University of Maryland, College Park STARS Snapshot

STARS Reporting Tool | AASHE Snapshot |

University of Maryland, College ParkThe following information was submitted through the STARS Reporting Tool.

Date Submitted: Feb. 26, 2014

STARS Version: 1.2

https://stars.aashe.org/

http://www.aashe.org



Table of ContentsEducation & Research 3

Co-Curricular Education 3

Curriculum 28

Research 48

Operations 58

Buildings 58

Climate 65

Dining Services 72

Energy 85

Grounds 97

Purchasing 104

Transportation 114

Waste 132

Water 148

Planning, Administration & Engagement 159

Coordination and Planning 159

Diversity and Affordability 170

Human Resources 185

Investment 199

Public Engagement 208

Innovation 223

Innovation 223

Supplemental 232

Supplemental Data 232

The information presented in this submission is self-reported and has not been verified by AASHE or a third party. If you believe any of

this information is erroneous, please see the process for inquiring about the information reported by an institution.



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Education & Research

Co-Curricular Education

This subcategory seeks to recognize institutions that provide their students with sustainability learning experiences outside the formal

curriculum. Engaging in sustainability issues through co-curricular activities allows students to deepen and apply their understandings of

sustainability principles. Institution-sponsored co-curricular sustainability offerings, often coordinated by student affairs offices, help

integrate sustainability into the campus culture and set a positive tone for the institution.

Credit

Student Sustainability Educators Program

Student Sustainability Outreach Campaign

Sustainability in New Student Orientation

Sustainability Outreach and Publications

Student Group

Organic Garden

Model Room in a Residence Hall

Themed Housing

Sustainable Enterprise

Sustainability Events

Outdoors Program

Themed Semester or Year




Student Sustainability Educators Program

Responsible Party

Sally DeLeon

Project Manager

Office of Sustainability

Criteria

Institution coordinates an ongoing peer-to-peer sustainability outreach and education program for degree-seeking students. The

institution:

• Selects or appoints students to serve as educators and formally designates the students as educators,

• Provides formal training to the educators in how to conduct outreach, and

• Offers faculty or staff and/or financial support to the program.

This credit focuses on programs for degree-seeking students enrolled in a for-credit program. Continuing education and/or non-credit

students are excluded from this credit.

Student clubs or groups, which are covered by Co-Curricular Education Tier Two Credit 1, are not eligible for this credit unless the

group meets the criteria outlined above.

Submission Note:

QUESTIONS FOR MARK

Formal training for Student Sustainability Advisors: should the information provided be more specific?

Student Sustainability Advisors presented to 51 classes last semester: Assuming 6 sections of 140 (like in 2011) and the rest sections of

20, this equates to 1860 students reached in 2012. Does this seem like an accurate estimate?

"---" indicates that no data was submitted for this field

Total number of degree-seeking students enrolled at the institution:

37,631

Program name (1st program):

LEAF Outreach Team

Number of students served by the program to whom peer-to-peer sustainability outreach and education is offered (1st

program):

37,631

A brief description of the program, including examples of peer-to-peer outreach activities (1st program):




The LEAF Outreach Team is a group of motivated interns who take an active role in promoting sustainability at UMD. Outreach Team

members participate in diverse activities and events aimed at encouraging people to reduce their footprint and become more sustainable.

LEAF is an acronym and stands for Lead, Educate, Act, Facilitate – this is their job description! Their primary goal is to “LEAF Out”

across campus at special events, games, gatherings and tabling opportunities to promote and reward green practices on our campus.

Key Activities of the LEAF Outreach team include:

-Communication. Help us spread the word to others. From chatting with their residence hall, club, team, group, etc. to chalking, their job

is to inform others about the sustainable possibilities available to them!

-Catching people Green-handed. Catch people doing a sustainable act and snap their photo and reward them.

-Special Events. These include Earth Day, Stamp Fest, Maryland Day, The Farmers Market at Maryland, First Look Fair, The Commuter

Breakfasts, etc....

-Educate. Running educational workshops such as teaching people about food miles.

A brief description of how the student educators are selected (1st program):

The positions were advertised on the Office of Sustainability website, social media, and through the College Park Scholars program (a

living and learning program). The Office of Sustainability worked with the Scholars program to ensure that the LEAF internship could be

used for their Scholars practicum and that the students would earn 1 credit hour through their 40-hour time commitment. Applicants were

asked to submit video applications so we could see how “outgoing” the applicants were. The application videos were used to pick those

students selected for an in-person interview. From the in-person interviews, a team of three students with one upperclassman leader were

selected.

