STARS
Our Methodology
Because our class was focused primarily on our own assessment questions, we did not research many of the specifics that STARS asked for in our process, instead choosing to focus on an assessment more tailored specifically to Marlboro. As a result of this, we estimated or made an educated (or sometimes not-so-educated) guess about what some of the answers might be. This would clearly have an effect on our results. In the Co-Curricular Education section, we made guesses that were optimistic, but for the other sections we attempted to be more critical, to varying degrees of success. Where we were completely unable to answer the questions based on the information we'd obtained through our assessment we stated just that. Were we to submit this to STARS, the collective score they give us might be a bit higher, depending on the answers to the unknown questions. Unfortunately, time constraints on this project restricted us from providing answers to all of the STARS questions, but we have done our best to address the primary areas of Education and Research, and Operations, which were the sections that most overlapped with our research.
Education and Research
Co-Curricular Education
Credit 1: Student Sustainability Educators Program 5/5
Total number of degree-seeking students enrolled at the institution: 270
1st program name: Environmental Quality Assistants
Number of students served by the program: 270
A brief description of how the student educators are selected: The Environmental Quality Committee solicits letters of intent from interested parties, and one or two EQAs are chosen to fill the position.
A brief description of the formal training that the student educators receive: At the request of the EQA, the Environmental Quality Committee and/or the Environmental Advisory Committee will provide formal to the extent of their own collective knowledge.
A brief description of the staff and/or other financial support the institution provides to the program (1st program): The EQAs are paid minimum wage for 5 hours a week from the Plant and Operations budget. They are supervised by the EQC, which is provided with an annual budget of $300 from our community governance structure, Town Meeting.
Credit 2: Student Sustainability Outreach Campaign 5/5
Does the institution hold a campaign that meets the criteria for this credit? yes.
The name of the campaign: Work Day
A brief description of the campaign: Work Day is a designated afternoon once a semester that aims to make positive infrastructural changes across campus. These range from farm work to picking up litter and cigarette butts, and many are focused on projects that aim to increase campus sustainability. Recently, much of the campus's work day efforts have been focused on construction of a new greenhouse and work on the farm. Both of these projects strive to educate the students, faculty and staff who work on them, as well as contribute to an ongoing effort to increase campus sustainability.
A brief description of the measured positive impact(s) of the campaign(s):
1)Collected lumber and stone for the greenhouse construction
2)Installed insulation in the Outdoor Program building
3)Planted, harvested and cared for the farm and its products, which are sold to community members and to our own college dining hall.
The website URL for the campaign: No website available.
Credit 3: Sustainability in New Student Orientation 2/2
Does the institution include sustainability prominently in new student orientation?: Yes.
A brief description of how sustainability is included prominently in new student orientation: Every new student is required to participate in an at-least-6-day orientation trip led by current students. This past year, three sustainability-focused trips were provided as options for new students. These trips included "Rural Living"-- a low-impact camping trip in which the students learned how to live off the land practicing Leave No Trace principles; "Life on the Dead Tree Farm"-- a trip primarily focused on examining local agriculture and working on our own campus farm; and "Vermauguration"-- a trip designed to introduce students to local, Vermont culture by exploring localized activities and agriculture.
The website URL where information about sustainability in new student orientation is available:
Credit 4: Sustainability Outreach and Programs 2.0/4.0
Does the institution have a central sustainability website that consolidates information about the institution's sustainability efforts?: Yes.
A brief description of the central sustainability website that consolidates information about the institution's sustainability efforts: Our website links to current projects, relevant committees, and research currently happening surrounding sustainability on campus.
Does the institution have a sustainability newsletter?: No.
Does the institution have a vehicle to publish and disseminate student research on sustainability?: No.
Does the institution have building signage that highlights green building features?: No.
Does the institution have food service area signage and/or brochures that include information about sustainable food systems?: yes.
