Summary of Table Responses Strategic Planning Town Hall Conversation #5 Thursday, February 4, 2010 Stony Brook University Table of Contents Questions for the Small Group Exercise 3 Table 2 4 Table 3 6 Table 4 7 Table 5 9 Table 6 10 Table 7 12 Table 8 13 Table 9 15 Table 10 16 Table 11 18 Table 12 20 Table 13 22 Table 14 23 Table 15 26 Table 16 28 Table 17 30 Table 18 32 Table 19 36 Table 20 38 Table 21 40 Table 22 42 Table 23 43 Table 24 45 White Board Notes 47 Questions for the Small Group Exercise In his presentation today, Steven Koonin outlined the major issues in the Energy and Sustainability arena facing society at large. With his presentation in mind, please respond to the following questions. 1. What can SUNY, as a system of sixty-four campuses do to promote growth in: High-tech energy solutions? Reducing our carbon footprint(s)? Training workers for "green collar" jobs? 2. How would we measure success in each of these tasks? What strategies can or should be used to fully engage our communities in measuring, promoting and ensuring success? 3. What do you need from SUNY to create strong models for promoting these strategies on your campus, in your region and across New York State? Table 2 Question 1 Research * Land and wind power - Educational Research - contribute energy into system * Give incentives for companies to produce solutions * Business technology/academic partnering * Smart growth - urban planning, environment sciences, public health - help developers and LEED students * Update old buildings retro with new roofs and windows - HVAC Carbon Footprint * Incentive energy savings - promote biking - lanes, bike storage - educate students and faculty * Promote recycling incentives - metrics * Now no benefit to conservation * Public - Private partnership - combine to buy natural gas - energize support with 2 year community colleges, Farmingdale, Stony Brook, Old Westbury * Set our own metrics with incentives on campus farms, on available land, farm workers Green Collar Jobs * Community colleges; installers, repairers, technicians to implement green energy * 4 year scientists to develop break through * Private, public partnerships e.g. find all energy Question 2 Measure carbon footprint * Increase number of Bike commuters * Decrease Cars * Decrease Energy consumption 15%, find oil, $$$ * Increase number of pilot projects * Increase recyclable trash - cost/profit tonnage * Decrease Land-fill tons * Increase number of new technologies developed * Increase money for research grants/for energy related contracts * Increase PhDs in STEM technologies * Increase patients developed - $$$ * Increase help to local builders * Increase partnership with local businesses to develop SUNY ? * Increase number of educational activities with stakeholders * Increase graduates degrees and programs * Increase partnerships with businesses for training, etc. Question 3 Leadership - bring ready solutions to implementation Share best practices in recycling, local transportation, local business partnerships Incentives, financial - campus and faculty Table 3 Question 1 What can SUNY do: * High tech solutions; collaborations with public, private industry; leverage expertise and knowledge across our systems for R&D and to get funding * Reducing carbon footprint(s) * Implement programs that identify goals and metrics * LEED certified building * Reducing energy consumption * Education campus and community on "how to" and market our outcomes * Build an awareness campaign * Utilize the strength of our student body(s) to educate, change behaviors, and create a culture change that focuses on long term impact * Distance learning (less cost, gas use, travel, etc) * Training workers for "green collar" jobs * Identify campuses who are "expert" in the field. What do/will their students do upon graduation? Work at DEC, government agencies, community activist. * Partner with other schools, such as BOCES, that teach how to recapture/reuse water, etc. * Training our own workforce on how to work "greener", such as our facilities management staff; the physician who utilizes disposable vs. reusable instruments, draping, etc. * How do we define a "green collar" job? Question 2 How do we measure success? Track and trend: * Measure garbage tonnage * Pounds of recycled materials * LEEDs certification measurements * Measurement of oil, gas, electricity, energy usage * Usage of zip cars and public transportation * Promote success in these areas Question 3 SUNY Call to Action President's performance review President's Climate commitment/membership SUNY should develop a campaign (brand) on the programs that exist today that are making a difference. Table 4 Question 1 Tenants for Sustainability: Academic * General education requirements for sustainability * Student and faculty research on greening the college community * Needs incentives * Needs to be Grassroots born Waste * Composting * Waste management firms * SUNY Recyclemania Energy * Agriculture * Conservation * Building standards for SUNY Transportation * Transportation between campuses * Promoting car shares, bike program * CAFE for SUNY: set standards for vehicles * Most of energy used for commuting Procurement * Purchase biodegradable goods * Food; local food Public Service/Community * Agriculture and student gardens * Green housing SUNY Network * We need to know: whose doing what? * Presidents Climate Commitment * Environmental Taskforce * Faculty Senate on Energy Problems * We need state support * Government partnerships: NYSERDA, NYPA, EPA * Insure priority for SUNY Question 2 BHAG - NYS the center for sustainable practices (energy); Metrics, Culture and Student Opinion Survey, How many people come to us for Sustainability Initiatives Question 3 Goals * Across the system - symposiums - interdisciplinary * SUNY wide rewards and recognition by sector * Sustainability officer for each campus * Czar for sustainability in systems * Building and care standards * Green Fee/grant