A brief description of the formal training that the student educators receive (1st program):

The students selected to be part of the LEAF Outreach Team attended a two-hour training session that included:

-Team building and team behaviors

-Developing a better understanding of outreach and education initiatives

-Training in specific outreach activities

-Tracking UMD sustainability efforts

Additionally, the LEAF Outreach team meets for one-hour each week to discuss upcoming outreach activities, new education initiatives,

and other new opportunities.

A brief description of the staff and/or other financial support the institution provides to the program (1st program):

A Project Manager in the Office of Sustainability has dedicated time in her work plan to manage and facilitate the outreach team. In

addition, the Office of Sustainability supports team materials development including educational materials, hand-outs, website

development, LEAF Team gear, etc.

The website URL for 1st Program:

http://www.sustainability.umd.edu/

Program name (2nd program):

Student Sustainability Advisors





Number of students to whom peer-to-peer sustainability outreach and education is offered (2nd program):

4,748

A brief description of the program, including examples of peer-to-peer outreach activities (2nd program):

The University of Maryland provides a First Year Sustainability Education program. The Office of Sustainability selects a group of

juniors and seniors to be Student Sustainability Advisors to develop and deliver a sustainability presentation that engages first year

students in conversation about sustainability and encourages them to get involved in finding solutions. The Student Sustainability

Advisors share their contact information with first-year students and make themselves available to follow up as needed.

A brief description of how the student educators are selected (2nd program):

Student Sustainability Advisors are selected through an application process managed by the Office of Sustainability.

A brief description of the formal training that the student educators receive (2nd program):

The Office of Sustainability conducts formal training with student educators.

A brief description of the staff and/or other financial support the institution provides to the program (2nd program):

A staff member in the Office of Sustainability works closely with the student peer educators, creates and delivers trainings, and helps

develop presentation materials for educators to use in classes.

The website URL for 2nd program:

http://sustainability.umd.edu/content/curriculum/student_advisors.php

Program name (3rd program):

---

Number of students to whom peer-to-peer sustainability outreach and education is offered (3rd program):

---

A brief description of the program, including examples of peer-to-peer outreach activities (3rd program):

---

A brief description of how the student educators are selected (3rd program):

---

A brief description of the formal training that the student educators receive (3rd program):



http://sustainability.umd.edu/content/curriculum/student_advisors.php


---

A brief description of the staff and/or other financial support the institution provides to the program (3rd program):

---

The website URL for 3rd program:

---

Program name (All other programs):

---

Number of students to whom peer-to-peer sustainability outreach and education is offered (All other programs):

---

A brief description of the program, including examples of peer-to-peer outreach activities (All other programs):

---

A brief description of how the student educators are selected (All other programs):

---

A brief description of the formal training that the student educators receive (All other programs):

---

A brief description of the staff and/or other financial support the institution provides to the program (All other

programs):

---

The website URL for all other programs:

---




Student Sustainability Outreach Campaign

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution holds at least one sustainability-related outreach campaign directed at students. The campaign yields measurable, positive

results in advancing sustainability. The sustainability-related outreach campaign may be conducted by the institution, a student

organization, or students in a course.

To measure if the campaign yields measurable, positive results, institutions should compare pre-campaign performance to performance

during or after the campaign.

The campaign could take the form of a competition (such as a residence hall conservation competition), or a collective challenge (such as

a campus-wide drive to achieve a specific sustainability target).

The campaign may focus on one or more sustainability issues, but educating students is a primary feature of the campaign.

The campaign may reach additional campus members (faculty, staff, visitors, etc.) as long as students are one of the audiences of the

campaigns.

The following impacts are not sufficient for this credit:

• Increased awareness

• Additional members of a mailing list or group

Submission Note:

RecycleMania:

http://www.sustainability.umd.edu/content/culture/recyclemania.php


Does the institution hold a campaign that meets the criteria for this credit?:

Yes

The name of the campaign(s):

Green Greek Challenge; RecycleMania

A brief description of the campaign(s):






Green Greek Challenge: From 2009 to 2011, the Office of Sustainability partnered with the Department of Fraternity and Sorority Life on

the Green Greek Challenge – an initiative to encourage energy and water conservation among residents of Fraternity Row. For eight

weeks each fall semester, residents of all 14 houses on Fraternity Row received weekly reports detailing their electricity and water use

and overall progress in the competition. In 2012, the Department of Fraternity and Sorority Life started a Green Greek Chapter program

which will ultimately replace the Green Greek Challenge.

