as many students, and in turn will not have as large an impact. 

To market the greening initiative to faculty, we will need the support of 

administration providing resources such as time and funding for research and 

new coursework development. A campus-wide culture change that emphasizes 

the importance of greening initiatives will also help faculty to come on board with 


UB Green. 24 Apr 2006 

. 

299 "Programs Talloires Declaration." Benefits to Signing. 2001. University Leaders for a Sustainable Future. 03 

Feb 2006 . 

136

the program. Another way to encourage faculty participation is to create a 

recognition program for faculty who have embraced the greening program and 

demonstrated an outstanding effort to become involved. Recognition could be in 

the form of awards handed down from the University President or from campus 

organizations that have a focus on greening initiatives and progress. 

Students 

Students are the third primary stakeholders in this project. Without student 

interest, it will be difficult to maintain administration and faculty support. The 

marketing efforts towards this group will need to be continuous due to the student 

turnover each year. Along with this turnover comes the opportunity to reach 

more people and generate new and innovative ideas for the greening initiative. 

According to the UCLA “In Your Backyard” project, it is important to be able to 

pull from the students’ feelings that changes need to be made and that they can 

actually start in “one’s own backyard” 300 . The greening project can be used as a 

selling point for prospective students and as an outlet for current students who 

want to feel as though they are a part of something that will make a difference. 

To sell the greening initiatives to current students, marketing should focus on 

educating the students by providing opportunities to become involved. Greening 

aspects can be added to the festivities of Homecoming and Greek Week to draw 

even more student awareness. As highlighted in our University Best Practices 

300 AASHE . 2005. Association for the Advancement of Sustainability in Higher Education. 12 Mar. 2006 

 

137

section, universities that have already implemented successful greening projects 

have used strategies such as student competitions, environmental pledges, and 

greening awareness campaigns to gain student buy-in. 

Current University of South Florida Sustainability Marketing 

Unfortunately, the marketing efforts of the University of South Florida do not 

include the aspect of sustainable practices or campus greening initiatives. This 

is likely attributable to the fact that sustainability and greening initiatives have not 

yet been made a high priority at this University. Although steps have been made 

through the Physical Plant’s Green Lights Program and other energy saving 

projects, there is not a lot of promotional push behind these projects. 

The recycling program at USF seems to be promoted solely through the recycling 

emblem marking the few recycling bins that can be found across campus. Every 

so often, a campus organization will make recycling a focus for a while and you 

will see a sign encouraging the activity, but currently, there seems to be no 

cohesive campaign to encourage the use of these containers. It is virtually 

impossible to find any information on the University of South Florida’s recycling 

program through its website or promotional media. 

Along with minimal marketing efforts promoting a greening program at USF, 

there has recently been a negative public image of the University due to the 

design of the new Marshall Center. The lack of interest from Administration in 

seeking LEED certification has drawn criticism from numerous interest groups 

138

and concerned stakeholders. One particular article in the Tampa Bay Vigil noted 

that environmental concerns regarding the new Marshall Center appeared on 

slide 50 of a 51-slide presentation 301 . The author felt this did not signify a high 

priority on environmental issues 302 . 

Since there are so few greening and sustainability programs on campus, it is 

understandable that there are no marketing efforts aimed at these areas. The 

goal of this paper is to highlight activities and campaigns employed by other 

universities and try to modify and apply the ideas for USF. 

Other Universities’ Sustainability Marketing Programs 

Harvard University 

Harvard University has set up the Harvard Green Campus Initiative, an 

interfaculty organization that is committed to addressing the real life challenges 

of becoming environmentally sustainable 303 . With such a large program, Harvard 

felt the need to break the program down into functional groups and assign a 

committee as the head of each group. Different committees involved are 

Interfaculty Advisory Committee, Sustainable Building Committee, Sustainable 

Funding Committee, Sustainable Principles Advisory Committee, and Energy 

Reduction Committee 304 . The committees meet monthly and discuss the 

301 "USF May build A Sustainable Student Union." Tampa Bay Vigil. 29 Jan 2006. Vigil Press. 20 Apr 2006 

http://www.vigilpress.net/inside.htmlarticle=2006/1/29/USF_may_build_sustainable_student_union.xml 

302 "USF May build A Sustainable Student Union." Tampa Bay Vigil. 29 Jan 2006. Vigil Press. 20 Apr 2006 

http://www.vigilpress.net/inside.htmlarticle=2006/1/29/USF_may_build_sustainable_student_union.xml 

303 "Harvard Green Campus Initiative." Harvard Green Campus Initiative. 2006. Harvard University. 15 Apr 

2006 

304 "Harvard Green Campus Initiative." Harvard Green Campus Initiative. 2006. Harvard University. 15 Apr 

2006 

139

evolving needs of the Sustainability program. To promote the program, the 

Harvard Green Campus Initiative (HGCI) has employed many different programs. 

One of these programs, the Best Practices Exchange, is a forum for best 

sustainability practices across the university 305 . Presenters can be Harvard 

faculty, staff, or representatives from other groups of interest. The purpose of 

these forums is to provide an opportunity to learn from what other people have 

done in short learning sessions, usually one to two hours in length 306 . Another 

initiative developed by the HGCI is the Campus Sustainability Pledge 307 . The 

pledge, signed by over 4,000 people, asks for a personal commitment to adjust 

thermostats for the seasons, activate computer sleep modes, make double sided 

copies, recycle when possible, take a bike or public transportation to work at 

least once a week, and become involved in Green Campus Network 308 . Another 

program is the annual environmental cartoon contest in which participants are 

asked to create cartoons depicting energy conserving practices 309 . This popular 

annual event draws over 100 participants. The cartoons are judged and winning 

entries are both displayed in the campus library and around campus to serve as 

educational reminders 310 . The activities of these programs are designed to 

encourage people to not only be aware of greening initiatives but to also become 

305 "Best Practices Exchange." Harvard Green Campus Initiative. 2006. Harvard University. 15 Apr 2006 

 

306 "Best Practices Exchange." Harvard Green Campus Initiative. 2006. Harvard University. 15 Apr 2006 

 

307 "emPower harvard." Harvard Green Campus Initiative. 2006. Harvard University. 15 Apr 2006 

 

308 "emPower harvard." Harvard Green Campus Initiative. 2006. Harvard University. 15 Apr 2006 

 

309 "FAS-CERtoon Competition 2006." Harvard Green Campus Initiative. 2006. Harvard University. 15 Apr 

2006 


2006 

140

active participants in the cause 311 . Another successful promotion called “Go Cold 

Turkey” involved a student pledge to make environmental changes priority over 

the Thanksgiving break 312 . During this promotion, a turkey mascot went to the 

football games before Thanksgiving to raise awareness of the program and to 

hand out pledges 313 . 

University of Minnesota 

The University of Minnesota has named its sustainability program Sustainability 

and U 314 . This program highlights all of the University’s sustainability efforts 

including recycling, energy savings, related coursework, and transportation on a 

single website 315 . 

Recycling 

Portland State University 

Across the country, recycling has been a very integral component of numerous 

university marketing initiatives. In the 2002- 2003 school year PSU wrote for and 

were awarded a grant for money to rejuvenate the campus-recycling program. 

PSU Recycles!, the university’s recycling program, is dedicated to providing 


2006 

312 "Go Cold Turkey 2004 Pledge Competition." Harvard Green Campus Initiative. 2004. Harvard University. 

15 Apr 2006 

313 "Go Cold Turkey 2004 Pledge Competition." Harvard Green Campus Initiative. 2004. Harvard University. 

15 Apr 2006 

314 "Table of Contents." Sustainability and U. 25 June 2004. University of Minnesota. 22 Apr 2006 

 

315 "Table of Contents." Sustainability and U. 25 June 2004. University of Minnesota. 22 Apr 2006 

 

141

services for over 35 buildings on university grounds. Its goal is to “create a 

sustainable campus by reducing waste and increasing campus recycling and 

composting rates 316 .” Some of the successful programs at PSU include 

RecycleMania, CUPS!, and PSU ReUses. 

“RecycleMania is a recycling competition between colleges and universities 

across the country. Schools compete in contests to see which school can 

recycle the most, produce the least amount of trash, and have the highest 

recycling rate. The winner receives the coveted Recycleman trophy.” 317 

In the CUPS! Program, PSU students and faculty are encouraged to purchase 

PSU Recycles! mugs and help clean up the university. The reusable mugs can 

be obtained for five dollars and as an enticement, students will receive a discount 

at local coffee shops. PSU makes mugs available for purchase in the university 

bookstore, University Place Hotel, and various café and food centers across 

campus. PSU ReUses! is a program that encourages recycling and reusing 

across academic departments and student groups. The objective of the program 

is to “collect and redistribute good condition office supplies that would otherwise 

be thrown out.” 318 

Other universities that have analogous programs inspired PSU and they have 

since had similar success. Reusable materials sought after in this program 

316 “Recycling.” PSU Recycling. 2006. Portland State University. 13 April 2006. www.recycle.pdx.edu. 

317 “Recyclemania.” PSU Recycling. 2006. Portland State University. 13 April 2006. 

www.recycle.pdx.edu/pr_programs_services_recyclemania.php 

318 “Recycling.” PSU Recycling. 2006. Portland State University. 13 April 2006 

 

142

include, staplers and staples, paper, binders, paper clips, etc. This program is 

extremely important to PSU because they believe that, “diversion is an essential 

component of managing waste.” 319 To further aide in the recycling endeavors 

around campus PSU has made work orders available online for faculty or 

campus groups to request recycling bins for their various events. This has been 

helpful with office clean ups or move outs as well as students moving in or out of 

on campus housing. Additionally, PSU has implemented Chuck it for Charity. 

This PSU Recycles! program “collects reusable household items, furniture, and 

clothes and donates them to the Oregon Community Warehouse” each spring 

when students are moving out. 

The University of California-Davis 

Additionally, The University of California – Davis has created R4, a faculty and 

student organization in response to a state mandate to divert waste from the 

landfill by 50% 320 . This program is collaboration between the Solid Waste 

Division, Custodial Services, Grounds Crew, and other campus entities 321 . R4 

has done many projects to create an interest in recycling. Some of the ideas 

include putting the garbage of one building on display along with facts about how 

much of it could have been diverted through recycling 322 . Students and staff 

walking by could not help but notice the large pile of garbage surrounded by 

319 “Recycling.” PSU Recycling. 2006. Portland State University. 13 April 2006 

 

320 “R4 Recycling.” R4 Recycling Operations and Maintenance. 18 July 2005. University of California Davis. 21 

Apr 2006 

321 "R4 Recycling." R4 Recycling Operations and Maintenance. 18 July 2005. University of California Davis. 21 

Apr 2006 http://r4.ucdavis.edu/default.htm 


Apr 2006 

143

signs. R4 also coordinates a Resource Recovery Drive so that items can be 

reused instead of disposed of 323 . This event takes place when students are 

moving out of the dorms. Common items that are recovered include clothes, 

CDs, furniture, shoes, and school supplies 324 . To advertise this, flyers were 

placed in the all of the dorms and R4 staffed an information booth in all of the 

cafeterias during mealtimes 325 . Another popular program is UC’s Spot-a-Mug 

campaign. If a student or staff member is spotted using a reusable mug on 

campus, an R4 member can give them a coupon that is good for a free refill of 

their mug at an on campus diner 326 . R4 also helps organizations plan Zero 

Waste events. To do this, R4 will meet with event coordinators in the planning 

stages of an event and consult them on how to have environmentally friendly 

events 327 . The staff of R4 is made up of nearly 20 UC Davis college students 328 . 

Clemson University 

At Clemson University, students participate in “Lighten Your Load”. The “’Lighten 

your Load’ Student Move-Out Recycle Program” at Clemson University was 

initiated three years ago to help alleviate some of the waste generation that 

results as students move out of their dorms at the close of each school year 329 . 


Apr 2006 


Apr 2006 


Apr 2006 


Apr 2006 


Apr 2006 


Apr 2006 

329 “CLEMSON”. Clemson University Environmental Committee. 17 Apr. 2006. 

144

The program essentially allows students to dispose of items in a sustainable 

fashion by donating them to one of the collecting agencies on hand during moveout 

day. 

To date the “Lighten your Load” Program has collected more than 6,500 pounds 

of clothing, donated 3,500 pounds of food to local charities, and truckloads of 

lumber have been donated to Habitat for Humanity 330 . 


The University of Minnesota started a recycling program in 1984 with a white 

paper program in one building. 331 . Since then, the program has grown into a 

comprehensive, campus wide program 332 . In 1991, in an effort to increase 

effectiveness, the U of M came up with a “quad” disposal system 333 . The 

concept of this program is to offer an opportunity to recycle whenever there is an 

opportunity to throw something away 334 . Each garbage can is divided into four 

bins, one for paper and cardboard recyclables, one for plastic and glass 

recyclables, one for aluminum and tin recyclables, and one for waste 335 . The 

University of Minnesota has conducted studies proving that 95% of materials 

http://www.clemson.edu/cuec/lighten.html 

330 “CLEMSON”. Clemson University Environmental Committee. 17 Apr. 2006. 

http://www.clemson.edu/cuec/lighten.html 

331 "Materials, Recycling and Disposal Operations." Sustainability and U. 25 June 2004. University of 

Minnesota. 22 Apr 2006 

332 "History of the University of Minnesota Recycling Program." Facilities Management Recycling Program. 16 

Dec 2005. University of Minnesota Facilities Management. 22 Apr 2006 

 







145

have been placed in the correct recycling containers 336 . The program is 

advertised through information on the recycling website, a recycling hotline, and 

through campus wide policies stating which materials must be recycled 337 . 