money * Match student money with SUNY money * NYSERDA * Information collection and dissemination, collaboration Table 5 Question 1 Align conservation with Economics New construction designed with attention to green principles and lowering the footprint Reducing Carbon Footprint: Encourage recycling, set up infrastructure to recycle and dispel myths associated with conserving energy and recycling. Measure across the system how the campuses are doing. Come up with best practices to implement system-wide. Identify and reward good performance. Develop supports for distance learning High-tech solutions should be localized based on campus profile and environment Develop curriculum to correspond with energy conversation needs Explore more online learning to reduce commuting to campuses Establish internships in county, state and federal energy agencies and with utility companies Question 2 SUNY can sign up for ACUPCC, American College and University Presidents' Climate Commitment instead of participation thru individual campuses Set of graphs for SUNY campuses comparable to those that were part of Dr. Koonin's presentation Question 3 Incentivize the process through grants and awards - significant distinction Hold conferences on Energy topics, participants would return to campuses and communities as Ambassadors for promoting conservation Table 6 Question 1 Education is spark for ideas students convert to energy High tech * Active energy management technology * Wind turbines, solar panels over parking * Meter buildings * Positive Role Model - student are idealistic which is great! * Demonstrate by example Footprint * Measure and track it * Light bulbs, meter building * Sustained effort - not only obvious and visible but those "invisible" - savings Train workers/partner with industry * Student contest - bike wear (FIT)/ design bicycles (Pratt) * Interdisciplinary curricula * Get students engaged in research Get all involved - need to hear all voices - common conversation Untapped potential - may get lost - need to develop untapped potential - may get lost - need to develop full access - need a vehicle to accept and vet ideas. Question 2 Metrics * Increase Students STEM energy * Increase number of courses * Increase number of research grants * Activities on campus to show decrease in footprints * Students going into green jobs * Internalize the "green" process so grads take to all jobs * Public/Private Partnership * Incentives by community and industry partners * Administrative rules * Electronic - not paper - IPAD Question 3 Coordinate student led teams - DOE, EPA, etc. Military - build standards - implement techniques 50 year payback! Who else has this? Table 7 Question 1 What does the campus community do about carbon footprint - goals - object - and share with SUNY Central Targets to be ready (carrot and stick) Link SUNY and private sector and grants more to entry jobs for students Develop with corporations jobs in private sector Question 2 The degree to which we integrate expertise and opportunity to maximum advantage across the system The extent of development of STEM disciplines and the graduation of students in STEM disciplines The measurement of success of college to K-12 collaborations in developing STEM capacity in the schools Question 3 SUNY Central needs to offer office of coordination * Can students spend semester in other SUNY * Do we have central repository for graduate and post graduate studies particularly sustainability or energy * Link research and translational campuses SUNY Central needs to hire experts in energy and SUNY to be able to advocate across campuses (coordination) E link successes so that each campus does not need to reinvent ie: dorms (energy perspective) Semester abroad; but at another SUNY * No cost increase, same dorm cost * All credits transferrable Local research and transitional, so students can look at all sides of the energy debate/future Table 8 Question 1 Carbon footprint Provide housing communities for faculty and staff and encourage development of such communities. Must be cost effective Mass transit efficiencies Opportunities to decrease in parking fees for further lots to not build new lots and garages Provide storage facilities for bicycles and electronic car, Vespas, etc. Have alternatives that work - need alternatives to raising fees (fees only upset people) Reduce priority allocation based on data and awareness campaign Awareness of making good energy decisions based on moral values - need some marketing, understanding and change in human behavior. High tech energy jobs Need financial incentives including upfront capital costs to implement the new solutions Need the expertise and "reason" to bring the solutions to fruition Training - What are the green collar jobs? We need them to materialize before we are able to train. University and industry partners need to work hand in hand - partnership to bring in industry and train simultaneously. Question 2 Focused activities within SUNY that help achieve the goal of reducing the carbon footprint When our practices are seamless and we no longer need directors of sustainability Incentives and programs that gain NY and national attention that work and produce results if dealing with our energy dependencies, reduce use and when these programs become models for others Our young children learn about the importance of energy and sustainability Question 3 Funding for new programs Increase emphasis on STEM programs Service and engineering traditional focus - but need to include sustainability across all levels of the curriculum Ability to create and expedite new programs and initiatives Table 9 Question 1 SUNY advantages are size and diversity of college type. Example: Stony Brook and Farmingdale - Size/money - workforce location Provide a system benefit to campuses that work together Challenge is location - some schools and spread too far from possible partners Communication/collaboration/partnerships and