RecycleMania: An annual 8-week competition that challenges colleges across the United States and Canada to collect the most recyclable

materials. Materials that are accepted include all paper products (including cardboard, books, mail, magazines, newspapers), bottles, cans,

and all items that would go into the single-stream recycling bins. This year the University also competed in two additional categories:

food service organics (which includes pre- and post-consumer food waste such as compostable dinnerware and napkins) and electronics.

Weekly weigh-ins are used to monitor the amounts that each competing school reports, and to determine which has the best recycling rate

as a percentage of total waste and which produces the lowest volume of trash and recycling. The competition aims to generate momentum

for recycling efforts around campus so that the University can reach its 2013 goal of a 75% recycling rate.

A brief description of the measured positive impact(s) of the campaign(s):

Green Greek Challenge: During each year of the GGC (2009 and 2010), residents on Fraternity Row used 12% less electricity than the

pre-GGC (2006-2008) average – saving a total of 217,000 lbs. CO2 and $16,240 in two years.

RecycleMania: University of Maryland's recycling rate during RecycleMania 2013 increased by five percentage points compared to

RecycleMania 2012.

The website URL where information about the sustainability outreach campaign(s) is available:

http://www.sustainability.umd.edu/content/culture/greek_challenge.php



http://www.sustainability.umd.edu/content/culture/greek_challenge.php


Sustainability in New Student Orientation

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution includes sustainability prominently in its new student orientation activities and programming. Sustainability activities and

programming are made available to all new students and are intended to educate about the principles and practices of sustainability.

Because orientation activities vary from one institution to another, prominent inclusion of sustainability may not take the same form on

each campus. When reporting for this credit, each institution will determine what prominent inclusion of sustainability means given its

particular context.

As this credit is intended to measure sustainability being infused throughout the institution, program or discipline-level orientations are

not included in this credit.


Does the institution include sustainability prominently in new student orientation?:

Yes

A brief description of how sustainability is included prominently in new student orientation:

The Orientation Office has made great strides to infuse sustainability into the New Student Orientation Program. The Orientation Office

now explains the environmental benefits of campus green initiatives so that all new students learn that environmental stewardship is part

of the culture of the University of Maryland. To address the food waste generated from meals, the Orientation Office coordinates with the

Department of Dining Services to use compostable paper plates and to collect waste for compost during orientation dinners. Using

well-labeled bins for compost, recycling, and trash, many new students learn to separate their waste in a new way. The Orientation Office

also saves paper by creating an online Virtual Folder that has all the fliers and resources students typically receive during the Orientation

Program. The student Orientation Advisors create a high-energy and entertaining skit about adopting sustainable behaviors as Maryland

students. As an example, one skit encouraged students to turn off lights and electronic devices when they leave their rooms, to recycle

overwhelmingly long term-papers, and to dine-in at the dining hall instead of using disposable take-out containers.

The website URL where information about sustainability in new student orientation is available:

http://www.orientation.umd.edu/virtualfolder.html



http://www.orientation.umd.edu/virtualfolder.html


Sustainability Outreach and Publications

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution produces outreach materials and/or publications that foster sustainability learning and knowledge. The publications and

outreach materials may include the following:

• A central sustainability website that consolidates information about the institution’s sustainability efforts

• A sustainability newsletter

• A vehicle to publish and disseminate student research on sustainability

• Building signage that highlights green building features

• Food service area signage and/or brochures that include information about sustainable food systems

• Signage on the grounds about sustainable groundskeeping strategies employed

• A sustainability walking map or tour

• A guide for commuters about how to use alternative methods of transportation

• A guide for green living and incorporating sustainability into the residential experience

• Regular coverage of sustainability in the main student newspaper, either through a regular column or a reporter assigned to the

sustainability beat

• Other

Submission Note:

Building signage that highlights green building features: should be updated

Food service area signage: need URL

Signage for sustainable groundskeeping: need URL

Sustainability walking map:

-Walking tour of Sustainability Fund projects may need to be updated

-Links on word document don't work for the Campus Tree Walk or native garden tour so I found working ones

http://www.arboretum.umd.edu/sitepages/discover/treeWalk.aspx

http://www.arboretum.umd.edu/documents/native%20gardens.pdf









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:

The Office of Sustainability maintains and updates a public website that highlights all of the sustainable efforts on campus.