A brief description of food service area signage and/or brochures that include information about sustainable food systems: We provide pamphlets available to anyone who asks about our current practices, and as they evolve our Food Service Director posts updates about efforts and changes publicly in the dining hall on a bulletin board.
Does the institution have signage on the grounds about sustainable grounds-keeping strategies employed?: no.
Does the institution have a sustainability walking map or tour?: no.
Does the institution have a guide for commuters about how to use alternative methods of transportation?: yes.
A brief description of the guide for commuters about how to use alternative methods of transportation: Van and bus schedules are sent out to the entire community via our college receptionist, and are available in hard copy at the front desk of the administration building.
Does the institution have a guide for green living and incorporating sustainability into the residential experience?: Yes.
A brief description of the guide for green living and incorporating sustainability into the residential experience: Each member of the college community is responsible for upholding our environmental mission statement. Each dorm is responsible for creating a dorm charter, which frequently includes environmentally-minded clauses designed to decrease the impact of the dorm.
Does the institution have regular coverage of sustainability in the main student newspaper (either through a regular column or a reporter assigned to the sustainability beat)?: no.
Does the institution produce another sustainability publication or outreach material not covered above? (1st material): no.
Total: 14.0/16.0
Curriculum
Credit 5: Sustainability Course Identification - 2/3
Has the institution developed a definition of sustainability in the curriculum?:
No
A copy of the institution's definition of sustainability in the curriculum?:
N/A
Has the institution identified its sustainability-focused and sustainability-related course offerings?:
No, but environmental studies courses are identified
A brief description of the methodology the institution followed to complete the inventory:
N/A
Does the institution make its sustainability course inventory publicly available online?:
Yes
Credit 6: Sustainability-Focused Courses – 3.63/10
The number of sustainability-focused courses offered :
4 environmental studies courses; some other courses also focus on sustainability
The total number of courses offered :
193
Number of years covered by the data:
One
A list of sustainability-focused courses offered:
- Environmental Philosophy
- Natural History of Vermont
- Global Atmospheric Change
- How Environmentally Sustainable is Marlboro College?
- Who Owns the Land?
- Biology of Social Issues
- Introduction to Ecological Sustainability
The website URL where the publicly available sustainability course inventory that includes a list of sustainability-focused courses is available:
None
A copy of the sustainability course inventory:
None
Credit 7: Sustainability-Related Courses – 3.63/10
The number of sustainability-related courses offered :
4 environmental studies courses; some other courses also focus on sustainability
The total number of courses offered :
163
Number of years covered by the data:
One
A list of sustainability-related courses offered:
- Environmental Philosophy
- Natural History of Vermont
- Global Atmospheric Change
- How Environmentally Sustainable is Marlboro College?
- Who Owns the Land?
- Biology of Social Issues
- Introduction to Ecological Sustainability
The website URL where the sustainability course inventory that includes a list of sustainability-related courses is posted:
None
A copy of the sustainability course inventory:
None
Credit 8: Sustainability Courses by Department - 0.84/7
Departments that offer sustainability-related courses: This varies from year to year, but biology, economics, and environmental studies frequently offer courses in sustainability. This semester, the philosophy department is also offering a course about environmental sustainability
Total number of departments: 37
A list of departments that offer sustainability courses:
Biology
Economics
Environmental Studies
Philosophy
The website URL where the publicly available sustainability course inventory that includes a list of departments that offer sustainability courses is available:
None
A copy of the sustainability course inventory :
None
Credit 10: Undergraduate Program in Sustainability 4/4
Does the institution offer an undergraduate degree program that meets the criteria for this credit?:
Yes
The name of the sustainability-focused, undergraduate degree program (1st program):
Environmental Studies
Credit 11: Graduate Program in Sustainability 4/4
Does the institution offer a graduate degree program that meets the criteria for this credit?:
Yes
The name of the sustainability-focused, graduate-level degree program (1st program):
MBA in Managing for Sustainability
Credit 12: Sustainability Immersive Experience 2/2
Does the institution offer a program that meets the criteria for this credit?:
Yes
A brief description of the sustainability-focused immersive experience(s) offered by the institution:
Marlboro orientation offers a variety of trips, some of which are sustainability-focused. For example, orientation programs offered this semester included a study of food production in Vermont and living in the woods
Total: 20.10/40
Research
The questions featured in this section of the STARS assessment fell beyond the scope of our own research to the extent that we could not provide information that would even necessarily be remotely accurate.