industry - SUNY should mandate it! Need to do a better job partnering with industry and with each other Find out what industry needs and articulate what SUNY is producing and make sure they match "Green" curriculum needs to be on the same page throughout SUNY. Need a SUNY "Green" curriculum Question 2 Set goals and accountability across the system and have an office in SUNY that would track them and report out. Look at partnerships that have come out of "green" efforts Question 3 Need a greater communication through SUNY focused on these issues - similar to group meetings that Provost have. SUNY bring a sustainability consultant to look at all schools and develop goals as well as targets within each school to meet that goal Create an office within a campus such as ESF where experts are located Table 10 Question 1 Systemic data base in research and creativity Support creation of curriculum in emerging hi tech solutions Energy audit system wide (windows) Look into SUNY-wide federal research grants Low tech and social solutions Bicycle solutions - redesign campus mobility Energy survey credit, energy reduction foot print Reward people who do not bring incentives Incentives - incentives to recognize and rewind Encourage composting of garbage Start at education pipeline Incorporate buy-in energy policy in early orientation programs Incorporate energy reduction/conservation strategies into curriculum Question 2 Measurement before and after (you'll know by just looking at your energy bill) Social environment change Campus mobility Create a program curriculum Have to work side by side in community Connectivity to educational pipeline for incorporating energy conservation awareness into education system Question 3 Greater incentives to the campuses Commitment to themselves Sharing best practices Table 11 Question 1 Stay on target * Energy audit - plant facility - infrastructure * Limit car use by student and faculty and staff - one mile limit - UUP carpooling * Better sharing of information and community education and incentives * "Green Movements" - students involve * Gas engine - faculty knowledge base - Co-Gen Food composite in dining halls Recycling - Styrofoam bans College calendar shift - largest winter break - May ending - 4 day week Teaching technique - greater use of and class schedule to maximize time on campus - block class scheduling - minimize commuter needs Greater financial aid and scholarships for green collar jobs Green Jobs - SUNY green collar job - certification Co-operative education opportunity - industry Experimental opportunity - student promotional showcase Incentives to SUNY campuses - CC workforce training Expansion of contract courses - workforce Green job upgrade Question 2 Wider community education efforts Agency collaboration - US Council on Environmental Quality Goals - Audit - Metric - Benchmark - move upward Car access to campus - count the cars! - linkage to national standard A system vs. campus role - what is the leadership role Best Practices Model Question 3 Stategic Plan Usage Leadership of System Policy area subsets Target a few schools (10) - pilot Scorecard approach Table 12 Question 1 Need an ad hoc system wide committee on energy - we are too fragmented SUNY Central joins all campuses to bargain collectively with energy vendors; right now too many vendors - purchasing power President's Climate Commitment - follow this model - Google for site All new buildings gold LEED certified - retrofitting is very expensive Must maintain jobs - real struggle in rural upstate What kind of education for a green collar job? Certificate - trade schools - 2 or 4 year college degree SUNY should do a study to find out where and what the "green collar" jobs are.... We need demographics to know the job market Curriculum thought leadership Process is slow - example of transformer at Downstate - process of RFP/A's through state - bidding challenging, rebidding, 3 years later no transformer - technology evolved already Question 2 State procurement process is so cumbersome and slow Make new energy initiatives "living laboratories" - be familiar with what is happening elsewhere We are at a competitive disadvantage compared to private institutions - this slows us down - need to be nimble Measures: * Time from submitting to time of purchase * Emissions test/efficiency test buildings * Chart units of energy used * Number of graduates - green jobs/track job * Cost of energy per campus * New curriculum/programs - curriculum cost study - track enrollment Question 3 Help with coordination - we need a centralized initiative Research Effective communication system!!!!!! Streamline processes Procurement, collective bargaining What we're doing here is a big positive (the strategic planning process) Electronic classroom tools Environmental cues like recycling bins Strategic Plan: narrow down to only 3 bullet points Idea: Ad hoc system-wide Table 13 Question 1 Real savings requires investment, training, maintenance, and a sense of responsibility a. Build awareness among faculty, students and staff b. We need regulatory reform, e.g. purchasing regulations UAlbany has offices dedicated to sustainability and energy use, but each campus is different - we need assessments of each campus It works well when it is made part of the campus culture; however, high-tech research does use a great deal of energy Are we willing to sacrifice to achieve carbon reductions? * Behavioral change; financial investment and funding for maintenance needed Question 2 * Not rocket science * People do what they are measured for * Everyone has to be measured in some fashion * Simple economic analysis is not adequate * Build a system-wide infrastructure for assessment and accounting Question 3 * Require conformance (the stick), but provide incentives (the carrot) * Make it a focus of our academic programs - we study ourselves Table 14 Question 1 SUNY has potential to get grants, lead research and to feed this to economic