Iowa State University 

Iowa State University in Ames, Iowa boasts an impressive and quite 

comprehensive recycling program. Over 20 different items are collected for 

recycling or reusing purposes at this university. One way Iowa State University 

distinguishes its program from others is the fact that it uses a bicycle hauling 

service, Bikes at Work, to move its recyclables from campus to the recycling 

center 338 . Iowa State promotes this as a win-win-win situation, the campus is 

recycling, no fossil fuels are used in the pick up service, and a local company 

that employs many college students has steady work 339 . 

Newspapers are also included in the recycling program at Iowa State 340 . To 

enter the program, each building is responsible for raising funds to purchase a 

water/weather proof bin to be used for newspaper recycling 341 . A small plaque 

was placed on each bin to thank and recognize the group responsible for the bins 



337 "Contact Information and Important Phone Numbers." Facilities Management Recycling Program. 16 Dec 

2005. University of Minnesota Facilities Management. 22 Apr 2006 

 

338 "Recycling Programs at Iowa State University." ISU Recycling. 2006. Iowa State University. 12 Apr 2006 

 


 


 


 

146

acquisition 342 . From that point on, the University uses funds diverted from the 

refuse pickup (the $47 per ton savings from putting items into the landfill) to 

contract out Bikes At Work, a human powered delivery service 343 . Bikes At Work 

picks up the newspapers from the recycling bins at each building and delivers 

them to a recycling center. The university is not yet at break-even point in the 

newspaper-recycling program 344 . It is, however, boasting the advantages of a 

reduction of litter caused by the newspaper, an 8-ton reduction in the amount of 

refuse each month, and a decrease in the custodial staff’s workload 345 . 

The ISU recycling committee is composed of members from different college 

departments such as Purchasing, Human Resources, transportation, and 

Physical Plant (known as Facilities Planning and Management at ISU) 346 . The 

marketing efforts this program uses include word of mouth, recycling newsletters, 

various posters, and a recycling website 347 . The website details different ways 

campus members can be active in the program and the details of each part of the 

recycling program such as allowed items and pickup times 348 . Different slogans 

such as “Do it Daily”, “Feed the Need”, “Check it Out”, and “WANTED: Your 

recyclables, REWARD: A Happy Healthy Environment” are used in the poster 


 


 


 


 

346 "2002-2003 Committee Members." ISU Recycling. 2006. Iowa State University. 12 Apr 2006 

 

347 "Recycling." ISU Recycling. 2006. Iowa State University. 12 Apr 2006 

 

348 "Recycling." ISU Recycling. 2006. Iowa State University. 12 Apr 2006 

 

147

advertising campaign for this program. Participants are able to go to the 

recycling committee’s web page and download these posters for use on and 

around building recycling bins 349 . Also available are flyers listing acceptable 

contents for recycling bins and pickup times for each building 350 . 

Duke University 

Duke University features several recycling marketing initiatives throughout its 

campus. To begin, Duke hosts several annual events to promote recycling. The 

first being an athletic shoe recycling drive. 351 

This one-week drive allowed 

students and employees to drop off old athletic shoes to be given to Nike and 

recycled into athletic courts and other items. Duke also has an annual Earth Day 

festival created by campus and student groups along with other community 

groups to encourage “green activities. 352 Other initiatives held at the university 

fall under the umbrella of Duke Recycles. The Duke University recycling 

program sponsors various “community and environmental outreach programs 

each year, including Earth Month, Recycle for the Children, Move Out for Charity 

and education seminars for incoming students and staff.” 353 

University of Colorado-Boulder 

349 "Recycling Posters." ISU Recycling. 2006. Iowa State University. 12 Apr 2006 

 

350 "Recycling Posters." ISU Recycling. 2006. Iowa State University. 12 Apr 2006 

 

351 Duke University. “Sustainability @Duke University: Campus Greening Initiatives, News & Events, Students 

Want to Recycle Your Old Shoes.” (April 10, 2006). April 14, 2006. www.duke.edu/sustainability/2005-10- 

30nike.html 

352 Duke University. “Sustainability @Duke University: Campus Greening Initiatives, News & Events, 2006 

Earth Day Festival.” (April 10, 2006). April 14, 2006. www.duke.edu/sustainability/2006-04-04Earth_Day.html 

353 Duke University. “Sustainability @Duke University: Campus Greening Initiatives, Waste Management, 

Duke Recycles.” (April 10, 2006). April 14, 2006. www.duke.edu/sustainability/waste.html 

148

Like Portland State University and over one hundred other colleges and 

universities across the nation, The University of Colorado Boulder participates in 

RecycleMania each year to help encourage recycling on campus 354 . With a 

recycling program that has been in place since 1974, UC Boulder uses 

promotions like RecycleMania to bring a fresh and fun reminder of the activity to 

faculty, staff, and students 355 . CU tracks progress on a frequently updated web 

page so students can see where they stand at any point in the contest 356 . 

Resident halls are pitted against each other to reduce the most waste by 

employing the recycling program 357 . Winners are recognized with a web posting 

listing them as the reigning champs and a certificate of achievement 358 . Another 

promotion UC has done is the Global Jam. The Global Jam was a picnic for over 

5,000 people in which no garbage was produced 359 . All waste from this event 

was recyclable or compost able 360 . 

Transportation 


354 "RecycleMania 2006! Buffs Recycle!." University of Colorado CU Recycling. 2005. University of Colorado at 

Boulder. 10 Apr 2006 










 


 

149

In addition to recycling, transportation has been integrated in to campus 

sustainable practices. The University of Colorado Boulder has a Buff Bikes 

Program. In this program, any student can go to the Buff Bikes Center on 

campus and “rent” a bike for two days 361 . The rental bikes come with locks and 

have a license number to track them in case of theft 362 . If the student would like 

to keep the bike for longer than two days, he or she just stops by the rental office 

to renew the rental agreement 363 . The University’s Federal Credit Union also 

grants 12 month, interest free loans up to $500 to any student who wishes to 

purchase a bike 364 . To qualify for the loan, the student must only put 10% of the 

bicycles price down and the credit union will help with the rest 365 . To further 

encourage this earth-friendly mode of transportation, the University of Colorado 

has a workshop where students can use tools needed to repair bikes and there is 

an on-site staff to help students repair flat tires 366 . To help with promotional 

efforts, University of Colorado posts relevant information on its website and also 

offers free clinics where students can learn more about bicycles 367 . The clinics 

range in topics from bicycle safety, bicycle repair, environmental issues related to 

fossil fuels, and health benefits related to riding a bike 368 . 

361 "Buff Bike Rental Program." University of Colorado Bicycle Program. 2002. University of Colorado at 






364 "Interest Free Loans." University of Colorado Bicycle Program. 2002. University of Colorado at Boulder. 10 

Apr 2006 

365 "Interest Free Loans." University of Colorado Bicycle Program. 2002. University of Colorado at Boulder. 10 

Apr 2006 

366 "Quick Fix Tools." University of Colorado Bicycle Program. 2002. University of Colorado at Boulder. 10 

Apr 2006 

367 "Bicycle Maintenance and Special Topic Clinic Series." University of Colorado Bicycle Program. 2002. 

University of Colorado at Boulder. 10 Apr 2006 

 

150

University of Maine 

Bike programs have been flourishing throughout the country on other campuses 

as well. The University of Maine created the “GreenBikes Program” 369 . The 

program is now run by the fraternity Pi Kappa Alpha (PIKE). The fraternity 

“continues the tradition of receiving donated bikes, rebuilding them, painting them 

green, and placing them around campus to be used by visitors, students, faculty, 

and staff. PIKE currently rebuilds about 100 bikes per year.” 370 . Brown 

University promotes a biking to work/class program called “Bike to Brown” 371 . 

Furthermore, Duke University provides 12 one-day parking permits to those who 

bike to campus 372 . 


With regard to public transportation, Duke University works with their local public 

transportation to offer a couple of options to their students and staff. The local 

public transportation offers “vanpools” made up of at least seven commuters who 

travel to the same general destination 373 . Duke also issues half price parking 

permits to students and employees who demonstrate that they have made 

368 "Bicycle Maintenance and Special Topic Clinic Series." University of Colorado Bicycle Program. 2002. 

University of Colorado at Boulder. 10 Apr 2006 

 

369 University of Maine. “Department of Facilities Management: Sustainability.” April 17, 2006. 

www.umaine.edu/ofm/sustainability 

370 University of Maine. “Department of Facilities Management: Sustainability.” April 17, 2006. 

www.umaine.edu/ofm/sustainability 

371 Brown Transportation Demand Management. “Brown Transportation Programs.” (Dec. 12, 2004). April 17, 

2006. www.brown.edu/Departments/Brown_Is_Green/transport 

372 Duke University. “Sustainability @Duke University: Campus Greening Initiatives, Transportation.” April 

14, 2006. www.duke.edu/sustainability/transportation.html 



151

carpooling arrangements. Additionally, participants are issued 12 one-day 

permits for days when carpooling is not possible 374 . 



Portland State University has also taken a look at the need for sustainable 

energy initiatives. In 2003, PSU began the Presidents Energy Initiative. This 

initiative was spearheaded by the president of the university who “directed the 

Facilities Department to reduce the thermostat settings in the offices by 4 

degrees.” The result was a savings of over ten thousand dollars in two months. 

The following suggestions were included in a response letter from the Facilities 

Department about the success of the president’s energy initiative: 

• Discontinuing use of any personal space heaters. 

• Turning office lights off when they are not needed. 

• Turning classroom lights off at the conclusion of class. 

• Shutting your computer down in the evening, or when you will be 

away for extended periods. 

• Keeping windows and doors closed to minimize heat loss in 

buildings. 

• Dressing appropriate to the season instead of asking for the 

temperature to be adjusted or using personal space heaters. 

• Scheduling weekend and evening events in a manner to 

consolidate activities into as few as facilities as possible, or in 



152

sectors within a building, thereby allowing the other buildings, or 

sectors of the building, to remain unused and unheated/uncooled. 

• Other conservation measures or cost savings as appropriate. 

In the area of building, PSU has made sustainable strides. PSU has 

incorporated green building concepts into several constructions over the past 

number of years. One such example would be PSU’s Birmingham project. “The 

Birmingham, a 13-unit apartment building constructed in the early 1900's was 

deconstructed to make room for Epler Hall. The Birmingham was carefully 

dismantled in an effort to reuse as many of the materials as possible.” With the 

help of a local non-profit organization, PSU was able to deconstruct the building 

piece by piece and resell the items it removed (i.e. cabinets, bathtubs, trims, and 

doors). This deconstruction practice resulted in over 90% of the structure being 

reused or recycled. 


The University of Minnesota Facilities Management has a program called 

ReUse 375 . This program provides a place for campus buildings to dispose of 

furniture, supplies, and materials and gives other groups the opportunity to take 

these items for a small charge. The office is open for drop off on Tuesday and 

Wednesday and open to the general public on Thursdays 376 . Benefits from this 

program include reducing the waste that would have otherwise gone to the 

375 "ReUse Program." Facilities Management ReUse Program. 03 Apr 2006. University of Minnesota Facilities 

Management. 22 Apr 2006 



153

landfill, resells materials to generate small revenues, redistributes over $200,000 

worth of furniture and materials, and relieves campus buildings of unwanted 

materials 377 . Digital pictures of new items are showcased on the website so the 

public has an idea of what they will find if they visit the store 378 . This program 

boasts opportunities for volunteering, employment, and learning opportunities 379 . 

Iowa State University 

The ISU Physical Plant has faced many challenges when trying to encourage an 

energy-saving campaign 380 . Included among these challenges is the fact that 

ISU has a co-generation facility that helps to keep the utility bills low; ISU is 

charged a flat utility rate, regardless of season or time of day; and many of the 

older building are not equipped with systems that will allow for easy energy 

conservation 381 . To try and combat these problems, ISU has developed the 

Energy Efficient Task Force, a group of people from all different departments 

faced with the challenge of finding new ways to conserve energy 382 . The Energy 

Efficient Task Force has come up with several programs to generate participation 

in the energy conservation efforts. One program is the “Energy Heroes,” a 

recognition program for those who have gone out of their way to help conserve 







380 "Energy savings at Iowa State." Energy Efficiency: Iowa State University. 2006. Iowa State University 

Facilities Planning & Management. 12 Apr 2006 



382 "Energy Efficiency Task Force." Energy Efficiency: Iowa State University. 2006. Iowa State University 

Facilities Planning & Management. 12 Apr 2006 

 

154

energy 383 . Nominations are solicited for potential “Energy Heroes” and the 

winners are recognized on the physical plant website 384 . As part of its “Turn It 

Off” Campaign, ISU has a website dedicated to the cost per year of running 

typical office equipment 385 . There is also a web page dedicated to the Frequently 

Asked Questions in regards to energy conservation 386 . Each building has its own 

energy plan along with goals and historical usages 387 . 