The website URL for the central sustainability website that consolidates information about the institution's

sustainability efforts:


Does the institution have a sustainability newsletter?:

Yes

A brief description of the sustainability newsletter:

About once every three weeks, the Office of Sustainability sends an e-newsletter containing news, events, internships, tips, and other

announcements related to sustainability.

The website URL for the sustainability newsletter:

http://www.sustainability.umd.edu/content/resources/listserv.php

Does the institution have a vehicle to publish and disseminate student research on sustainability?:

Yes

A brief description of the vehicle to publish and disseminate student research on sustainability:

Each of the University of Maryland's thirteen colleges and schools has a different vehicle to publish and disseminate student research.

College use a combination of online and print media to share news about student research projects. Student research on sustainability is

often featured on the Department of Environmental Science & Technology website and the A. James Clark Engineering School website,

but a sustainability-related project may be featured through a wide variety of departmental websites and newsletters.

The website URL for the vehicle to publish and disseminate student research on sustainability:

http://www.enst.umd.edu/

Does the institution have building signage that highlights green building features?:

Yes

A brief description of building signage that highlights green building features :




http://www.sustainability.umd.edu/content/resources/listserv.php



The Office of Sustainability has worked with project partners around campus to develop a number of signs highlighting projects that will

eventually become part of a campus sustainability tour. Signage that highlights the benefits of a green roof is posted outside of a

residence hall with a full green roof (Cumberland Hall). Both of the first campus-owned LEED Gold certified buildings--the School of

Journalism (Knight Hall) and a new residence hall (Oakland Hall)--have interactive displays about green features of the buildings inside

their entry ways. There is also signage about rainwater capture in landscaped areas including a park-like quad surrounded by residence

halls (Washington Quad), which is irrigated using water from an underground rainwater cistern.

The website URL for building signage that highlights green building features :

http://www.reslife.umd.edu/halls/cambridge/cumberland/greenroof/

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:

Food service area signage was completed in fall 2011 to engage and direct diners to properly sort their waste into compost, recycling and

trash bins.

The university also uses uniform recycling and waste signage throughout campus.

The website URL for food service area signage and/or brochures that include information about sustainable food

systems:

http://sustainability.umd.edu/content/campus/recycling_what.php

Does the institution have signage on the grounds about sustainable grounds-keeping strategies employed?:

Yes

A brief description of signage on the grounds about sustainable grounds-keeping strategies employed:

Signage about bio-retention ponds, bioswales, community gardens, and other sustainable grounds-keeping strategies are posted around

campus. At the Peace and Friendship garden there is a sign about a solar-pumping station that was installed for irrigation and funded by

the University Sustainability Fund.

The website URL for signage on the grounds about sustainable grounds-keeping strategies employed:

http://www.se.umd.edu/projects/peace-and-friendship-2011.html

Does the institution have a sustainability walking map or tour?:

Yes



http://www.reslife.umd.edu/halls/cambridge/cumberland/greenroof/

http://sustainability.umd.edu/content/campus/recycling_what.php

http://www.se.umd.edu/projects/peace-and-friendship-2011.html


A brief description of the sustainability walking map or tour:

A self-guided walking tour of the Sustainability Fund Projects is currently being developed. Interactive signs with QR codes were

installed at project sites in 2011 and 2012 and additional signs for new projects will be added every year.

Maryland’s Facilities Management created the Campus Tree Walk on McKeldin Mall. The walk shows off numerous trees that are a part

of the campus’s arboretum.

Maryland’s Facilities Management department created a native garden tour with outdoor signage to teach the public about the gardens'

current and regionally important forces of nature and man. The gardens also serve to increase public environmental literacy for a

sustainable future.

The website URL of the sustainability walking map or tour:


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:

On the Department of Transportation Services (DOTS) website, an entire section is devoted to alternative transportation for commuters.

Information is given about Shuttle-UM, bicycling, ZipCar, carpooling, and green parking permits.