development. We have opportunities to take the concept out of the lab and bring it to business. Could be made possible through partnerships. Can we establish principles and protocol to bring innovation to market - commercialization Consider using models from IT industry, Silicon Valley, etc. How can SUNY system reduce carbon footprint? Perhaps SUNY can become the place to go to get ideas Consider new approaches to community development to help improve energy consumption rates SUNY could deliver X% of the governments greenhouse gas reduction goal, alternate energy, reduction of fossil fuels etc., and mobilize resources to do this and establish campus goals Many activities are going on in campuses through grants, etc, how can we bring these to scale? Different campuses have different roles e.g. SUNY Stony Brook - R&D Community colleges - careers in green jobs, IT etc. Important to cultivate new, greater interest in STEM earlier in students lives * Do this through curriculum reform * Develop focused science education opportunities for teachers * Investigate collaborative models of science education to help engage students in STEM disciplines * Cost is an important consideration * Statewide STEM discussions could help us to identify new strategies Put in place a more coordinated approach to IT development at SUNY, for example, information sharing and bringing initiatives to scale Provide leading researchers/innovators at SUNY with a list of all others in SUNY who are doing this type of work. Create incentives for mentoring up and coming researchers. Convene seminars to bring people together. Prof. Science Masters's degree being developed in sustainability at Cortland to create the green innovative economy - new innovative program - degree combines science and business - interdisciplinary approach to curriculum development - this program is targeted toward career changes Colleges are seeking experts in sustainability in faculty as well as in administration to make sure campus energy goals are being met and to coordinate all of the players on the campus toward sustainability goals. Question 2 Set measurable and achievable goals for energy reduction etc. SUNY has a powerful opportunity to mobilize community - this is easier for this topic because people are already engaged in global warming etc. Powerful opportunities in student involvement in green initiatives Chancellor sets goals for university and then convenes conversations with individual campuses to set individual campus goals SUNY system should consider being a center of expertise for questions about energy and sustainability and provide assistance to individual campuses Effectively advocate for greater flexibility to bring some energy developments to scale and to create innovation Question 3 Summary 1. Take concepts being developed in labs throughout SUNY and bring them to scale. Consider using models from IT, Silicon Valley, etc. 2. Promote SUNY as the place to go for ideas and best practices 3. SUNY could deliver on X% of governor's goals for greenhouse gas reduction, alternative energy, etc. mobilize campuses 4. Cultivate new interest in STEM education for students at earlier age New curriculum Science education opportunities for teachers New models of student mentoring 5. Put in place a coordinated approach to energy and sustainability across SUNY. SUNY central could provide assistance and expertise to campuses. Lead researchers should know all other researchers across SUNY in their area of expertise 6. Develop new interdisciplinary academic programs to advance the green economy e.g. Prof Masters in Science 7. Effectively advocate for more flexibility to implement green initiatives 8. Exploit opportunities for "Economic of Scale" and purchasing energy Table 15 Question 1 "Brand" SUNY as research in green tech Use other institutions as test beds for green problems Create a workforce that things green What could be your liability if you exceed limitations? Work in relation with government and administration Cell campuses SUNY could identify resources, hubs, across the state wide system Network of communication Benefit from other infrastructure systems Sustainability tenor for Geneseo How to do this with fewer resources No money now - cannot invest Large investment in measuring technology Focus resources to specific regions - two strong focuses instead of many small ones Pointing out to researcher what major green grants are available SUNY research does not make to commercial Create gap fund - identify funding Identify particular areas of research Creating new models Save power, shut off lights SUNY central should give one million dollars to college Save the most energy Question 2 SUNY needs to use students to give feedback Question 3 Encourage certification programs for sustainability Take a certain number of courses that are aimed towards sustainability Adding sustainability education to general education Models of best practice Create more emphasis of green technology in liberal arts Infuse information SUNY campuses need to create sustainability plan - quantitative Encourage and support president's sustainability plan Make campuses support sustainability with knowledge that support will come from above Table 16 Question 1 Idea: Bring in ideas from local business community Idea: competition among SUNY campuses to reduce C-footprint - Big cash prize Idea: Solutions from students Concern about changes in bilking for energy - adds cost, but no benefit What can you do as a teacher? * Teach about carbon impact on daily life * Try to educate society? Two years ago - university wide taskforce - reduce energy by 37% by 2020... Idea: Make it happen Idea: No sustainability person in system administration Idea: Handout on conservation technical questions Idea: Create a curriculum module requirement on energy and carbon footprint Question 2 Re: Training new workers for green economy Idea: Retraining programs - nuclear engineering program Idea: Helping mid-career people change jobs - will nuclear plants be built in NY? Idea: Better use of classroom space - use on-line resources more Idea: Less campuses (heard from another table) Fully utilize our space How to utilize instructors more? On-line Idea: Clean-tech revolution - book Idea: Need to describe the "green opportunities" more to students Need more PR. And high-level leadership Idea: Measure carbon footprint Facilities management/energy management systems Challenge: Building infrastructure is very old in many campuses Question 3 What do we need from SUNY? 1. Sustainability leader - high level 2. Measure and made data public Energy management Recycling 3. PR leadership - executive leadership - made this important Idea: Pick certain campuses to be "Centers of Excellence" or role models in certain arenas like energy management, recycling, student solutions Idea: Regional consortia - green business New York Table 17 Question 1 Largest consumer of energy Become self sufficient Economically produce the serving as a resource for research Energy relationship to woman behavior Education Environmental Economical Showcase design of buildings (sustainable) through renovation/innovation Workforce Serve as training ground for students interested in the field Integrated into education Slowly convert Scholarship program for green energy careers fiscal incentives "Campus based energy fund" Taking savings/earning use to advance green programs State government commit to innovation fund Student fee Develop program utilizes saving into opportunity fund Commitment Renovation - innovation LEEDs Values of SUNY system Voice of sustainability Restructure of money Unity Each campus holds responsibility Question 2 Incentives Scholarships for green energy/careers Campus based energy fund Develop a program that utilizes saving as opportunity for green degrees/careers Incentives state/campuses/students/employers Question 3 Commitment Renovation needs to be innovation LEED Values of the SUNY system Each campus has responsibility Not necessarily more money, restructure spending, a commitment to sustainability needs to be core value Become self sufficient Serve as a source for research Showcase design of sustainable buildings Serve as a training educational springboard Table 18 Question 1 The role of our university system is to lead by example: * Test better energy solutions on our campuses, we can pilot solutions * Educate without sounding elitist * Focus on approaches that are related to our campus strengths e.g. agricultural focus at Cobleskill * SUNY can help us avoid duplication and support collaboration - put together consortia of scientist... don't supplicate what other universities are doing and identify gaps * Step 1 - inventory our technology strengths * Also focus on energy savings; not just focused on R & D * Create database of best practices, e.g., Cortland's' "Lights Off" and Fredonia's sustainability initiative programs * Consider a SUNY wide/communities light bulb change out day to instill excitement and buy in across students, faculty, community, administration, etc. Some campuses are already providing excellent "green collar" thinking, e.g., Alfred; capitalize on those and communicate them * Create a plan that defines "green", almost all curriculums can be bolstered to include emerging green technology * Assess had/implement "sustainable business" degrees Question 2 1. Measure where SUNY Environmental Studies graduates go to work, as well as environmental science grads; measure how many of all our graduates go to work in green industries. 2. Track how much R & A funding SUNY brings in the renewable and energy related space, especially based on recent increase in federal agency budget. Measure this by scale, by campus; note who is good at it, and capitalize on these. 3. Track campus by campus energy consumption compared to money invested in energy savings initiatives; track this over time 4. It would be helpful to meter every building on campus to make consumption more visible (with intent to drive costs down via that knowledge); it is expensive to do this 5. Show students how much energy is used and how much it costs (e.g. Cortland, Monroe CC) to involve them in reducing use and being part of the solution. 6. When campuses do construction/energy improvements, make this more visible to students - lead by example! Question 3 * Asset inventory, better communication, share best practices across campuses of system * Figure out how to incentivize campus communities to reduce energy consumption, e.g., charging for space used so they don't use unneeded space * Lead by example, communication of this * Look for cheap, effective solutions, e.g. telecommuting, also mass transit, tax- advantaged benefit for employees is a best practice * Fully load the cost of the energy choices we choose to ensure the best prioritization and choices Sustainability Initiatives Campus installed a natural gas well that provides natural gas to help meet the demand on campus Installed green recycling containers in all offices, classroom, meeting rooms, labs and student rooms Installed new smaller high efficiency heating boilers across the campus greatly reducing the demand for gas and electricity on campus Installed paper towel recycling containers in the restrooms at the Administrative and Academic buildings across the campus Collected all used mattresses from the Residence Halls for recycling Campus recycled over 50,000 Ibs of scrap metal with a local company during 2009 Interior doors removed at Alumni Hall were recycled with 95% being used by Habitat for Humanity Construction and demolition debris is recycled from many construction projects Collected over 3 tons of recyclable materials during move-in weekend at the Residence Halls The Waster Wipeout program during move-out in May, collected 8,500 pounds of clothing, 800 pounds of food, 300 pounds of personal items and many electronic, household and sporting goods