383 "Energy Heroes." Energy Efficiency: Iowa State University. 2006. Iowa State University Facilities Planning 

& Management. 12 Apr 2006 

384 "Energy Heroes." Energy Efficiency: Iowa State University. 2006. Iowa State University Facilities Planning 

& Management. 12 Apr 2006 

385 "Annual Cost to Operate Typical Office Equipment." Energy Efficiency: Iowa State University. 2006. Iowa 

State University Facilities Planning & Management. 12 Apr 2006 

 





155

VII. Funding Sources for Sustainability Programs 

There are several types of financial opportunities for USF to utilize for funding 

sustainability projects. Grants, philanthropic gifts and private investments are all 

possible funding sources. 

Grants 

USF is eligible to apply for several grants in the areas of general sustainability 

projects, research, energy conservation, environmental education, recycling, and 

green building initiatives (more detailed information about each grant can be 

found in the appendix). 

There are several grants available to USF that support general sustainability 

initiatives. 

• The Lawrence Foundation: The Foundation gives grants to organizations 

that create programs that support environmental causes. They offer both 

operating and program grants. 388 This grant is only available to nonprofit 

organizations, and the funding amount is not disclosed. 1 

• EPA-G2006-P3-Z6: The EPA holds a P3 competition that provides grant 

money to “teams of college students to research, develop, and design 

solutions to challenges to sustainability. P3 highlights people, prosperity, 

388 “Deadlines” The Lawrence Foundation 2 November 2005. 14 March 2006. 

. 

156

and the planet – the three pillars of sustainability – as the next step beyond 

P2 or pollution prevention”. 389 Grant recipients can receive up to 

$10,000.00 their first year. If the awardees succeed their first year they are 

eligible for additional funding to up $75,000.00 for one additional year. 

Higher education institutions are encouraged to apply. 2 

• EPA–G2006-STAR-H1 & EPA-G2006-STAR-H2: The EPA also distributes 

grant money for “innovative regional projects that apply science to 

decision-making to address a stated problem or opportunity relating to 

sustainability”. 390 Awards can be given up to $100,000.00 per year for up 

to three years. Higher education institutions are encouraged to apply. 3 

• Echo Greening Fellowship Program: The Echoing Green Organization 

offers a fellowship program that awards “individuals with innovative ideas 

for creating new models for tackling seemingly unsolvable social 

challenges”. 391 This fellowship offers recipients the opportunity to create 

and test their ideas. This award stresses the development of programs 

within a community. Fellowships awarded to individuals total $60,000.00, 

paid over four installments. Fellowships are also awarded to partnerships 

and total $90,000.00, paid over four installments. Echoing Green also 

389 “Funding Opportunities” US Environmental Protection Agency 22 February 2006. 14 March 2006. 

. 

390 “Funding Opportunities” US Environmental Protection Agency 2 March 2006. 14 March 2006. 

. 

391 “Echoing Green’s Fellowship Program” Echoing Green 30 March 2006. 

. 

157

offers support in the areas of media, financial planning, strategic planning, 

legal practices, staff development, and accounting practices. 4 This award 

offers a great opportunity for USF to develop a nonprofit organization that 

develops and supports sustainability outreach activities in the Tampa Bay 

community. 

There are several grants available to USF that support initiatives involving the 

conservation of energy. 

• US Department of Energy - #81.036: The DOE offers a grant “to 

encourage the development and commercialization of energy-saving 

inventions by providing financial and technical assistance to projects that 

have a potential for significant energy savings”. 392 The DOE not only 

provides funding assistance under this grant, but also serves in an advisory 

capacity. Both small businesses and higher education institutions are 

encouraged to apply; funding amounts are not disclosed. 5 

• US Department of Energy – #81.086: The DOE offers grant money for 

long-term energy conservation research in “Buildings, Industry, 

FreedomCAR and Vehicle Technologies and Hydrogen, Fuel Cells and 

Infrastructure”. 393 Research developments generated through this grant will 

then be passed onto the state and local governments for use. Profit and 

392 “Inventions and Innovations” Federal Grants Wire 2006. 14 March 2006. 

. 

393 “Conservation Research and Development (81.086)” Federal Grants Wire 2006. 14 March 2006. 

. 

158

not for profit organizations are eligible to apply; funding amounts are not 

disclosed. 6 

• US Department of Energy – #81.087: The DOE also offers a grant for 

“research and development efforts in the following energy technologies: 

solar, distributed energy and electric reliability, biomass, hydrogen, fuel 

cells and infrastructure, wind and hydropower, hydrogen, and 

geothermal”. 394 Research developments generated through this grant will 

also be passed onto the state and local governments for use. Universities 

and not for profit organizations are eligible to apply; funding amounts are 

not disclosed. 7 

• US Department of Energy – #81.049: The DOE offers a grant that 

supports research in science and technology to develop concepts and 

assessments in the field of energy. Part of the grant money can be used for 

materials, salaries, supplies, travel, equipment, and publication costs. 

There can be restrictions on the use of the grant money depending on the 

grant award provisions. Universities and non-profit organizations are 

encouraged to apply; funding amounts are not disclosed. 395 

394 “Renewable Energy Research and Development (81.087)” Federal Grants Wire 2006. 14 March 2006. 

. 

395 “Office of Science Financial Assistance Program (81.049)” Federal Grants Wire 2006. 14 March 2006. 

. 

159


promotes “the development and use of environmentally and economically 

superior technologies for supply, conversion, delivery and utilization of 

fossil fuels”. 396 This grant is offered in an effort to “lower energy costs, 

reduced environmental impact, increased technology exports, and reduced 

dependence on insecure energy sources”. 9 Universities are encouraged to 

apply; funding amounts are not disclosed. 9 


encourages accelerated “biomass technology deployment” and “outreach 

[and] public education” of the technology. 397 Developments made with this 

grant will be shared with the scientific community and industry. 10 

Universities and nonprofit institutions are encouraged to apply, and no 

funding amounts are disclosed. This would be an excellent grant to apply 

for if USF decided to add a conversion of waste function as part of the 

proposed recycling facility. 

There are several grants available to USF that promote recycling initiatives. 

• EPA-OSWER-OSW-06-04: The EPA is offering grants for recycling 

projects that involve education programs and materials, demonstrations, 

training, and studies. The grant also encourages the creation of “public 

396 “Fossil Energy Research and Development (81.089)” Federal Grants Wire 2006. 14 March 2006. 

. 

397 “Regional Biomass Energy Programs (81.079)” Federal Grants Wire 2006. 14 March 2006. 

. 

160

space recycling” as well as marketing the importance of recycling to the 

public. 398 Grant money ranges from $20,000 to $150,000.00. This grant is 

eligible to nonprofit organizations; public universities are not addressed in 

the solicitation summary. 11 

• The Florida Department of Environmental Protection – Local 

Government Grants: The Florida DEP offers grant opportunities to local 

governments to encourage the implementation of recycling and solid waste 

programs. Grant awards in the past have ranged from $1.8 - $10 million 

dollars. 399 This grant offers USF the opportunity to partner with the City of 

Tampa to further develop recycling programs, specifically in the private 

sector. 

• British Petroleum – Future Conservationist Award: BP offers 

environmental grants that support “small scale practical conservation 

projects”. 400 

20 awards are given each year up to $12,500.00. Future 

support can be awarded depending on the projects performance. There are 

no location or eligibility restrictions on the program’s website so USF 

should be eligible to apply. 13 

398 “Resource Conservation Challenge” US Environmental Protection Agency 19 April 2006. 18 April 

2006. . 

399 “Local Government Grants” Florida Department of Environmental Protection. 22 September 2005. 14 

April 2006. . 

400 “Grant Information” British Petroleum. 1999-2003. 14 March 2006. 

. 

161

• The National Association of PET Container Resources (NAPCOR): 

NAPCOR offers grants for projects that increase the “collection and 

recycling of PET plastic”. 401 PET is the type of plastic that is used for 

bottled water and soft drinks. NAPCOR grants can be awarded up to 

$30,000.00. 14 There are no location or eligibility restrictions on the 

program’s website so USF should be eligible to apply. 

There are several grants available to USF that support initiatives involving 

environmental education. 

• US Department of Energy - #81.117: The DOE has a grant that supports 

outreach and training programs that address energy efficiency in buildings, 

transportation, and industry. It is also seeking new technologies to improve 

energy efficiency and to increase the utilization of alternate energy 

resources. This grant is available to profit/non-profit organizations and 

universities; funding amounts are not disclosed. 402 

• US Department of Agriculture - #10.306: The Department of Agriculture 

is offering grant assistance to organizations so they can “educate 

governmental and private entities that operate vehicle fleets, other 

interested entities… and the public about the benefits of biodiesel fuel 

401 “U.S. Environmental Protection Agency” Recycling Market Development Zone Program 2006. 18 April 

2006. . 

402 “Energy Efficiency and Renewable Energy Information Dissemination, Outreach, Training and 

Technical Analysis/Assistance (81.117)” Federal Grants Wire 2006. 14 March 2006. 

. 

162

use”. 403 Nonprofit organizations and higher education institutions are 

encouraged to apply; no funding amounts are disclosed. 16 USF’s public 

transportation system already utilizes biodiesel fuel. This would an 

opportunity for USF to showcase its decision to become more 

environmentally friendly and to educate the community of the benefits of 

biodiesel use. 

• EPA-OEE-05-03: The EPA is distributing grants for “environmental education 

projects that promote environmental stewardship and help develop aware and 

responsible students, teachers, and citizens”. 404 Coordinating education 

programs, refining teaching methods and developing community outreach 

programs are top priorities for this grant. Regional grants awarded typically range 

from $10,000.00-$15,000.00. 25% of the project grant must be matched by Non- 

Federal funds; higher education institutions and not-for-profit corporations are 

encouraged to apply. 17 USF has previously participated and been awarded 

funding under this grant. In 2003 the university was awarded $22,015 for an 

“Enviro Van Plan” proposing a mobile environmental lab to travel to high schools 

and educate students on environmental public health. This grant would be able to 

directly support the educational component of the proposed recycling center. 

403 “BIODIESEL (10.306)” Federal Grants Wire 2006. 14 March 2006. 

. 

404 “Environmental Education Grant Program” US Environmental Protection Agency November 2004. 1 

April 2006. . 

163

There is also a green building grant that could be utilized if USF chooses to 

become more environmentally conscience with future construction or to renovate 

current structures with green building products. 

• The Kresge Foundation: The foundation provides assistance to 

organizations that plan to implement green building practices. The 

guidelines of the grant encourage awardees to be innovative and create 

“new models of sustainable design” with their projects. 405 The foundation 

also offers educational resources to assist with the planning process. 

Grants are only awarded to non-profit organizations. Awards range 

between $25,000.00 - $100,000.00. 18 

Venture Capital 

Obtaining private funding through venture capitals is another way USF can fund 

the proposed sustainability projects. In its initial planning stages, as outlined in 

this proposal, it is unclear whether the recycling center will generate the amount 

of revenue needed to garner venture capital support. Typically VC’s invest in 

projects that “target a large market (greater than $500 million), achieve scale and 

profitability quickly (3-6 years), [and] have an exit strategy”. 406 If the project is 

developed and shows the ability to generate returns higher than those currently 

405 “Green Building Initiative” The Kresge Foundation 2005. 14 April 2006. 

. 

406 “Venture Capital FAQ’s” EVN 2002. 19 April 2006. . 

164

in the marketplace, USF should consider soliciting venture capital firms who are 

interested in funding environmental projects. 

Donations 

Support for USF sustainability projects could also come from philanthropic gifts. 

The USF Foundation will raise close to sixty million dollars this year through its 

fundraising activities. Developing an annual campaign could be a great way to 

draw additional support for sustainability initiatives. Support can come from USF 

employees, alumni of the university, and interested people in the Tampa Bay 

community. An alumni campaign could be hugely successful as the roughly 

43,950 USF graduates living in Hillsborough County and are likely to benefit from 

the work that USF will be doing both internally and within the community. If USF 

were to develop a special campaign they should consider developing an 

operating fund just for these initiatives; there is a $5000.00 minimum balance to 

open an operating fund with the Foundation. There may also be opportunities for 

USF to obtain larger gifts from philanthropists in the Tampa Bay community that 

look to lend their financial support to environmental causes. If USF chooses to 

pursue private support as a means to fund their sustainability projects, meetings 

should be scheduled with the Foundation to determine possible fundraising 

potential. 

Several opportunities exist for USF to use to fund sustainability projects. USF is 

eligible for several grants, has the means to develop a successful philanthropic 

campaign, and may even be eligible for private investment support. 

165

Other Universities’ Sustainability Funding 

This portion of our paper is going to specifically outline three major universities 

here in the United States that have been effectively implementing sustainability 

programs. The effectiveness will be measured not solely in dollars but in other 

important metrics like reduced pollution to the environment or decreased waste 

of limited resources. While these effects are not as easily quantifiable as 

counting dollars, they are none the less an integral part of effective 

implementation of a sustainability program. Our intent is to highlight these 

programs and site examples of cost benefit analysis, which we can emulate here 

at the University of South Florida. 


The first university which has been extremely successful is the University of 

Colorado at Boulder. This philosophy started with the Environmental Center. 

“The CU Environmental Center educates, activates, and inspires the campus 

community to understand and engage in local and global environmental issues. 