Operations
Buildings
Credit 1: Building Operations and Maintenance 0.0/7.0
Total building space that meets "Eligible Buildings Criteria": 250,000 Sq. Feet
Building space that is maintained in accordance with sustainable building operations and maintenance guidelines or policies but is NOT certified under LEED for Existing Buildings: O&M: None. (unsure)
Building space that is LEED for Existing Buildings: O&M Certified : None.
Building space that is LEED for Existing Buildings: O&M Silver certified : none.
Building space that is LEED for Existing Buildings: O&M Gold certified : none.
Building space that is LEED for Existing Buildings: O&M Platinum certified : none.
Credit 2: Building Design and Construction 0.5/4.0
New building space that meets "Eligible Buildings Criteria": Serkin, THC, OP extension. (Unsure of square footage.)
New building space that was designed and constructed in accordance with green building policies or guidelines but not LEED certified: OP constructed with many "green" initiatives in mind.
New building space that is LEED Certified : none.
A brief description of how the institution ensures compliance with green building design and construction guidelines and policies: The college typically relies on the ingenuity of its community members to develop green initiatives in construction. The greenhouse and OP construction have been completed by in-house construction teams composed of students, faculty and staff, and so have allowed for a good deal of flexibility in the sustainability of the construction process. Unsure whether or not there is a policy specifying green principles for contracted construction crews to follow.
Credit 3: Air Quality
Insufficient data to answer these questions thoroughly.
Total: 0.5/13
Climate
Credit 4: Greenhouse Gas Emissions Inventory 1.0/2.0
Does the inventory include all Scope 1 and 2 emissions?: yes.
Does the inventory include emissions from air travel?: no.
Does the inventory include emissions from commuting?: no.
Does the inventory include embodied emissions from food purchases?: no.
Does the inventory include embodied emissions from other purchased products?: no.
Does the inventory include emissions from solid waste disposal?: no.
Does the inventory include another Scope 3 emissions source not covered above?: no.
Credit 5: Greenhouse Gas Emissions Reductions
Provided below is the current Greenhouse Gas Emissions calculations. We do not currently have access to a 2005 calculation, and cannot therefore complete this credit accurately.
Scope 1 and 2 gross GHG emissions, performance year : 57,677.52 pounds of CO2 equivalent in 2010
Off-site, institution-catalyzed offsets generated, performance year: none known.
Carbon offsets purchased, performance year: none.
Total: 1.0/2.0
Dining Services
Credit 6: Food Purchasing 2.16/6.0
Percentage of food expenditures that meet one or more of the criteria for this credit (0 - 100): roughly 20% (though expected to leap to 50-60 in the spring)
Total: 2.16/6.0
Energy
Credit 7: Building Energy Consumption
This is another comparison section, for which, again, we lack the data. Here are our current uses:
Total building energy consumption, performance year: 1,019,089 kWH
Building space, performance year: roughly 250,000 sq. ft.
Credit 8: Clean and Renewable Energy 0.0/7.0
Option 1: Total clean and renewable electricity generated on site during the performance year and for which the institution retains or has retired the associated environmental attributes : none.
Option 2: Non-electric renewable energy generated: none.
Option 3: Total clean and renewable electricity generated by off-site projects that the institution catalyzed and for which the institution retains or has retired the associated environmental attributes : none.
Option 4: Total RECs and other similar renewable energy products that the institution purchased during the performance year that are Green-e certified or meet the Green-e standard's technical requirements and are third party verified: none.