for reuse by Chautauqua County Rural Ministry from Dunkirk. Many older furniture items were sold as part of the annual Village wide yard sale in June, significantly reducing the quantity of furniture placed in the landfill Installed many perennial planting beds around campus. This saves cost by reducing maintenance labor and annual purchasing of plantings' Replaced the blue light on all emergency phones with a LED energy efficient light. All 20 LED lights combined use less energy that one of the old style lights. Campus installed a bio-diesel processor to convert waste cooking grease into usable fuel The campus purchase a new Park and Ride Bus that runs on bio-diesel fuel The campus uses eight electric GEM cars and owns two hybrid cars in the over-the-road fleet Motion sensors were installed in all laundry rooms in the residence halls Campus dining was nominated for "Most-Vegetarian-Friendly College" in peta2 competition, advancing, to the second round and awarded Honorable Mention The FSA is working with many vendors' and-distributors to provide locally grown, produces and shipped items The campus uses Green Sealed Certified paper towels, toilet tissue and many cleaning chemicals The campus used environmentally friendly ice control products for winter ice control on campus roadways and sidewalks. The product is EPA approved. The campus continually plants 30 to 40 trees on campus The SUNY Fredonia Go Green website provides valuable, information and resources on sustain ability efforts on campus The campus recycles all used tires, motor oil, and car batteries The campus sponsors the Campus and Community Household Electronic Recycling Day each year as part of Earth Week. To date close to 60 tons have been collected and diverted from landfills The campus sponsors an Earth Week filled with educational events and learning opportunities for people on campus and in the community Table 19 Question 1 High tech - develop policies and information systems to force energy savings - use calorie model to become more aware of technology use Localized energy recording devices need to be developed Ability to track energy in building to monitor energy/reduce consumption Consider location limitations such as wind Biofuels Energy incentives (saving energy) for student housing Develop fabrics that allow energy conservation Develop foods more energy efficient preparation Reduce carbon footprint Look at vehicles on campus On demand energy/lighting in all locations Infrastructure of campuses in contusive to getting around, i.e. "light rail" Train for "green collar" jobs Develop 2nd major in area of sustainability Sustainability course in general education Infuse content in curriculum Make people understand that the green solution is more fiscally responsible Question 2 Convincing people that investing now is important for future generations - will cost today State of New York government currently mandates but still issue Use calorie model and translate this to energy consumption i.e. shut down all computers at 7 pm Develop green roof/solar panel on many buildings SUNY wide Develop partnerships with local vendors/homeowners on energy use particularly energy producing companies Increase energy management on campus by creating policies explore community colleges role Question 3 Centralize energy management offices/oversight at system level Communication between colleges/universities, etc. for the best practices - i.e. share ideas Take lead in counties in area of energy management be a repository for best practices Chancellors Award for campus that is "most sustainable" Research at grassroots level in areas such as clothing design food Research must be independent that is strength of student research Collaborate with energy companies to develop curriculum and provide student internships Look at "old methods" of energy and reevaluate use such as wood Table 20 Question 1 By setting internal goals we end up educating Learn from other schools examples (ex. Alfred State) Need to rethink SUNY - if a uniform policy Giving a contract to campuses for food companies that do not have biodegradable utensils Creating energy efficient standards - St. Michaels College hired a sustainable coordinator The energy savings themselves would pay the expenses Think of what each school offers (research centers, etc) But also to create a culture of sustainability How to measure? Need baseline of cost, there should be established baseline of cost (some already) To have a physical plant (windmill), use the campus to our benefit Would keep other power plants, just use less Training workers in green collar jobs * Develop a common set of themes * When students come in, this theme is fundamental * You need to have individuals who are educational in this, involves a culture shift * Education pipeline - integrated into the curriculum * Expand the use of virtual classrooms * Have some sort of energy summit/conference, and virtually link all schools * We had a 3 day conference 1 year and a half ago * Competition between campuses - inter campus proposal Question 2 Measuring Success Green kilo watt as a method of measuring How do we measure educating students? - creating a new curriculum Training workers as an investments Creating more partnerships with companies to offer internships to students of all majors Make this type of curriculum a general education course But how many SUNY graduates are really directly involved with green sector? Measure after 5 - 10 years the amount of community engagement, etc. after making this general education change People who are in design can make fabric, toys (hospitals), etc. What if we created some sort of uniform change? SUNY Bookstore Bags Need to use SUNY purchasing power Contest for PR campaign Conversations across the disciplines (SUNY Symposium) Breaking down sustainability and energy because it is such a multidisciplinary field Question 3 What do we need from SUNY? Centralized policy is key Auxiliary services