Established in 1970, the Environmental Center: 

 

Assists with the educational mission of the University by providing 

information on environmental issues to students, faculty, staff, and the 

broader community. 

 

Gives students applied experience in interdisciplinary environmental 

problem solving. 

 

Assesses the environmental performance of the University and works 

with other parts of campus to improve our environmental performance. 

166

Provides direct services to the University community, including the CU 

Recycling program, the student bus pass program, and the management of 

the student wind purchase.” 407 

Even if you do not attend CU as a student or faculty, you know by word of mouth 

that the campus is very conscious of social and environmental issues. The 

university capitalizes on these attitudes and encourages students and faculty to 

continually challenge traditional thinking to create change in social issues. For 

example in a 1995 board meeting Roderic B. Park, at that time, Interim 

Chancellor said, “The faculty will set the goals which should result in the 

establishment of a college with high morale and a high set of expectations” 408 . 

He followed that comment by action in 1997 when he signed the Talloires 

Declaration: 

The Talloires Declaration 

This declaration was envisioned and “created by a group of university 

leaders and contains ten recommendations and actions for universities in 

global environmental management, environmental literacy, and sustainable 

development.” 409 More than 230 institutions representing 43 countries have 

endorsed the declaration. 410 Specifically, the Blueprint seeks to enact the 

407 University of Colorado at Boulder – Environmental Center 2005. 25 March 2006. 

 

408 University of Colorado Boulder Campus Staff Council Minutes 1 February 1995. 15 April 2006. 

. 

409 “The Talloires Declaration” University of Colorado at Boulder Environmental Center 2005. 25 March 

2006. . 


2006. . 

167

Talloires challenge to ‘set an example of environmental responsibility by 

establishing institutional ecology policies and practices of resource 

conservation, recycling, waste reduction, and environmentally sound 

operations.’” 411 Note: It is strongly recommended that USF join this 

distinguished group, and that a signing opportunity be arranged for 

President Genshaft as soon as possible. 

American College & University Presidents Climate Commitment 

Another opportunity for distinction exists in signing the American College 

& University Presidents Climate Commitment. This impressive list includes 

the University of Florida, University of Central Florida, State University of 

New York, New York University and California State University among 

many other distinguished institutions that have committed to a focus on 

sustainability within their communities. We want to help the University of 

South Florida join the ranks of these prominent American universities. 

The fight against global warming will shape the 21 st century. 

Colleges and universities must exercise leadership in their communities 

and throughout society by modeling ways to eliminate global warming 

emissions, and by providing the knowledge and the educated graduates to 

achieve climate neutrality. Campuses that address the climate challenge by 

eliminating global warming emissions and by integrating sustainability into 

their curriculum will better serve their students and meet their social 


2006. . 

168

mandate to help create a thriving, ethical and civil society. We hope you 

will join us in supporting the American College & University Presidents 

Climate Commitment. (See Addenda B for full list of members.) 

This fits well with Governor Crist’s Florida Climate Change Action Plan and 

emphasis. 

Since the late 1990’s the University of Colorado has implemented several 

environmental initiatives and started many programs to maintain this sustainable 

thinking. For example the University created a hands-on teaching and learning 

field laboratory in 2005 to promote sustainable thinking. “The university 

approved the laboratory, which consists of a 400-square-foot straw bale structure 

with a concrete acrylic roof, as a temporary facility through the end of 2005. The 

lab has been an integral part of a civil engineering course, Sustainability and the 

Built Environment, which covers topics such as eco-materials, sustainable water 

and wastewater systems, renewable energy, waste and waste products, green 

building, straw bale construction, natural plasters and building with earth and 

straw.” 412 

The goal of the facility is to be self-sufficient, generating its own power using 

412 “CU-Boulder Opens Field Laboratory for Sustainable Building Practices” University of Colorado at 

Boulder – News release 29 April 2005. 26 March 2006. 

169

photovoltaic panels and possibly biodiesel, and collecting and processing enough 

rainwater to complete all on-site projects.” 413 

Clearly CU has had a tremendous history from which to build and draw from to 

continue to be a leader in campus sustainability. In October 2004, Dr. Will Toor 

and Ric O’Connell completed a very comprehensive campus sustainability 

study. 414 

It highlights concerns that all campuses have and present some very 

compelling cost benefit analysis to prove that economic and non-economic 

benefits are achievable. 

Program 

Annual Cost Reduction 

Recycling $ 

153,000 

Transportation $ 

4,700,000 

Energy Conservation $ 104,000 - 500,000 

Water Conservation $ 

170,000 

Green Energy - Wind $ 

(50,000) 

Green Energy - Biodiesel $ 

(30,000) 

Campus Printing Initiative $ 

350,000 

Integrated Pest Management $ 

78,000 

Green Purchasing 

N/A 

Green Building 

Unknown 

Composting $ 

3,000 

Total $ 5,478,000 - 5,874,000 415 

This chart represents a possible economic savings through these different 

programs. However, there are non-economic benefits that while not calculable in 

numbers are not any less valuable to our society. These benefits should also be 

413 “CU-Boulder Opens Field Laboratory for Sustainable Building Practices” University of Colorado at 

Boulder – News release 29 April 2005. 26 March 2006. 

 

414 “Green Investment Green Return” 2004. 25 March 2006. 

. 

415 “Green Investment Green Return” 2004. 25 March 2006. 

. 

170

mentioned to emphasize the undeniable fact that we live in an environment that 

has limited natural resources. 

University of Kansas 

The second university we focused on was the University of Kansas. They have 

an excellent website that describes the goals of sustainability on their campus 

and gives students very easy access to topics that encourage them live and be 

aware of campus sustainability. Their environmental initiatives started in 1990 

when KU created the Environmental Ombudsman's Office. The focus of this 

group was general at the time and stressed environmentally friendly practices. 

Later “the Ombudsman's Office completed a campus wide waste audit which 

lead to the coordination of recycling efforts.” 416 

In 1996 they created the Office of 

Resource Conservation and Recycling, which in 2002 evolved into the 

Department of Environmental Stewardship and became a stand-alone 

department under the office of the Provost. Finally in 2003 the program is moved 

to Facility Operations, and becomes the Environmental Stewardship Program. 417 

“The Environmental Stewardship Program (ESP) is responsible for assisting the 

University of Kansas and campus living groups with developing and 

implementing integrated waste reduction efforts and environmental awareness 

and improvement programs. As a service department, ESP and KU Recycling 

416 “History” The University of Kansas – Environmental Stewardship Program. 8 April 2006. 

. 

417 “History” The University of Kansas – Environmental Stewardship Program. 8 April 2006. 

. 

171

strive to make a positive impact on the campus community through our service 

performance and our efforts to encourage waste reduction and recycling.” 418 

The University of Kansas employs an outside vendor for recycling, which 

includes paper, newspaper, aluminum, steel, plastic and cardboard. The 

removal of these materials is done weekly. The recycled items are either sold, 

recycled for use on the campus or may be distributed to other non-profit 

organizations. 419 

“ESP and KU Recycling work closely with the Student 

Environmental Advisory Board, Environs, EARTH and other campus groups to 

satisfy students' concerns about campus recycling and conservation issues, and 

have made great strides in achieving those goals. KU Recycling has also worked 

with Habitat for Humanity during their annual KU vs. KSU can drive.” 420 

It is important and interesting to note how a program gets it’s funding and 

remains a viable department in the university structure. The University of Kansas 

now assesses a $3.00 per student which helps the program fund its ongoing 

employee and operational expense. 421 

The cost of these programs is a major 

hurdle for any university trying to add this type of program to the campus. 

However the numbers work out, we want to stress that regardless of a decision 

418 “Program Overview” The University of Kansas – Environmental Stewardship Program. 8 April 2006. 

. 


. 


. 

421 “Funding” The University of Kansas – Environmental Stewardship Program. 8 April 2006. 

. 

172

made solely in economic theory there is a non-monetary benefit that may, in the 

long run, be more beneficial than the numbers prove in the short term. 

As mentioned earlier, the University of Kansas website has excellent links for 

students to contribute to making the campus more environmentally aware. For 

example students can see how to “Green your dorm room” and among other 

suggestions, there are 5 tips that students can do today to improve their impact 

on the environment. 422 

The fifth item contains a link to a calculator that 

demonstrates how changing your actions may help to improve the environment. 

For example there is a suggestion to reduce water usage and that takes you to 

another site that explains, “If only 1,000 of us install faucet aerators and efficient 

showerheads, we can save nearly 8 million gallons of water and prevent over 

450,000 pounds of carbon dioxide emissions each year!” 423 Sometimes simply 

telling people a fact like this will help to create behavioral change. This type of 

information is very motivating and on a collage campus where views are 

expressed, created and changed, environmental topics should be on the mind of 

every college student. 

Below are charts that describe the tonnage KU collects by school year. KU has 

successfully been increasing the tonnage they recycle from year to year. We 

have included a five year comparison from the 1999-2000 school year to the 

422 “Green KU” ” The University of Kansas – Environmental Stewardship Program. 9 April 2006. 

. 

423 “9 Reduce Home Water Usage” New American Dream 9 April 2006. 

. 

173

2004-2005 school year. The tonnage report goes back even further to 1992- 

1993 when total tonnage was only 57.27! 424 

2004-2005 Total in Tons 

Office Pak 172.553 

Newsprint 159.065 

Currogated Cardboard 119.150 

PET (#1 Plastic) 4.185 

Aluminum 2.290 

Print Stock 36.275 

Magazines .705 

Telephone Directories .335 

Total 494.56 

2000-2001 Total in Tons 

Office Pak 107.810 

White Ledger 62.695 

Newsprint 54.475 

Currogated Cardboard 69.510 

PET (#1 Plastic) 3.235 

Aluminum 2.593 

Print Stock 34.740 

Magazines 14.168 

Telephone Directories 8.133 

Total 357.27 

This dramatic increase in just over a decade documents the importance that KU 

and its students have placed on recycling and the environment. 


The third university we wanted to focus on is within our southeast region, The 

University of Florida. “The greening of the University of Florida actually began in 

424 “Recycling Tonnage by Fiscal Year (July-June)” The University of Kansas – Environmental 

Stewardship Program. 9 April 2006 

174

1990 when President Lombardi signed the Tallories Declaration, promising to 

make environmental education and research a central goal in this institution.” 425 

UF has taken great strides for many years to continue to manage the effects the 

campus has on the environment. “[The] University of Florida’s students and 

faculty of School of Building Construction started Greening campus initiatives 

back in 1994. Many great initiatives were practiced on campus including 

recycling, using reclaimed water, land management, construction of green 

building, and others.”426 Now the university celebrates with a campus 

sustainability day every year. Together with the course curriculum and a 

proactive stance toward educating current students, UF continues to make 

sustainability a major focus on the campus. 

The website is an excellent resource which lists departments that contribute to 

sustainability: Facilities Planning and Construction: 

http://www.facilities.ufl.edu/sustain/, Physical Plant Division, Transportation and 

Parking, Housing, Environment Health and Safety, Purchasing, College of 

Engineering, School of Building Construction, School of Architecture, Institute of 

Food and Agricultural Sciences, and Student Government. 427 

The list of 

departments which are involved in sustainability at UF describes how important it 

is for all departments on a campus to work together to achieve an overall impact 

425 “Welcome to the New Office of Sustainability” UF Office of Sustainability 14 April 2006. 22 April 

2006 

426 “Campus Sustainability Day, October 2005” University of Florida – Facilities Planning and 

Construction -Sustainability 18 January 2006. 22 April 2006. 

 

427 “Campus Sustainability Day, October 2005” University of Florida – Facilities Planning and 

Construction -Sustainability 18 January 2006. 22 April 2006. 

 

175

for the university campus as a whole. It is this cooperation that is an absolute 

necessity for success on any campus. 

UF also has an excellent training center called UF TREEO which stands for The 

University of Florida Center for Training, Research and Education for 

Environmental Occupations. This training center “has provided high-quality, upto-date 

training for environmental and health and safety professionals…since 

1977.” 428 “Students come from around the world to attend one of the more than 

250 non-credit, professional development courses offered each year. Topics 

covered include Asbestos Abatement, Environmental Management Systems, 

Geographic Information Systems, Global Positioning Systems, Hazardous 

Materials/Waste, Health and Safety, Indoor Air Quality, Landfill Design, Lead 

Abatement, Solid Waste, Stormwater Management and Water and Wastewater 

Quality. Programs are taught by university faculty or by qualified industry 

practitioners who have extensive knowledge and industry experience.” 429 

This 

type of comprehensive curriculum is what makes the University of Florida stand 

out as a leader in sustainability and a model for other college campuses. 

As a final example, the National Wildlife Federation put together this list, which 

describes the saving opportunity that campuses across the nation are creating by 

employing a green campus. 

428 “Capability Statement” UF TREEO Center 2006. 22 April 2006. 

. 

429 “Capability Statement” UF TREEO Center 2006. 22 April 2006. 

. 

176

The State University of New York-Buffalo saved over $9 million with a 

variety of creative energy-saving strategies, and in the process prevented 

63.4 million pounds of emissions of carbon dioxide, 140,000 pounds of 

sulfur dioxide and 214,000 pounds of nitrous oxide. 