Option 5: Total electricity generated with co-generation technology using non-renewable fuel sources: none.
Total: 0.0/7.0
Grounds
Credit 9: Integrated Pest Management
The size of the campus grounds : 350 acres
The size of campus grounds that are maintained in accordance with a four-tiered IPM plan : Unsure what constitutes our Pest Management Plan.
Purchasing
Credit 10: Computer Purchasing 1.5/2.0
Does the institution meet the criteria for Part 1 of this credit? No.
Does this institution meet the criteria for Part 2 this credit? Yes.
Expenditures on EPEAT Gold Desktop and laptop computers and monitors: No information, but all of our purchases are EPEAT Gold
Expenditures on EPEAT Silver desktop and laptop computers and monitors: none.
Total expenditures on desktop and laptop computers and monitors: unable to calculate.
Credit 11: Cleaning Products Purchasing 0.0/1.5
Does the institution have an institution-wide stated preference to purchase Green Seal (tm) or EcoLogo (tm) certified cleaning products?: This preference is not explicitly stated, though most of our cleaning products are "environmentally friendly."
Expenditures on Eco-friendly cleaning products: unsure.
Credit 12: Office Paper Purchasing 0.0/2.0
Does the institution have an institution-wide stated preference to purchase recycled content office paper?: no, though 30% of our paper is made from recycled content.
Expenditures on recycled-content office paper: unsure.
Credit 13: Vendor Code of Conduct
We do not have a vendor code of conduct.
Total score: 1.5/5.5
Transportation
Credit 14: Campus Fleet .14/2.0
Gasoline-electric, non-plug-in hybrid vehicles in the institution’s fleet : 2
Diesel-electric, non-plug-in hybrid vehicles in the institution’s fleet : 0
Plug-in hybrid vehicles in the institution’s fleet : 0
100 percent electric vehicles in the institution’s fleet : 0
Hydrogen fueled vehicles in the institution’s fleet : 0
Vehicles in the institution’s fleet that are fueled with B20 or higher biofuel for more than 6 months of the year: 0
Vehicles in the institution’s fleet that are fueled with E85 or higher ethanol for more than 6 months of the year: 0
Total number of vehicles in the institution’s fleet, including all of the above: unsure. We estimate between 12 and 20.
Credit 15: Student Commute Modal Split
The percentage (0-100) of institution’s students who walk, bicycle, or use other non-motorized means as their primary method of transportation. Please note that this may include on-campus residents : Almost all on-campus residents (though we don't have a number), plus a few students who live very locally.
The percentage (0-100) of institution’s students who van or carpool as their primary method of transportation : 26.5% of respondents to our survey carpool 2 days a week. This is a combination of students, faculty and staff.
The percentage (0-100) of institution’s students who take a campus shuttle or public transportation as their primary method of transportation : 14% of community members who responded to our survey take the college van/ MOOver either 4 or 5 days a week.
The percentage (0-100) of institution’s students who drive alone as their primary method of transportation: 26.1% of community members who responded to our survey drive alone 5 days a week.
I could not assign points here because the nature of the data we compiled was not true to the spirit of the category as listed by STARS.
Credit 16: Employee Commute Modal Split
The percentage (0-100) of institution’s employees who walk, bicycle, or use other non-motorized means as their primary method of transportation: Some on-campus residents walk as their primary means of transportation, most staff commute via motorized vehicle.
The percentage (0-100) of institution’s employees who van or carpool as their primary method of transportation : 26.5% of respondents to our survey carpool 2 days a week. This is a combination of students, faculty and staff.
The percentage (0-100) of institution’s employees who take a campus shuttle or public transportation as their primary method of transportation : 14% of community members who responded to our survey take the college van/ MOOver either 4 or 5 days a week.
The percentage (0-100) of institution’s employees who drive alone as their primary method of transportation: 26.1% of community members who responded to our survey drive alone 5 days a week.
I could not assign points here because the nature of the data we compiled was not true to the spirit of the category as listed by STARS.