that say you cannot sign a contract without certain sustainable criteria Use our diversity to our advantage * Maximize interaction * Being able to coordinate input and needs universally, not just a specific campus * Taking funding and building on infrastructure in one campus and making it a "cookie cutter" design If SUNY had a yearlong seminar and see what comes out of it (bring the best and brightest) Develop partnerships not in basic research but conservation in terms of strategies and models to shift the knowledge and culture Best practices, putting them all together Providing a constant dashboard Reward campuses for meeting energy efficient contracts Table 21 Question 1 High tech - do research on campuses, then apply on campus (can't do that as well with other applications) Carbon footprint * Test ideas on campus * Build to LEED standards * Take advantage of ability to make changes due to extent we control own environment (buildings, grounds, systems) * Make one campus a model * Take full advantage of outside resources * Competitions - Iphone app, Chancellor's Award, prizes for best efforts * Conservation - online, in community classes Green Collar - are there real jobs? Focus on what's there - and what's coming - high speed rail Train people in all fields for green world Question 2 High tech - applications on campus are picked up off-campus Carbon footprint * Continue to develop measurements * Set goals based on audits * Share best practices * Required levels of basic education * Community outreach mandate * Application opportunities through service learning Green Jobs * Program to identify opportunities and match classes/majors/degrees * Recruit employers; what do they need? * Mandate to plan to train all students in all fields Community Engagement * Take advantage of community resources * Take advantage of opportunities and community awareness * What can we learn from them? Question 3 1. Create research centers with key areas of focus around state 2. Find solutions for funding challenges to build green, operate green and develop green programs 3. Build into academic programs 4. Engage the Construction Fund and Dorm Authority 5. Create "fast track" forum for energy ideas Table 22 Question 1 Solar energy program - education level Training and development programs; Educate students and workers; Partnering with already existing facilities/programs Constructive Conversion - making the old facilities - green Retrofitting existing buildings BHAG * Hybrid Parking Lots - exclusive parking * How green is my town? Website * 1-2 week Freshman Seminar - solar energy - green * How to live without a car - better transit * Bicycle rental units - low cost bicycle development Surveying * Workforce development Question 2 Parking spots for hybrids Commuter students' schools BHAG - How Green is Your Town.Org 1-2 week classes for freshmen to educate and inform on green (staff, faculty, all campus stakeholders) Livable downtowns\partnerships Question 3 Efficient Bike - research Awareness - alliance Policies at SUNY to promote these goals Table 23 Question 1 High Tech Energy Solution (hook up to more than the Grid) * Collaboration effort - pull together research capability (Government, private sector, SUNY) * Share knowledge , best practices in not only R&D in Areas of Solar, battery storage, but in actual current applications * Leverage political capital in promoting research growth * Workforce development * Focus on multi campus initiatives and funding * Create incentives for SUNY campuses Carbon Footprint * Need benchmark of existing carbon imprint * Make it a project for students "What is our carbon imprint" * Identify areas of impact especially large important areas such as community then look for solution (car pooling, bussing, bicycles) like providing incentives such as better parking space if you car pool * Look for energy performance contracts to accelerate capital improvement to achieve energy savings * Consolidate evening courses into one building * Recycle fleet vehicles - use hybrid cars * Use recyclable materials - in operations and when renovating buildings * Telecommunications * More online courses but with balance as to not lose personal contact * Utilize "high energy use" buildings more smartly by building then smaller and using them more frequently. * Mow the lawn less Green Jobs * Use existing curricula and expand it to include green technologies Question 2 1. Establish baseline metrics 2. Analyze offsetting carbon imprints 3. Performance growth * Reduce number of cars * Reduce BTUs Question 3 Establish policies that promote energy savings Provide financial incentives for meeting goals Have researchers share information on current research initiatives Competition on all levels - especially with students such as "recycle mania" Share information on grants and what is available Share best practices in operations Table 24 ESC - how do we manage/coordinate hundreds of sites Need a Director of Environmental Sustainability, vested with real power to implement Must report directly to leadership and have consistent, full support DASNY - Do a pilot project at each campus - wacko is great. Make sure they are real, measured, and highly publicized so that the information can be disseminated throughout SUNY and all NY SUCF - Missing feedback loop and we need feedback loop. There is a sustainability policy, but each campus approaches differently. Need a reward system. Now campuses can use money saved by efficiency projects on their campus - this is a good feedback loop and reward. All SUNY buildings are LEED Silver. DASNY - not really. They are "LEED certifiable" silver, which means documentation is not done. We need to be careful not to say these are all LEED Silver buildings as they have NOT gone through the review and don't have a rating plaque. DASNY - what about "punishment" and mandates. When does this NEED to be done? Need metrics and reporting and some transparency 9which will bring