Cornell University saved over $3 million by "getting students out of the 

car," and wound up saving 417,000 gallons of gas and preventing the 

emissions of 6.7 million pounds of carbon dioxide. 

Brevard Community College saved more than $2 million and, dubbed "the 

energy miracle" by the local utility company Florida Power & Light, the 

campus saved 257 million kilowatt hours of electricity. 

By implementing new toilets and water fixtures, Columbia University saved 

$235,000 in addition to 80,000 hundred cubic feet of water. 

The University of Colorado recycled 9,880 tons of paper and other 

materials. 

 

The University of Washington reduced 1,000 pounds of hazardous 

waste. .430 

Additionally, The National Wildlife Federation has assisted in through the green 

investment, green return program. 431 

The chart summarizes the annual savings 

on 23 college campuses. 

Transportation 

Conservation Projects 

Getting Students and Staff Out of the Car at Cornell University, 

NY 

Creating a Bus-Riding Campus at the University of Colorado- 

Boulder, CO 

Energy Conservation 

Annual Revenues 

and Savings 

$3,123,000 

$1,000,000 

Creative Strategies for Saving Energy at SUNY-Buffalo, NY $9,068,000 

Lighting and Equipment Retrofits at Elizabethtown College, PA $247,000 

A Four-Campus Energy Reduction Strategy at Brevard 

Community College, FL 

$2,067,000 

Laboratory Renovations and More at Brown University, RI $15,500 

Burning Better Lights in Dorm Rooms at Dartmouth College, NH $75,000 

Solar Panels Generating Savings at Georgetown University, 

Washington, DC 

Water Conservation 

$45,000 

430 “Green Investment, Green Return – Highlights” National Wildlife Federation – Campus Ecology 5 

March 1998. 23 April 2006. . 

431 “Green Investment, Green Return – Cost Savings” National Wildlife Federation – Campus Ecology 

1996-2006. 23 April 2006. 

177

New Toilets and Water Fixtures at Columbia University, NY $235,000 

Cleaning Up with Water-Saving Showerheads at Brown 

University, RI 

Dining Services 

Washable Cups in the Freshman Union at Harvard University, 

MA 

Saving on Refillable "Red Mugs” at the University of Wisconsin- 

Madison, WI 

Re-Use 

Sale of Surplus Property at the University of Wisconsin-Madison, 

WI 

Maintaining Vehicles with Re-Refined Motor Oil at the University 

of Illinois-Urbana-Champaign, IL 

Second Time Around for Chemicals at the University of 

Washington, WA 

Management of Hazardous Chemicals Cutting Out the Weed- 

Killers at Seattle University, WA 

Chemistry Classes with Fewer Chemicals at the University of 

Minnesota, MN 

Composting 

Creating Fertilizer with Kitchen Food Waste at Dartmouth 

College,NH 

Composting Landscape Waste and Scrap Wood at the University 

of Colorado-Boulder, CO 

Recycling 

Award-Winning Materials-Recovery Program at the University of 

Colorado-Boulder, CO 

$45,800 

$186,500 

$11,400 

$241,800 

$3,500 

$14,400 

$1,300 

$37,000 

$10,000 

$1,300 

$107,000 

Dining Services Recycling at Harvard University, MA $79,000 

Getting Top Dollar from Paper Recycling at the University of 

Wisconsin-Madison, WI 

Analyzing Wastes to Cut Costs at the University of Wisconsin- 

Madison, WI 

$120,000 

$21,000 

TOTAL $16,755,500 

VIII. Summary and Recommendations 

Today, sustainability should be evaluated as an investment and a competitive 

advantage that can help to reduce costs in areas where one would not initially 

consider it possible. 

178

The following summaries serve to reiterate that point, while the recommendations 

suggest a road map to achieving that point. 

What are the costs and benefits of campus sustainability 

Beginning by reviewing the benefits of campus sustainability identified in this 

paper, remember that we focused on the following: cost savings, community 

relations, educational value, fit with campus cultures and values, health and 

productivity, and donor interest. Each of these focuses creates benefits for the 

University. 

As we have already established in this paper, initiating a sustainability program 

on campus creates many cost benefits. A brief summary of those includes: 

reuse and recycling programs, transportation initiatives, water and energy 

conservation, and composting activities. While the cost savings are important, 

the additional benefits can also improve operations and become a huge financial 

opportunity for the University. Improving operations allows the university to 

become more efficient and effective with energy, water and waste usage. 

Beyond the obvious cost savings, each of the other benefits greatly influences 

the University and the surrounding community as a whole. However, one of the 

most lasting and influential benefits of sustainability initiatives being implemented 

at the University is the educational value. 

As time goes by, the lessons that can be taught to students that are a part of a 

sustainable campus will get infused into other areas of their lives. By setting an 

179

example at such a formative time in student’s lives, the University has a unique 

ability to influence the world one student at a time. This is a benefit that will not 

only influence each student, but the university as a whole. When students enter 

the workforce with the sustainable knowledge that they have learned at the 

University, over time the University’s reputation will become positively intertwined 

with sustainable efforts. 

What are the funding sources for sustainability programs 

Our research presented us with ample opportunities of funding resources for 

sustainability initiatives. From these resources we extracted those that we 

thought would be most applicable to our project. By utilizing these funding 

sources we believe that the University can establish a respectable sustainability 

program. The funding that we focused on includes mainly grants from various 

organizations that seek to educate the public and create solutions for 

sustainability. Because of these additional funding sources, we have chosen to 

create an educational segment to our completed project so the University can 

utilize many educational based grants. 

Because of our desire to apply for these grants, we need to be sure that the 

University understands that the best way to initially and continually receive 

funding for these projects. The way to accomplish that is for the University to 

create various educational components that will allow the university (including 

staff, faculty and students), the surrounding community, and any other interested 

180

parties to learn about sustainable campuses and therefore sustainable practices. 

Since the surrounding community is one of the University’s stakeholders, it is 

necessary that they be educated so that they can eventually integrate 

sustainable initiatives into their homes and possibly even into their workplaces. 

Additionally, the goal of utilizing the educational funding sources is to create a 

center that will function not only as a recycling and waste management point on 

campus, but that will also have classrooms and research facilities. The 

classrooms and research facilities will allow the University to utilize the rich 

resources that are currently available, students and faculty, to develop alternative 

uses for trash, better waste management and other things that will allow the 

University to become a front runner in the current quest for organizations and 

individuals to become sustainable. 

Beyond grants, this section points out that venture capital is probably not going to 

be a viable option for funding at the initial stages of development. There is a 

possibility, although slim, that in the future venture capital will be an option, but 

the University should focus its fundraising on other areas, such as grants and 

philanthropic gifts. 

Although they are not easily calculated prior to actual donations, the University 

could begin fundraising activities that focus on individuals who wish to contribute 

to sustainability efforts. As noted in the section, the USF Foundation has been 

able to raise nearly sixty million dollars this year due to fundraising activities. 

181

While we do not mean to imply that the sustainability fundraising activities would 

reach the same heights 

What are other universities doing 

Many campuses have been able to successfully implement sustainability 

initiatives throughout their universities. The examples discussed in this paper 

show that sustainable initiatives are most successful in universities where the 

culture, top down, openly supports the initiatives. It seems that in order to get a 

strong “buy-in” from the students and faculty, the university needs to make sure 

that it establishes sustainability as one of the main priorities of the campus. 

In fact most of the things that can be learned from these other universities is that 

great sustainability initiatives require creative and unconventional thinking to 

continually improve the university from a sustainability standpoint, and 

consequently society at large. Because universities encourage creative ways to 

solve various sustainability problems, they continually improve their operations 

and their financial savings by creating new solutions. 

The specific steps set forth by these universities prove that a sustainable campus 

is not only an ethical choice, but an overwhelmingly positive business and 

organizational choice as well. 

Recommendations 

182

Our first, and perhaps most important recommendation is that the University 

establish an Office of Sustainability. From our research thus far, we have found 

that the success of a campus’ sustainability initiatives relies greatly on the 

availability of a well-staffed Office of Sustainability. An Office of Sustainability at 

the University would allow the following recommendations to be completed in a 

timely manner and in and efficient and effective manner. We believe that without 

a campus Office of Sustainability the following recommendations will not get the 

attention that is needed, and therefore the sustainability initiatives will fail. 

The first thing that we would like the Office of Sustainability to do is conduct a 

waste audit of the University. A waste audit would allow the Office of 

Sustainability to: identify the composition of the waste stream, determine the 

weight and volume of materials that are disposed of, determine the sources of 

waste, and examine the collection systems. 432 Upon completion of the waste 

audit, the Office of Sustainability would have a crucial piece of information that 

will assist them in determining the best sustainable initiatives to participate in 

regarding waste. 

Utilizing the waste audit, the Office of Sustainability would then be able to identify 

areas, such as energy savings and water conservation, which would be 

applicable to the University. Once these areas are identified the Office of 

Sustainability should then begin to develop a specific step-by-step plan that will 

432 “Conducting a Waste Audit” Pennsylvania Department of Environmental Protection. 26 March 2006. 

. 

183

outline which sustainable initiatives will be implemented and how they will be 

implemented. 

Our recommendations hinge upon this one thing that we believe: that the 

University should establish an Office of Sustainability. Upon completion of a 

waste audit, the Office of Sustainability should utilize the examples set forth on 

other campuses to outline how to begin to set up the sustainability program at the 

University. We feel that creating a sustainable campus will produce not only 

financial savings, but create an unlimited resource of synergies and momentum 

to help propel USF into the forefront of achievement in this field. 

Addenda A 

TALLOIRES DECLARATION INSTITUTIONAL SIGNATORY LIST 

United States 

1. Alaska Pacific University, Alaska 

2. American Re-Insurance Company, New Jersey* 

3. Antioch College, Yellow Springs, Ohio 

4. Appalachian State University, North Carolina 

5. Ball State University, Indiana 

6. Bemidji State University, Minnesota 

7. Blue Ridge Community College, Virginia 

8. Bowling Green State University, Ohio 

9. Brown University, Rhode Island 

10. California Polytechnic State Univesrity, San Luis Obispo, 

California 

11. California State University, Chico, California 

12. Cape Cod Community College, Massachusetts 

13. Christopher Newport Community College, Virginia 

14. Clark University, Massachusetts 

15. Clemson University, South Carolina 

16. Clinch Valley College, Virginia 

17. College of the Atlantic, Maine 

184

18. College of William & Mary, Virginia 

19. Colorado State University, Colorado 

20. Connecticut College, Connecticut 

21. Daemen College, New York 

22. Eastern Connecticut State University, Connecticut 

23. Eckerd College, Florida 

24. George Mason University, Virginia 

25. George Washington University, Washington, D.C. 

26. Grand Rapids Community College, Michigan 

27. Guilford College, North Carolina 

28. Hampden-Sydney College, Virginia 

29. Harford Community College, Maryland 

30. Hartwick College, New York 

31. James Madison University, Virginia 

32. Keuka College, New York 

33. Lewis & Clark College, Oregon 

34. Longwood College, Virginia 

35. Macalester College, Minnesota 

36. Mary Washington College, Virginia 

37. Maui Community College, Hawaii 

38. Merrimack College, Massachusetts 

39. Miami Dade College, Florida 

40. Middlebury College, Vermont 

41. Monterey Institute of International Studies, California 

42. Morehouse College, Georgia 

43. Mount Holyoke College, Massachusetts 

44. Muhlenburg College, Pennsylvania 

45. Norfolk State University, Virginia 

46. Northern Arizona University, Arizona 

47. Northern Virginia Community College, Virginia 

48. Northland College, Wisconsin 

49. Oberlin College, Ohio 

50. Occidental College, California 

51. Old Dominion Un iversity, Virginia 

52. Pacific Lutheran University, Washington 

53. Patrick Henry Community College, Virginia 

54. Philadelphia University, Pennsylvania 

55. Piedmont Virginia Community College, Virginia 

56. Pitzer College, California 

57. Radford University, Virginia 

58. Ramapo College, New Jersey 

59. Randolph Macon Woman's College, Virginia 

60. Rice University, Texas 

61. Richard Bland College, Virginia 

62. Rollins College, Florida 

63. Rutgers University, New Jersey 

64. Saint Thomas University, Florida 

65. Sewanee: The University of the South, Tennessee 

66. Southern Illinois University Carbondale, Illinois 

67. Southern University and A&M College, Louisiana 

68. State University of New York at Buffalo (SUNY), New 

York 

69. Sterling College, Vermont 

70. Stetson University, Florida 

71. Tri-County Technical College, South Carolina 

72. Tufts University, Massachusetts 

185

73. University of Alaska, Anchorage, Alaska 

74. University of Albany, SUNY, Albany, New York 

75. University of Arizona, Arizona 

76. University of California -Santa Barbara, California 

77. University of Colorado at Boulder, Colorado 

78. University of Florida, Florida 

79. University of Georgia, Georgia 

80. University of Hawaii, Hawaii 

81. University of Idaho, Idaho 

82. University of Massachusetts at Boston, Massachusetts 

83. University of Montana, Montana 

84. University of Nevada, Nevada 

85. University of New Hampshire, New Hampshire 

86. University of North Carolina at Chapel Hill, North 

Carolina 

87. University of Northern Iowa, Iowa 

88. University of Pittsburgh, Pennsylvania 

89. University of Puget Sound, Washington 

90. University of Rhode Island, Rhode Island 

91. University of Richmond, Virginia 

92. University of Southern Maine, Maine 

93. University of Virginia, Virginia 

94. University of Wisconsin-Madison, Wisconsin 

95. University of Wisconsin-Stevens Point, Wisconsin 

96. Utah State University, Utah 

97. Virginia Commonwealth University, Virginia 

98. Virginia Community College System, Virginia 

99. Virginia Military Institute, Virginia 

100. Virginia State University, Virginia 

101. Virginia Western Community College, Virginia 

102. Warren Wilson College, North Carolina 

103. Western Illinois University, Illinois 

104. Westminster College, Missouri 

105. Winthrop University, South Caro lina 

106. Xavier University of Louisiana, Louisiana 

186

Addenda B: 