The website URL for the guide for commuters about how to use alternative methods of transportation:

http://www.sustainability.umd.edu/content/campus/transportation.php

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:

The Department of Resident Life posts a Guide to Sustainable Living in Residence Halls online that provides tips on how to reduce,

reuse, and recycle.

The website URL for the guide for green living and incorporating sustainability into the residential experience:

http://www.resnet.umd.edu/sustainability

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)?:

Yes

A brief description of regular coverage of sustainability in the main student newspaper, either through a regular




http://www.sustainability.umd.edu/content/campus/transportation.php

http://www.resnet.umd.edu/sustainability


column or a reporter assigned to the sustainability beat:

The Diamondback, the University of Maryland's primary student newspaper, covers sustainability issues regularly with a reporter

assigned to the sustainability beat.

The website URL for regular coverage of sustainability in the main student newspaper, either through a regular

column or a reporter assigned to the sustainability beat:

http://www.diamondbackonline.com/

Does the institution produce another sustainability publication or outreach material not covered above? (1st

material):

Yes

A brief description of this material:

The University of Maryland’s Office of Sustainability has its own Twitter page.

The website URL for this material:

https://twitter.com/SustainableUMD

Does the institution produce another sustainability publication or outreach material not covered above? (2nd

material):

Yes


The University pf Maryland’s Office of Sustainability has its own Facebook page.


http://www.facebook.com/umdsustainability

Does the institution produce another sustainability publication or outreach material not covered above? (3rd

material):

Yes


The Office of Sustainability publishes a Campus Sustainability magazine every two years.


http://issuu.com/umaryland/docs/sustainableumd_fin2



http://www.diamondbackonline.com/

https://twitter.com/SustainableUMD

http://www.facebook.com/umdsustainability



Does the institution produce another sustainability publication or outreach material not covered above? (4th

material):

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material):

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Student Group

Responsible Party

Sally DeLeon

Project Manager



Does the institution have an active student group focused on sustainability?:

Yes

The name and a brief description of each student group:

The University of Maryland Student Sustainability Committee (SSC) is a department of the University of Maryland’s undergraduate

Student Government Association (SGA) that advises the SGA and University decision makers to ensure that the environmental

sustainability priorities of the undergraduate student body are met. SSC promotes and

implements campus and community environmental sustainability projects in the areas of transportation, water and energy use, food and

materials consumption, development and landscape planning, environmental education, and beyond.

Another notable group, Food Recovery Network (FRN) is a network of student volunteers who work with Dining Services to collect

leftover food and deliver it to local soup kitchens and shelters. FRN is serving a social need to feed the hungry in surrounding

communities while simultaneously reducing greenhouse gas emissions and pollution from landfilled organic waste and saving Dining

Service money on waste

hauling.

MaryPIRG is a student-directed social advocacy group that works on issues such as hunger and homelessness, clean energy and civic

engagement. Campaigns are spearheaded by student leaders and supported by numerous volunteers. The group often partners with other

student groups throughout the year to form coalitions and tailor campaigns to student interests.

List up to 4 notable recent activities or accomplishments of student group(s):

The SSC raised concerns about the sale of bottled water on campus with the University Sustainability Council and thus initiated

formation of a cross-campus bottled water work group. The work group then developed a plan to standardize and install water-bottle

refilling stations around campus.

FRN collected and served 35,000 meals in its first two years on campus. In addition to its local success, FRN is also working with

campuses around the country to add additional chapters. The first chapter was founded at the University of Maryland in 2010, and in the

2011-2012 academic year, three new chapters were added at Brown University, the University of California-Berkeley, and Pomona

College. So far during the 2012-2013 academic year, six additional chapters have been added at Providence College,University of Texas

at Austin, Scripps/Harvey Mudd/Claremont McKenna, Rhode Island School of Design, University of Michigan, and Rochester Institute.

The group’s founder, University of Maryland Student Ben Simon, was selected as a Social Entrepreneur of the Year 2012 by Univision.




In spring 2012, MaryPIRG co-hosted a 400-person rally for wind energy in Annapolis, Maryland. The group organized buses to bring

interested students to the rally. The rally was just one piece of a student campaign with participation from students at 11 University

System of Maryland campuses comprising the Maryland Student Climate Coalition that has been advocating to pass the Maryland

Offshore Wind Energy Act.

List other student groups that address sustainability:

Other groups include: College Park Environmental Group, Ecological Economics Student Group, Emerging Green Builders, Public

Health Garden Club, Rethink College Park, Society for Green Business, Engineers Without Borders, UMD for Clean Energy etc.