shame if goals are not met). Discussion - be careful to not punish high energy users as they may be the R+D groups you need t meet product goals...needs t be a fair metric. Purchase - bought compostable tableware. Shut dorms at break and saved $100,000 which was then put into more projects on campus. Great way to reserve money for improvements that cost$$. Publicize this. ESC - no science in k-6th. Need this. Also must train teachers to teach beyond where they are capable now. DASNY - our higher education requirements compounds energy issues in that we demand student have laptops and all sorts of e-resources. We need to do this but we need to do this knowing it puts burden on the systems - how do we manage this. Green Collar: Purchase - when replacing staff, make sure they are environmentally savvy and understand their role in greening the job and the campus. New Paltz - we use electric golf carts, but this has decreased walking! Transportation on campuses is huge. DASNY - broad implementation of GHG tracking is needed everywhere, including VMT. DASNY has such software, and Climate registry is a great tool and group as well. Purchase - swipe pass to all students t use public transport SUCF - use projects to grow actual curricula in the schools. Green roof for plant studies, PV for electrical studies and for metrics and math and physics, and for English! Maritime - a broad base of sustainability knowledge in every course would mean the trainees would be able to grow specific skills more easily. There would be less rick of training a specific skill that is not needed, but good prep for, really, any green job skills that may be needed. DASNY - and along the way growing awareness of day to day greening at the schools Maritime - could require a green book for English class - learning about writing and reading and lit, learning at the same time about sustainability DASNY - check out the story of stuff, about consumerism and how we are less happy now (though we consume much more) than in the 1950's before we became such gross consumers. ESC - SUNY needs to be a leader in discussion to redefine the term "growth". Now it is about bigger and more, but it could and should be about quality and growth of knowledge base and relationships (rather than more). SUCF - identify what is a system-wide affect and how to manage that while allowing each campus its own individual process and growth. SUCF - students' belief is NOT economically driven and is a constant. The price of gas changes and availability and products change, but the students are clear in the need for green thinking. Can this be pooled as a resource for all SUNY? SUNY - intellectual exchange is our stability in the SUNY system. White Board Notes Table 24 1. * Hire Director of Environmental System * Campuses pilot projects on this line, highly publicized * Rewards system with measures, savings go to campus for other projects 2. * Lead at SUNY by engaging lower education * Train teachers to bring sustainability discussions to the classrooms across the board 3. * Broad implementation of greenhouse gas tracking led by SUNY * Student population is the constant in the environmental equation. Pool this resource for the rest of the state. * Redefine growth, reassess the factors * Unifying the effect of the system but allow for uniqueness of campuses Table 15 1. * Each campus has a specialty, focus this regionally to develop research hubs * Teach transfer - commercialization of high tech solutions 2. * Student involvement should increase small measures with some incentives will help * Maintenance staff should be encouraged to think green 3. * Quantitative goals for green collar jobs, engage certification programs * Green thoughts for Liberal Arts degrees 4. * SUNY system define broad goals for all campuses * Information hubs to invest in, get and model for smaller groups to follow * General guidelines Table 10 1. Promote renovations and upgrades on campuses and publicize 2. Start the green thinking early for students and faculty. On all levels encourage this behavior. 3. Incorporate this green thinking across the curriculums. More Seminars for this 4. Measure the success of the strategies in place, competitions 5. SUNY should communicate best practices from the campuses Table 6 1. * SUNY campuses should be demonstrative sites for green * Supplier to the surrounding communities this will engage others to follow our lead, educate and involve them * Student engagement * Put specific measurements across the board at SUNY for energy consumption * FIT - Pratt, student contest on bike-the-campus (example). This gives incentives and changes the thinking. * Engage in more global cont4ests on these topics - gives huge publicity and showcases students * Grants, activities, students that go into the industries after graduation * Minimize building standards - SUNY goals not just state * Get everyone on campus involved in these discussions - mandatory? All voices heard, mobilize the campus community as a whole Table 16 1. Technology is not the only focus - sustainability is a multi disciplined field 2. 60,000 electric and gas customers that haven't paid the bills in NYS 3. Cost of energy is one of the largest issues 4. SUNY needs a larger stake in this issue, we should be a resource for NYS Table 20 Advanced Energy Center 1. * SUNY needs to have a centralized think tank for green issues * 2nd largest user of energy in NYS - reverse this * SUNY knowledge base is great and available 2. Campus lands for green solutions, wind, produce (food sources) 3. Promote certifications like LEED. SUNY should be the model for others, practices publicized (walk the walk) 4. Promote competition in these areas to enhance thinking and behavior 5. Virtual classes, other ideas to reduce carbon footprint 6. Vice Chancellor for Sustainability - trickle down 7. Create a "green Culture" in our communities 8. Partner with energy agencies to share best practices - all have the same goal 1