American College & University Presidents Climate Commitment List 

Members of the ACUPCC Leadership Circle 

Loren Anderson 

President 

Pacific Lutheran University 

Daniel M. Asquino 

President 

Mount Wachusett 

Community College 

MaryAnn Baenninger 

President 

College of Saint Benedict 

Esther L. Barazzone 

President 

Chatham University 

Daniel O. Bernstine 

President 


Carole M. Berotte Joseph 

President 

MassBay Community College 

Donald Betz 

Chancellor 

University of Wisconsin, 

River Falls 

John F. Brennan 

President 

Green Mountain College 

Stephen R. Briggs 

President 

Berry College 

Wayne M. Burton 

President 

North Shore Community 

College 

187

Beverley Byers-Pevitts 

President 

Park University 

William Christopher 

President 

Cascadia Community College 

Michael F. Collins 

Chancellor 

University of Massachusetts 

Boston 

Richard J. Cook 

President 

Allegheny College 

Loren W. Crabtree 

Chancellor 

University of Tennessee, 

Knoxville Campus 

Michael Crow 

President 

Arizona State University 

William G. Durden 

President 

Dickinson College 

Nancy S. Dye 

President 

Oberlin College 

Robert C. Dynes 

President 

University of California (10 

institutions) 

Mark A. Emmert 

President 

University of Washington 

Donald J. Farish 

President 

Rowan University 

Mary L. Fifield 

President 

Bunker Hill Community College 

188

Timothy J. Flanagan 

President 

Framingham State College 

S. Verna Fowler 

President 

College of the Menominee 

Nation 

Leslie H. Garner Jr. 

President 

Cornell College 

Kenneth R. Garren 

President 

Lynchburg College 

Dan Garvey 

President 

Prescott College 

Jonathan C. Gibralter 

President 

Frostburg State University 

Terrence A. Gomes 

President 

Roxbury Community College 

Jo Ann M. Gora 

President 

Ball State University 

Amy Gutmann 

President 

University of Pennsylvania 

John D. Haeger 

President 

Northern Arizona University 

Karen I. Halbersleben 

President 

Northland College 

David Hales 

President 

College of the Atlantic 

189

Martin Hamilton 

President 

New College of California 

Elaine Tuttle Hansen 

President 

Bates College 

Tori Haring-Smith 

President 

Washington & Jefferson 

College 

Dianne Harrison 

President 

California State University, 

Monterey Bay 

David F. Hartleb 

President 

Northern Essex Community 

College 

Sharon Latchaw Hirsh 

President 

Rosemont College 

John C. Hitt 

President 

University of Central Florida 

Christine Johnson 

President 

Community College of Denver 

Jacqueline Johnson 

Chancellor 

University of Minnesota, Morris 

Stephen M. Jordan 

President 

Metropolitan State College of 

Denver 

Theodora J. Kalikow 

President 

University of Maine at 

Farmington 

Martha J. Kanter 

Chancellor 

Foothill-De Anza Community 

College District (2 institutions) 

190

Neal King 

President 

Antioch University Los Angeles 

Thomas R. Kepple Jr. 

President 

Juniata College 

Joel L. Kinnamon 

Chancellor 

Chabot-Las Positas Community 

College District (3 campuses) 

Denise Eby Konan 

Interim Chancellor 

University of Hawai'i at Manoa 

Steven W. Lawry 

President 

Antioch College 

Bernard Machen 

President 


David J. MacKenzie 

Chancellor 


Lowell 

Roderick J. McDavis 

President 

Ohio University 

Stephen K. Mittelstet 

President 

Richland College 

James Moeser 

Chancellor 

University of North Carolina at 

Chapel Hill 

Karen Morse 

President 

Western Washington University 

Elisabeth S. Muhlenfeld 

President 

Sweet Briar College 

191

Cornelius B. Murphy Jr. 

President 

State University of New York 

College of Environmental 

Science and Forestry 

J. Bonnie Newman 

Interim President 

University of New Hampshire 

Douglas M. North 

President 

Alaska Pacific University 

James A. Noseworthy 

President 

Hiwassee College 

Robert A. Oden Jr. 

President 

Carleton College 

Steven G. Olswang 

Interim Chancellor 

University of Washington 

Bothell 

J. Michael Ortiz 

President 

California State Polytechnic 

University, Pomona 

Richard Pegnetter 

Interim President 

Florida Gulf Coast University 

G.P. "Bud" Peterson 

Chancellor 

University of Colorado at 

Boulder 

William Sanborn Pfeiffer 

President 

Warren Wilson College 

Gifford Pinchot 

President 

Bainbridge Graduate Institute 

G. David Pollick 

President 

Birmingham-Southern College 

192

Thomas H. Powell 

President 

Mount St. Mary's University 

Harold Prior 

President 

Iowa Lakes Community College 

Robert Pura 

President 

Greenfield Community College 

Thomas L. Purce 

President 

The Evergreen State College 

Judith A. Ramaley 

President 

Winona State University 

Paul E. Raverta 

President 

Berkshire Community College 

Guy Riekeman 

President 

Life University 

Brian C. Rosenberg 

President 

Macalester College 

Lisa A. Rossbacher 

President 

Southern Polytechnic State 

University 

John A. Roush 

President 

Centre College 

Ira Rubenzahl 

President 

Springfield Technical 

Community College 

Kenneth P. Ruscio 

President 

Washington and Lee University 

193

John J. Sbrega 

President 

Bristol Community College 

Kathleen Schatzberg 

President 

Cape Cod Community College 

Thomas F. Schutte 

President 

Pratt Institute 

John Edward Sexton 

President 

New York University 

Donna E. Shalala 

President 

University of Miami 

David Shi 

President 

Furman University 

Larry D. Shinn 

President 

Berea College 

Pamela Shockley-Zalabak 

Chancellor 


Colorado Springs 

John B. Simpson 

President 

University at Buffalo 

David J. Skorton 

President 

Cornell University 

Mary S. Spangler 

President 

Houston Community College 

Mary Spilde 

President 

Lane Community College 

194

Deborah F. Stanley 

President 

State University of New York at 

Oswego 

Sara Jayne Steen 

President 

Plymouth State University 

Daniel F. Sullivan 

President 

St. Lawrence University 

Steven L. Swig 

President 

Presidio School of Managemen 

Ronald R. Thomas 

President 

University of Puget Sound 

Mitchell S. Thomashow 

President 

Unity College 

Richard L. Torgerson 

President 

Luther College 

Douglas Treadway 

President 

Ohlone College 

Laura Skandera Trombley 

President 

Pitzer College 

Timothy P. White 

President 

University of Idaho 

M. Roy Wilson 

Chancellor 


Denver and Health Sciences 

Cente 

Darroch F. Young 

Chancellor 

Los Angeles Community 

College District (9 institutions) 

195

Don N. Zillman 

President 

University of Maine at Presque 

Isle 

Paul J. Zingg 

President 

California State University, 

Chico 

BACK TO TOP 

Other ACUPCC Charter Signatories 

James W. Abbott, President 

University of South Dakota 

Robert A. Adams, President 

Merritt College 

Stephen C. Ainlay, President 

Union College 

Stan L. Albrecht, President 

Utah State University 

Robert V. Antonucci, President 

Fitchburg State College 

Joseph E. Aoun, President 

Northeastern University 

Rodolfo Arévalo, President 

Eastern Washington University 

Janelle Ashley, President 

Worcester State College 

Donald F. Averill, Chancellor 

San Bernardino Community College (3 

institutions) 

Bettsey L. Barhorst, President 

Madison Area Technical College 

James F. Barker, President 

Clemson University 

Brad Bartel, President 

Fort Lewis College 

John Bassett, President 

Clark University 

Michael S. Bassis, President 

Westminster College 

Michael A. Battle, President 

Robert B. Lawton, President 

Loyola Marymount University 

Paul J. LeBlanc, President 

Southern New Hampshire University 

Thomas C. Leamer, President 

Delaware Valley College 

H. Douglas Lee, President 

Stetson University 

David W. Leebron, President 

Rice University 

Jacqueline W. Liebergott, President 

Emerson College 

Ronald D. Liebowitz, President 

Middlebury College 

John Light, President 

Hocking College 

Lawrence P. Litecky, President 

Century College 

Paul L. Locatelli, President 

Santa Clara University 

Jean F. MacCormack, Chancellor 

University of Massachusetts Dartmouth 

Modesto A. Maidique, President 

Florida International University 

Elaine P. Maimon, Chancellor 

University of Alaska, Anchorage 

Barry M. Maloney, Interim President 

Westfield State College 

Sylvia Manning, Chancellor 

196

Interdenominational Theological Center 

E. William Beauchamp, President 

University of Portland 

Lloyd W. Benjamin, President 

Indiana State University 

Erik J. Bitterbaum, President 

State University of New York College at 

Cortland 

David Black, President 

Eastern University 

Edward G. Boehm, Jr., President 

Keystone College 

David L. Boren, President 

University of Oklahoma 

Wallace E. Boston, Jr., President 

American Public University System 

Jennifer L. Braaten, President 

Ferrum College 

John R. Brazil, President 

Trinity University 

James E. Brenneman, President 

Goshen College 

Stephen R. Briggs, President 

Berry College 

Richard H. Brodhead, President 


Frank T. Brogan, President 

Florida Atlantic University 

Bob Brower, President 

Point Loma Nazarene University 

Tom Buchanan, President 

University of Wyoming 

Linda Bunnell, Chancellor 

University of Wisconsin-Stevens Point 

Jack P. Calareso , President 

Anna Maria College 

Nancy Cantor, Chancellor 

University of Illinois at Chicago 

Paul Marion, President 

Tiffin University 

Mike V. Martin, President 

New Mexico State University (5 institutions) 

David Maxwell, President 

Drake University 

Michael McFarland, President 

College of the Holy Cross 

Jerilyn S. McIntyre, President 

Central Washington University 

Margaret A. McKenna, President 

Lesley University 

W. Richard Merriman, Jr., President 

Southwestern College 

Alan G. Merten, President 

George Mason University 

William Messner, President 

Holyoke Community College 

L. Michael Metke, President 

Lake Washington Technical College 

Carolyn Meyers, President 

Norfolk State University 

Dennis F. Michaelis, President 

McLennan Community College 

John W. Miller, President 

Central Connecticut State University 

Scott D. Miller, President 

Wesley College 

F. Ann Millner, President 

Weber State University 

Barry Mills, President 

Bowdoin College 

John W. Mills, President 

Paul Smith's College 

David C. Mitchell, President 

197

Syracuse University 

Gail E. Carberry, President 

Quinsigamond Community College 

Robert L. Caret, President 

Towson University 

Robert L. Carothers, President 

University of Rhode Island 

David Caruso, President 

Antioch University New England 

Cecilia Cervantes, President 

College of Alameda 

Kent John Chabotar, President 

Guilford College 

Frank Chong, President 

Laney College 

Larry K. Christiansen, President 

Mesa Community College 

G. Wayne Clough, President 

Georgia Institute of Technology 

Thomas B. Coburn, President 

Naropa University 

Joan Develin Coley, President 

McDaniel College 

Robert D. Coombe, Chancellor 

University of Denver 

Steve Cooper, President 

Institute of Construction Management & 

Technology 

Robert A. Corrigan, President 

San Francisco State University 

Miguel Angel Corzo, President 

University of the Arts 

Richard W. Cost, President 

University of Maine at Fort Kent 

Carole A. Cowan, President 

Middlesex Community College 

Geoffrey M. Cox, President 

Olympic College 

Horace Mitchell , President 

California State University, Bakersfield 

Peter T. Mitchell, President 

Albion College 

Valeriana Moeller, President 

Columbus State Community College 

Dana Mohler-Faria, President 

Bridgewater State College 

Bevan Morris, President 

Maharishi University of Management 

C. D. Mote, Jr., President 

University of Maryland, College Park 

Gloria Nemerowicz, President 

Pine Manor College 

Cheryl Joy Norton, President 

Southern Connecticut State University 

Elsa Nuñez, President 

Eastern Connecticut State University 

Sheila Ortego, President 

Santa Fe Community College 

David W. Oxtoby, President 

Pomona College 

Zorica Pantic, President 

Wentworth Institute of Technology 

Daniel S. Papp, President 

Kennesaw State University 

Richard L. Pattenaude, President 

University of Southern Maine 

M. Lee Pelton, President 

Willamette University 

James L. Peterson , President 

Gustavus Adolphus College 

Daniel Phelan, President 

Jackson Community College 

James R. Phifer, President 

198

Alliant International University 

Mary Cullinan, President 

Southern Oregon University 

Joel Cunningham, President 

Sewanee: The University of the South 

Christopher C. Dahl, President 

State University of New York at Geneseo 

Jonathan M. Daube, President 

Manchester Community College 

James A. Davis, President 

Shenandoah University 

Lois B. DeFleur , President 

Binghamton University (SUNY) 