The website URL where information about student group(s) is available:

http://www.sustainability.umd.edu/content/culture/student_organizations.php



http://www.sustainability.umd.edu/content/culture/student_organizations.php


Organic Garden

Responsible Party

Sally DeLeon

Project Manager



Does the institution have an on-campus garden where students are able to gain organic farming and/or gardening

experience?:

Yes

A brief description of the garden:

The Public Health Garden, just one of The University of Maryland’s (UMD’s) organic gardens, is a student teaching and community

garden demonstrating sustainable agriculture and environmental best practices in support of public, environmental, and community

health. In addition, UMD has two other organic gardens, St. Mary’s Garden and the Rooftop Community Garden which students operate

in cooperation with UMD Dining Services.

The website URL where information about the garden is available:

http://sustainability.umd.edu/content/campus/food_gardens.php



http://sustainability.umd.edu/content/campus/food_gardens.php


Model Room in a Residence Hall

This credit was marked as Not Pursuing so Reporting Fields will not be displayed.




Themed Housing

Responsible Party

Sally DeLeon

Project Manager



Does the institution have sustainability-themed housing (residential floor or hall, or theme house) where residents

learn about sustainability together and to which residents must apply?:

Yes

A brief description of the themed housing, including name(s) and descriptions of theme(s):

The University of Maryland offers a number of Living & Learning Programs, several of which incorporate sustainability-oriented

problem solving as a theme. Living & Learning Programs are specialized residential programs that have direct connections with faculty

and specific academic units. The faculty and academic administrators link the curricular and residential experiences of participating

students in ways that create opportunities for deeper understanding and integration of classroom material. The College Park Scholars

Environment, Technology, and Economy (ETE) Living & Learning Program welcomes academically talented students of all majors who

are interested in investigating the multiple dimensions of global sustainability. ETE students live together in Centreville Hall in the

Cambridge Community for their first two years on campus and actively participate in once-a-week, small, colloquia classes for which

they obtain 16-18 credits. The students also select from 5-6 field trips each semester and complete an internship, service project or

research project to link their major to global sustainability. The ETE faculty aims to engage students in the most up-to-date developments

in global sustainability -- from the growth of green business ventures, to technological advances in clean energy production, to human

impacts on endangered species.

The website URL where information about the themed housing is available:

http://www.scholars.umd.edu/programs/ete/about

The total number of residents in themed housing. :

---



http://www.scholars.umd.edu/programs/ete/about


Sustainable Enterprise

Responsible Party

Sally DeLeon

Project Manager



Does the institution have a student-run enterprise, such as a cafe, through which students gain sustainable business

skills?:

Yes

A brief description of the enterprise:

The Maryland Food Co-op is a natural food store and cafe that is worker-owned and operated. Many of the workers are University of

Maryland students. The Food Co-op is located on the lower level of the University's Student Center and has been a popular on-campus

dining spot for many years.

The website URL where information about the sustainable enterprise is available:

http://thestamp.umd.edu/food/md_food_co-op



http://thestamp.umd.edu/food/md_food_co-op


Sustainability Events

Responsible Party

Sally DeLeon

Project Manager



Does the institution hold major events related to sustainability, such as conferences, speaker series, or symposia, that

have students as the intended audience?:

Yes

A brief description of the event(s):

In 2011, the University of Maryland took on a leadership role to run this annual conference for the higher education sustainability

community. Since taking over the lead role from NACUBO (National Association of College and University Business Officers), the

university has implemented a number of new initiatives. The University of Maryland has revamped the conference to be very focused on

a professional development program that involves more universities in the conference programming, and expanded the program

committee to include more university representatives. The University also changed the conference format to include longer, more

interactive workshop sessions (80 minute workshops) and expanded the pre- and post-conference offerings. Additionally, the Northeast

Campus Sustainability Consortium’s annual meeting has now been incorporated into the Smart and Sustainable Campuses Conference.

More information is available online at

http://www.sustainability.umd.edu/content/community/SSCC.php

Every spring, the School of Architecture and the Office of Sustainability co-sponsor a speaker series on sustainability and the university.

A list of topics and speakers from 2012 is available online at

http://sustainability.umd.edu/content/curriculum/sustainabletuesdays.php

.