Total: .14/2.0
Waste
Credit 17: Waste Reduction
We were unable to provide accurate information for this category because a) again, we did not have baseline measurements from 2005 or any other year enough for us to make comparisons, and b) we failed to measure the total weight of waste.
Credit 18: Waste Diversion
Materials recycled, composted, reused, donated, re-sold, or otherwise diverted : We fill approximately 2 5-gallon buckets per day of compost. We did not measure any other waste diversion.
Materials disposed in a solid waste landfill or incinerator : unsure.
A brief description of programs, policies, infrastructure investments, outreach efforts, and/or other factors that contributed to the diversion rate: Composting from the front and back of the dining hall is a large part of our waste diversion system. We are also working on getting a permanent recycling system in place that will serve the entirety of campus.
No points can be assigned as we have not calculated our waste diversion rate.
Credit 19: Construction and Demolition Waste Diversion
Amount of construction and demolition materials recycled, donated, or otherwise recovered: Many, for our greenhouse and OP construction projects. ReNew in Brattleboro has been used to find salvaged materials, as well as donations and scavenging. We do not, however, have a number for this.
Amount of construction and demolition materials landfilled or incinerated : unsure
A brief description of programs, policies, infrastructure investments, outreach efforts, and/or other factors that contribute to the diversion rate for construction and demolition waste: Several of the construction projects currently happening on campus have not been contracted out for labor and have instead ridden on the initiative of the students, faculty and staff who choose to support them. While this is labor intensive and time-consuming, it is part of the educational process here at Marlboro and frequently leads to some innovative environmental practices due to resource constraints. The greenhouse, originally a student led project, is certainly evidence of this innovation.
No points awarded because diversion rate could not be calculated.
Credit 20: Electronic Waste Recycling Program 1.0/1.0
Does the institution have a program in place to recycle, reuse, and/or refurbish all electronic waste generated by the institution and take measures to ensure that the electronic waste is recycled responsibly?: yes.
Does the institution have a program in place to recycle, reuse, and/or refurbish all electronic waste generated by students and take measures to ensure that the electronic waste is recycled responsibly?: yes.
A brief description of steps taken to ensure that e-waste is recycled responsibly, workers’ basic safety is protected, and environmental standards are met: We remove all waste to Windham Solid Waste, which recycles all of our electronics. If electronics have reached the end of our use for them as a college but are still functional, we donate them to a non-profit.
Credit 21: Hazardous Waste Management 1.0/1.0
Does the institution have strategies in place to safely dispose of all hazardous, universal, and non-regulated chemical waste and seek to minimize the presence of these materials on campus?: yes.
A brief description of steps taken to reduce hazardous, universal, and non-regulated chemical waste: We are focused on extending the lifespan of electronics through donation and using our resources to their fullest capacity before we get rid of them.
A brief description of how the institution safely disposes of hazardous, universal, and non-regulated chemical waste: We send waste to various companies: National Waste Management takes biohazard waste, Clean Harbors takes chemical waste, Chase Environmental group takes radioactive waste. All HAZ-MAT goes to Catamount Environmental, Decontamination Decommissioning and Environmental Services, Clean Harbors, and Windham Solid Waste, which takes the majority.
Total: 2.0/2.0
Water
Water Consumption
Again, we have no baseline from which to compare our current data, nor do we have the total measurements for water consumption.
Stormwater Management 0.0/2.0
Does the institution have a policy, plan, and/or strategies to reduce stormwater runoff from new development projects? : yes.
Does the institution have a policy, plan, and/or strategies to reduce stormwater runoff from ongoing campus operations? : no.
A brief description of the institution's stormwater management initiatives: The land on which the college is positioned serves as an excellent natural riparian buffer for stormwater runoff. A student is currently working on a policy to reduce runoff from current construction projects that he will present to the Environmental Action Committee.
Total: 0.0/2.0
Total STARS SCORE
42%