George M. Dennison, President 

University of Montana (4 institutions) 

Peter M. Donohue, President 

Villanova University 

Stuart Dorsey, President 

University of Redlands 

Judith A. Dwyer, President 

Saint Xavier University 

Donald R. Eastman III, President 

Eckerd College 

Lorna Duphiney Edmundson, President 

Wilson College 

Martha Ellis, President 

Lee College 

Julius Erlenbach, Chancellor 

University of Wisconsin-Superior 

Happy Craven Fernandez, President 

Moore College of Art & Design 

B. Jean Floten, President 

Bellevue Community College 

Elson S. Floyd, President 

Washington State University (4 institutions) 

R. Thomas Flynn, President 

Coe College 

Kim S. Phipps, President 

Messiah College 

Aaron Podolefsky , President 

Univeristy of Central Missouri 

Paul C. Pribbenow, President 

Augsburg College 

Preston Pulliams, President 

Portland Community College 

Shirley C. Raines, President 

University of Memphis 

Richard Randall, President 

University of Maine at Augusta 

Edwin Ramos-Rivera, President 

Huertas Junior College 

Edward J. Ray, President 

Oregon State University 

Rosalind Reichard, President 

Emory & Henry College 

Dietrich Reinhart, President 

Saint John's University 

Jehuda Reinharz, President 

Brandeis University 

William Richards, President 

Orange County Community College (SUNY) 

William P. Robinson, President 

Whitworth University 

David H. Roe, President 

Central College 

Linwood H. Rose, President 

James Madison University 

Mordechai Rozanski, President 

Rider University 

Charles Ruch, President 

South Dakota School of Mines & Technology 

Herman J. Saatkamp, Jr., President 

199

Monroe Community College 

Daniel Mark Fogel, President 

University of Vermont 

Pamela Fox, President 

Mary Baldwin College 

Dave Frohnmayer, President 

University of Oregon 

John A. Fry, President 

Franklin & Marshall College 

Richard D. Fulton, Interim President 

Whatcom Community College 

Thomas C. Galligan Jr., President 

Colby-Sawyer College 

Pamela Brooks Gann, President 

Claremont McKenna College 

Thomas J. Gamble, President 

Mercyhurst College 

W. Wayne Gardner, President 

Toccoa Falls College 

Mark D. Gearan , President 

Hobart and William Smith Colleges 

Robert Battryn Gee, President 

National Graduate School 

Viji George, President 

Concordia College-New York 

Helen F. Giles-Gee, President 

Keene State College 

Joseph E. Gilmour, President 

Wilkes University 

R. Barbara Gitenstein, President 

College of New Jersey, The 

Herlinda M. Glasscock, President 

North Lake College 

Jean Goodnow, President 

Delta College 

Milton D. Glick, President 

Richard Stockton College of New Jersey 

Martha Saunders, Original Signatory 

Richard J. Telfer, Current Chancellor 

University of Wisconsin-Whitewater 

Kay Schallenkamp, President 

Black Hills State University 

Charles E. Schlimpert, President 

Concordia University 

David J. Schmidly, President 

University of New Mexico (5 institutions) 

James W. Schmotter, President 

Western Connecticut State University 

Mark Schulman, President 

Goddard College 

Thomas J. Schwarz, President 

Purchase College 

Bill Scroggins, President 

College of the Sequoias 

John Sellars, President 

Drury University 

Judson R. Shaver, President 

Marymount Manhattan College 

Robert N. Shelton, President 

University of Arizona 

Bruce Shepard, Chancellor 

University of Wisconsin-Green Bay 

Ellen Sheppard, President 

Carolinas College of Health Sciences 

William A. Shields, President 

University of Pittsburgh at Titusville 

Robert M. Silverman, President 

Victor Valley Community College 

Katherine Sloan, President 

Massachusetts College of Art 

Laszlo Solti, President 

Szent Istvan University (Hungary) 

Andrew A. Sorensen, President 

200

University of Nevada, Reno 

Mary K. Grant, President 

Massachusetts College of Liberal Arts 

Nancy Oliver Gray, President 

Hollins University 

Raymond S. Greenberg, President 

Medical University of South Carolina 

William T. Greer, Jr., President 

Virginia Wesleyan College 

Richard Guarasci, President 

Wagner College 

F. Stuart Gulley, President 

LaGrange College 

Richard G. Gurnon, President 

Massachusetts Maritime Academy 

Thomas J. Haas, President 

Grand Valley State University 

George J. Hagerty, President 

Franklin Pierce University 

Joseph N. Hankin, President 

Westchester Community College 

Judith M.L. Hansen, President 

Southwestern Oregon Community College 

Nancy D. Harrington, President 

Salem State College 

Philip L. Hartley, President 

West Valley College 

Jay W. Helman, President 

Western State College of Colorado 

Sharon D. Herzberger, President 

Whittier College 

Maria Hesse, President 

Chandler-Gilbert Community College 

Kathleen B. Hetherington, President 

Howard Community College 

Ralph J. Hexter, President 

University of South Carolina (8 institutions) 

Charles W. Sorensen, Chancellor 

University of Wisconsin - Stout 

Patricia Spakes, Chancellor 

University of Washington Tacoma 

Susan Phillips Speece, Chancellor 

Penn State Berks 

Arnold Speert, President 

William Paterson University 

Laurence D. Spraggs, President 

Broome Community College 

Brian Levin-Stankevich, President 

University of Wisconsin-Eau Claire 

Rusty Stephens, President 

Wilson Technical and Community College 

Axel D. Steuer, President 

Illinois College 

Joan Hinde Stewart, President 

Hamilton College 

Karen A. Stout, President 

Montgomery County Community College 

John Strassburger, President 

Ursinus College 

Stephen V. Sundborg, President 

Seattle University 

Donald D. Supalla, President 

Rochester Community and Technical College 

Debbie L. Sydow, President 

Onondaga Community College 

Patrick U. Tellei, President 

Palau Community College 

Ronald E. Thomas, President 

Dakota County Technical College 

Linda Thor , President 

Rio Salado College 

Baird Tipson, President 

201

Hampshire College 

Leo I. Higdon, President 

Connecticut College 

Thomas J. Hochstettler, President 

Lewis & Clark College 

Janet L. Holmgren, President 

Mills College 

James W. Hottois, President 

Palo Verde College 

Joseph C. Hough, Jr., President 

Union Theological Seminary 

Freeman A. Hrabowski, III, President 

University of Maryland, Baltimore County 

Tim Hudson, President 

University of Houston-Victoria 

Cynthia E. Huggins, President 

University of Maine at Machias 

Marvalene Hughes, President 

Dillard University 

William J. Hynes , President 

St. Norbert College 

Gerald S. Jakubowski, President 

Rose-Hulman Institute of Technology 

Rosemary E. Jeffries, President 

Georgian Court University 

Jackie Jenkins-Scott, President 

Wheelock College 

Rose H. Johnson, President 

Haywood Community College 

James F. Jones, Jr., President 

Trinity College 

Stephen M. Jordan, President 

Metropolitan State College of Denver 

Patricia Keir, Chancellor 

Eastern Iowa Community College Disitrict 

(4 institutions) 

Susan Kelly, President 

Charles R. Drew University of Medicine & 

Washington College 

Thomas R. Tritton, President 

Haverford College 

William E. Troutt, President 

Rhodes College 

Sanford J. Ungar, President 

Goucher College 

Diana VanDerPloeg, President 

Butte College 

Nancy J. Vickers, President 

Bryn Mawr College 

Michael Vinciguerra, President 

University of St. Francis 

James C. Votruba, President 

Northern Kentucky University 

Charles Wall, President 

Massasoit Community College 

James Walton, President 

Centralia College 

Roger Webb, President 

University of Central Oklahoma 

Jerry W. Weber, President 

Kankakee Community College 

Richard H. Wells, Chancellor 

University of Wisconsin, Oshkosh 

Frances L. White, President 

College of Marin 

John A. White, Chancellor 

University of Arkansas 

Gregory H. Williams, President 

The City College of New York 

Peggy R. Williams, President 

Ithaca College 

Jack M. Wilson, President 


Eileen B. Wilson-Oyelaran, President 

202

Science 

Robert A. Kennedy, President 

University of Maine 

Shirley Strum Kenny, President 

Stony Brook University 

Philip P. Kerstetter, President 

Kansas Wesleyan University 

Brian King, President 

Cabrillo College 

Elizabeth Kiss , President 

Agnes Scott College 

Robert E. Knott, President 

Catawba College 

George C. Knox, President 

Labette Community College 

Ruth A. Knox , President 

Wesleyan College 

Kalamazoo College 

Jennifer Wimbish, President 

Cedar Valley College 

Katharine W. Winnograd , President 

Central New Mexico Community College 

Virginia Hill Worden, President 

Randolph College 

Edward J. Yaw, President 

County College of Morris 

Kenneth D. Yglesias, Chancellor 

Coast Community College District (4 

Institutions) 

Clara Yu, President 

Monterey Institute of International Studies 

Nancy L. Zimpher, President 

University of Cincinnati 

Robert W. Kustra, President 

Boise State University 

Karol LaCroix, President 

Granite State College 

Lee D. Lambert, President 

Shoreline Community College 

Gloria C. Larson , President 

Bentley College 

203

C. SUSTAINABILITY IN UNIVERSITY CURRICULA AND RESEARCH 

Trey McDonald 

Masters in Environmental Science Program 

University of South Florida 

With the ability to reach millions of students, as well as millions more faculty, staff and 

alumni, universities can influence and educate a significant portion of the population 

about sustainability. This can be accomplished by example via university building and 

operating practices, and through outreach programs into the community. However, the 

most direct, influential and important method is to address sustainability in the 

curriculum. By expanding the numbers of courses available that educate students about 

sustainability, as well as incorporating sustainability into core courses, these lessons will 

begin to permeate the student culture. 

The effort to move toward sustainable development policies in society as well as at 

universities must begin with education. Most people are unaware of their individual 

impacts on the environment and have little knowledge of environmental issues in general. 

As an example, Penn State University surveyed 150 graduating seniors to determine their 

“ecological literacy,” and determined that “63% were unable to name one federal or state 

law that protects the environment;… 72% had no idea that they were living within the 

Susquehanna River Basin; and 40% were unable to name even two tree types on campus” 

(Penn State Green Destiny Council 2000). This lack of knowledge is one symptom of 

how society has forgotten its relationship with the planet, and only a sea change in how 

humans view and subsequently interact with the natural environment will bring about a 

sustaining relationship between humanity and the earth. “Members of sustainable 

communities have the capacity to see themselves as part of, rather than separate from, the 

environment in which they dwell (e.g., they understand where their water comes from 

and where their waste goes).” (Penn State Green Destiny Council 2000). 

To improve the sustainability knowledge base in modern university students, courses can 

be made available to all students in the university setting, and eventually a mandate that 

204

all students attain environmental literacy as a requirement for graduation can be 

implemented. This prerequisite may appear to be unrelated to certain majors, e.g. music, 

dance, foreign language, etc. However, these students all have effects on the planet 

through their personal behaviors, and teaching them the potential consequences of their 

actions is as important as teaching those in disciplines more directly related to 

sustainability. In fact, it may be more important, as many in the more-related disciplines 

probably already have some degree of environmental literacy. As examples of schools 

attempting to implement sustainability into seemingly unrelated disciplines, Penn State’s 

Green Destiny Council (2000) relates that the “World Resources Institute is working with 

over 100 business schools to integrate ecological literacy into business curricula 

(www.wri.org/wri/meb/); and the Consortium for Environmental Education in Medicine 

is working with medical schools to elucidate the relationship between human health and 

environmental health (www.ceem.org).” 

Another area to be addressed within a sustainable curriculum is the type of research that 

is conducted and funded at the university. Many schools have research groups that 

directly or indirectly study issues of sustainability. The Sustainability Science Program 

at Harvard’s Center for International Development and the Duke Center for 

Environmental Solutions are but two of these research organizations. As these programs 

grow, more students and faculty are involved and the issues become more prominent 

within the university and beyond via journals, conferences and alumni. 

Therefore, any successful strategy to institute sustainable development at a university 

would likely include “greening” both curricula and research. This should be conducted 

stepwise in order to take advantage of lessons learned by the university, improvements in 

technology, and advances in knowledge that might influence research and courses. 

Institutions can begin by adding courses which focus on sustainability issues. 

Simultaneously, research into creating sustainable solutions for environmental problems 

can be encouraged through funding and faculty-hiring processes. Priority for laboratory 

space should be given to research programs in these areas. 

205

After enough sustainability courses are in place, each matriculating senior must have 

passed at least one course in sustainability issues as a prerequisite for graduation. As 

technology and funding improve, sustainability can be woven into the curricula of all 

academic majors. Students can learn how their chosen careers may impact the 

environment and can be exposed to the more sustainable options available within their 

fields. As an example, the University of Florida’s School of Building Construction offers 

a course called “International Sustainable Development” that focuses on the 

environmental impacts of construction worldwide. Finally, another eventual requirement 

for any graduating senior can be a course offered university-wide that focuses on general 

sustainability. This course would be designed to offer students an alternative view to the 

current, non-sustainable paradigm that permeates Western society. The goal of the 

course would be to expose students to how their personal choices influence the 

environment and offer accessible, viable alternatives to the conventional. 

Currently (October 2007), USF offers at least 134 courses in sustainability issues, with at 

least two more to be added in the Spring 2008 semester. USF also houses several 

research groups conducting studies into sustainability and green technology; these groups 

include the Clean Energy Research Center, the Center for Urban Transportation 

Research, and the Florida Center for Community Design and Research. For comparison, 

below is a table summarizing the curricula and research offered at other universities with 

more advanced sustainability initiatives. 

CITATIONS: 

Penn State Green Destiny Council. 2000. Penn State Indicators Report 2000. 

http://www.bio.psu.edu/greendestiny/publications/gdc-indicators_2000.pdf. 

RESULTS OF CURRICULUM AND RESEARCH OVERVIEW 

*Note: all information for these universities was accessed via each school’s website. 

206

SCHOOL PROGRAMS* 

Penn State • Center for Sustainability - courses designed to offer students handson 

experience in sustainable living 

• 517 courses on environment and energy 

• Courses in sustainable building techniques 

• Center for Integrated Regional Assessment 

• Penn State Institutes of Energy and the Environment 

Harvard • Harvard Green Campus Initiative is involved with courses in 

sustainability in conjunction with the Harvard Extension Service 

• Sustainability Science Program at Harvard’s Center for 

International Development 

Florida • 109 courses 

• 10 academic programs 

• Powell Center for Construction and Environment 

• Land Use and Environmental Change Institute 

• Center for Health and the Built Environment 

UCF • 13 of 37 departments with courses involving sustainability issues 

• Florida Solar Energy Center 

• Stormwater Management Academy – green roof research 

• Center for Energy and Sustainability 

Duke • Hundreds of courses on sustainability issues 

• Nicholas School of the Environment and Earth Sciences 

• Duke Center for Environmental Solutions 

• Duke Environmental Leadership Program 

• Academic portion of the Duke Environmental Policy Statement 

UBC • Over 300 courses on sustainability-related issues 

• Sustainability Coordinator in each university department 

• Institute for Resources, the Environment and Sustainability 

• Centre for Interactive Research on Sustainability 

• Design Centre for Sustainability 

UC – Merced • New (2005) university with three academic schools, each with 

sustainability-related courses throughout 

• Graduate studies in Environmental Systems 

• Sierra Nevada Research Institute 

LIST OF COURSES ON SUSTAINABILITY ISSUES OFFERED AT THE 

UNIVERSITY OF SOUTH FLORIDA 

COLLEGE DEPT. COURSE TITLE 

CREDITS 

NO. 

AR ARC ARC Environmental Technology 4 

5689 

AR ARC ARC Florida Architectural History 3 

5794 

AR ARC ARC Advanced Topics in Environmental 3 

207

6692 Technology 

AS AFA AFS 3251 Environmental - Cultural Study in 

3 

Africa 

AS AMS AMS Architecture and the American 

3 

3302 Environment 

AS ANT ANT Environmental Archaeology 3 

4147 

BOT Economic Botany 3 

AS BIO 4810 

AS BIO BSC 2025 Food: Personal and Global 

3 

Perspectives 

AS BIO BSC 2030 Save The Planet: Environmental 

3 

Sciences 

AS BIO BSC 2050 Environment 3 

AS BIO BSC 4057 Environmental Issues 3 

AS BIO MCB Applied and Environmental Biology 3 

5655 

AS BIO PCB 3043 Principles of Ecology 3 

AS CJP CJL 4115 Environmental Law and Crime 3 

AS ESP EVR Introduction to Environmental Science 3 

2001 

AS ESP EVR Environmental Science Lab 1 

2001L 

AS ESP EVR Environmental Science: Regional and 

3 

2002 Global Issues 

AS ESP EVR Introduction to Environmental Policy 3 

2861 

AS ESP EVR Wetland Environments 3 

4027 

AS ESP EVR Karst Environments 3 

4104 

AS ESP EVR Climate Change 3 

4114 

AS ESP EVR Environmental Science and Policy 

3 

4910 Project 

AS ESP EVR Environmental Science and Policy 

1 

4921 Seminar 

AS ESP EVR Environmental Science Internship 3 

4940 

AS ESP EVR 

6101 

Geomorphology for Environmental 

Scientists 

3 

EVR Advances is Water Quality Policy and 

3 

AS 

AS 

ESP 

ESP 

6216 

EVR 

6408 

Management 

Wildlife Ecology 3 

208

AS ESP 

EVR 

6922 

AS ESP EVR 

6930 

COLLEGE DEPT. COURSE 

NO. 

AS ESP EVR 

6936 

EVR 

AS ESP 6937 

AS GLY GLY 

2000 

AS GLY GLY 

2030 

AS GLY GLY 

2050 

GLY 

AS GLY 4053 

AS GLY GLY 

4734 

AS GLY GLY 

6075 

AS GLY GLY 

6828 

AS GPY GEO 

4284 

GEO 

AS GPY 4300 

AS GPY GEO 

4372 

AS GPY GEO 

6116 

AS GPY GEO 

6255 

AS GPY GEO 

6286 

AS GPY GEO 

6345 

GEO 

AS GPY 6347 

GEO 

AS GPY 6475 

AS GPY GEO 

7606 

AS GPY GIS 

4035C 

Capstone Seminar in Environmental 

3 

Science and Policy 

Research Colloquium in 

1-2 

Environmental Science and Policy 

TITLE 

CREDITS 

Seminar in Environmental Science 1 

Seminar in Environmental Policy 3 

Earth and Environmental Systems 3 

Hazards of the Earth's Surface: 

3 

Environmental Geology 

Science, Earth and Life 3 

Theories and Arguments about the 

3 

Earth 

Beaches and Coastal Environments 3 

Greenhouse-Icehouse Earth 3 

Ground-Water Geochemistry 3 

Water Resources Management 4 

Biogeography 4 

Global Conservation 4 

Perspectives on Environmental 

3 

Thought 

Weather, Climate and Society 3 

Advances in Water Resources 3 

Technological Hazards and 

3 

Environmental Justice 

Natural Hazards 3 

Political Geography Seminar 3 

Seminar in Urban Environments 3 

Remote Sensing of the Environment 4 

209

AS GPY GIS 6306 Environmental Applications of 

3 

Geographic Information Systems 

AS GPY GIS 6355 Water Resources Applications of GIS 3 

MET Climatology 4 

AS GPY 4002 

URP Urban and Regional Planning 4 

AS GPY 4052 

AS IDS ISC 1004 Integrated Natural Sciences I: Science 

3 

that Matters 

AS IDS ISC 1005 Integrated Natural Sciences II: Science 

3 

that Matters 

AS INT INR 3011 Globalization 3 

AS INT INR 5012 Globalization 3 

AS INT INR 6690 Research Seminar in Globalization 3 

AS ISS ISS 1103 Nature and Culture 3 

AS ISS URP Introduction to Urban Studies 3 

3002 


CREDITS 

NO. 

PAD Urban Land Use and Policy 

3 

AS PAD 6338 Administration 

PAD Urban Growth Management 3 

AS PAD 6355 

AS PHI PHI 1401 Science and Society 3 

AS PHI PHI 3640 Environmental Ethics 3 

AS PHY PSC 2515 Energy and Humanity 3 

AS POL POS 3697 Environmental Law 3 

AS POL PUP 4203 Environmental Politics and Policy 3 

URP City Planning and Community 

3 

AS POL 4050 Development 

URP City and Regional Planning 3 

AS POL 6056 

AS PSY SOP Environmental Psychology 3 

4714C 

SYD Peasant Perspectives 3 

AS SOC 3441 

AS SOC SYG Contemporary Social Problems 3 

2010 

AS SOK SOW Human Behavior and the Social 

4 

3101 Environment I 

AS SOK SOW Human Behavior And The Social 

4 

3102 Environment II 

AS WST WST Women, Environment and Gender 3 

3225 

BA ECN ECP 3302 Environmental Economics 3 

210

BA ECN ECP 3613 Economics of the Urban Environment 3 

BA ECN ECP 6305 Environmental Economics and Policy - 3 

Economics of Sustainable Enterprise 

BA ECN ECP 6936 Economics of Sustainable Enterprise 3 

MAN Designing Sustainable Enterprise 3 

BA MAN 6930 

GEB Special Topics – Environmental Law 

3 

BA MBA 6930 & Issues in Sustainable Enterprise 

GEB Special Topics – Societal Law and 

3 

BA MBA 6930 Issues in Sustainable Enterprise 

MAR Marketing Management for a 

3 

BA MKT 6936 Sustainable Future 

ED EDF EDF 3228 Human Behavior and Environmental 

3 

Selection 

ED EDF SDS 6624 Ecology of Campus Life 3 

ED EDN SCE 4863 Science, Technology, Society 

4 

Interaction 

EN ECH BME Engineering of Biological Systems 3 

4406 

EN ECH BME Engineering of Biological Systems 3 

4406 

EN ECH BME Biomaterials I: Material Properties 3 

6107 

EN ECH BME Biomaterials II: Biocompatibility 3 

6108 

EN EGB EGN Engineering Economics with Social 

3 

3615 and Global Implications 


CREDITS 

NO. 

EN EGX CGN Research in Civil Engineering and 

1-4 

4911 Environmental Engineering 

EN EGX CGN Special Topics in Civil and 

1-5 

4933 Environmental Engineering 

EN EGX CWR Water Resources Engineering I 3 

4540 

EN EGX CWR Water Resources Engineering II 3 

4541 

EN EGX CWR Capstone Water 

4 

4812 Resources/Environmental Design 

EN EGX CWR Urban Hydrology 3 

6305 

EN EGX CWR Water Quality Modeling 3 

6533 

EN EGX ENV Environmental Systems Engineering 3 

4001 

EN EGX ENV Environmental/Hydraulics Engineering 1 

211

4004L Lab 

EN EGX ENV Solid Waste Engineering 2 

4351 

EN EGX ENV Water Quality and Treatment 3 

4417 

EN EGX ENV Water Treatment Engineering 3 

4502 

EN EGX ENV Wastewater Treatment Engineering 3 

4503 

EN EGX ENV Environmental Unit Operations and 

3 

4552C Processes 

EN EGX ENV Capstone Environmental Engineering 

3 

4891 Design 

EN EGX ENV Air Pollution Control 3 

5103 

EN EGX ENV Hazardous Waste Management and 

3 

5334 Remedial Action 

EN EGX ENV Solid Waste Control 3 

5345 

EN EGX ENV Environmental Engineering Processes 3 

5504C 

EN EGX ENV Materials Recovery Engineering 3 

6347 

EN EGX ENV Natural & Small Scale Treatment 

3 

6438 Systems 

EN EGX ENV Sludge and Treatment Disposal 3 

6539 

EN EGX ENV Industrial and Hazardous Waste 

3 

6558 Treatment 

EN EGX ENV Quantitative Environmental Risk 

3 

6614 Analysis 

EN EGX ENV Environmental Biotechnology 3 

6667 

EN EGX TTE 4003 Transportation and Society 3 

EN EGX TTE 5501 Transportation Planning and 

3 

Economics 

EN EGX TTE 6651 Public Transportation 3 

EN EGX TTE 6655 Transportation and Land Use 3 

HC HON IDH 3350 Natural Sciences Honors 3 

OCC Marine Pollution 3 

MS MSC 6057 


CREDITS 

NO. 

PH EOH PHC 

6301 

Analysis of Water and Wastewater 3 

212

PH EOH PHC 

6303 

PH EOH PHC 

6304 

PH EOH PHC 

6310 

PH EOH PHC 

6312 

PH EOH PHC 

6313 

PH EOH PHC 

6353 

PH EOH PHC 

6357 

PH EOH PHC 

6359 

PH EOH PHC 

6422 

PH EOH PHC 

6712 

PH EPB PHC 

7018 

Community Air Pollution 3 

Environmental Health Microbiology 3 

Environmental Occupational 

3 

Toxicology 

Environmental Fate of Chemical 

3 

Releases 

Indoor Environmental Quality 3 

Environmental Risk Assessment 2 

Environmental and Occupational 

2 

Health 

Xenobiotic Metabolism in 

3 

Environmental and Occupational 

Health 

Environmental Health Law 3 

Air Pollution Research Seminar 1 

Environmental Epidemiology 2 

Note: This information was taken from the 2007-2008 USF Undergraduate and Graduate 

Catalogs. 

213

Addenda D 

2007 CUTR Update 

USF Transportation Initiatives 

• USF Best Workplaces for Commuters Designation, October, 

2007 

• Emergency Ride Home for Students Pilot Program, August, 

2007 

• Dynamically Priced Carsharing Grant, October, 2007 

• Priority Carpool Parking and Priority Spaces, Implementation 

Fall, 2008 

• Ride Green Day, October 4, 2007 

• Tampa BayCycle Campaign, May 2007 and 2008 

• Promotion of transportation choices to students at USF Bull 

Market 

214

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