The Center for Social Value Creation (CSVC) at the Robert H. Smith School of Business hosts an annual Social Enterprise Symposium.

In the words of the CSVC’s executive director, “The Social Enterprise Symposium aims to inform, educate and influence future leaders,

students, professionals and stakeholders on cutting edge innovation in creating impactful, sustainable social change.” The agenda from

the 2012 symposium is available online at

http://www.rhsmith.umd.edu/ses/agenda.aspx


















The Clark School of Engineering hosts an annual Engineering Sustainability Workshop around Earth Day. The schedule from the 2012

workshop is available online at:

http://eng.umd.edu/events/sustainability-workshop2012

.

The website URL where information about the event(s) are available:

http://sustainability.umd.edu/







http://sustainability.umd.edu/


Outdoors Program

Responsible Party

Sally DeLeon

Project Manager



Does the institution have a wilderness or outdoors program that organizes hiking, backpacking, kayaking, or other

outings for students and follows Leave No Trace principles?:

Yes

A brief description of the program:

The Terrapin Trail Club is a student organization that sponsors various outdoor recreational activities, such as hiking, backpacking,

camping, mountain biking, caving, canoeing, rock climbing, and kayaking. The club is student run and the activities are available to all

registered students, faculty, and staff of the University of Maryland. The Terrapin Trail Club was founded in 1937 by Elinor Cody and is

therefore the oldest active club on campus. It is also one of the oldest college outing clubs in the nation. Several current campus clubs

have sprung from the Trail Club, including the Ski & Snowboard Club and the Cycling Club.

The website URL where information about the program is available:

http://www.ttc.umd.edu/



http://www.ttc.umd.edu/


Themed Semester or Year

Responsible Party

Sally DeLeon

Project Manager



Has the institution chosen a sustainability-related theme for its themed semester, year, or first-year experience during

the past three years?:

Yes

A brief description of the themed semester, year, or first-year experience:

Maryland’s First Year Book program selects a book that is given to all new students. The First Year Book provides an opportunity for

community dialogue on a topic from the perspective of different disciplines, from the sciences to the humanities. In recent years, some

chosen books have focused on environmental or social aspects of building a sustainable future. The 2010 book, Half the Sky: Turning

Oppression into Opportunity chronicles the courageous stories of women who, through education and microfinance strategies, were able

to break free from a life of sexual slavery, gang rape, or poor maternal health. The authors believe that empowering women is not only a

moral issue, but also an economic and political issue that affects the well-being of individuals, the household, the community, the

workplace, and the broader society. The 2007 book, The Ravaging Tide, explains the science of global warming, raises fundamental

questions about our responsibilities to future generations, and critically examines the implications of climate change for the Chesapeake

Bay and the broader Baltimore-Washington metropolitan area.

The sustainability-related book that was chosen, if applicable:

Half the Sky: Turning Oppression into Opportunity

The website URL where information about the theme is available:

http://wp.fyb.umd.edu/about/fyb-archive/



http://wp.fyb.umd.edu/about/fyb-archive/


Curriculum

This subcategory seeks to recognize institutions that have formal education programs and courses that address sustainability. One of the

primary functions of colleges and universities is to educate students. By training and educating future leaders, scholars, workers, and

professionals, higher education institutions are uniquely positioned to prepare students to understand and address sustainability

challenges. Institutions that offer courses covering sustainability issues help equip their students to lead society to a sustainable future.

Credit

Sustainability Course Identification

Sustainability-Focused Courses

Sustainability-Related Courses

Sustainability Courses by Department

Sustainability Learning Outcomes

Undergraduate Program in Sustainability

Graduate Program in Sustainability

Sustainability Immersive Experience

Sustainability Literacy Assessment

Incentives for Developing Sustainability Courses




Sustainability Course Identification

Responsible Party

Sally DeLeon

Project Manager


Criteria

Part 1

Institution has developed a definition of sustainability in the curriculum. The definition was developed by a committee comprised of at

least three faculty members who teach courses in different departments. The committee may include students, staff, and other

stakeholders as well. The definition does not have to be formally adopted.

In order to report on other STARS Curriculum credits, the definition of sustainability in the curriculum should distinguish between

courses that focus or concentrate on the concept of sustainability throughout the course and courses that relate to an aspect of

sustainability or include sustainability as part of the course.

• Sustainability-focused courses concentrate on the concept of sustainability, including its social, economic, and environmental

dimensions, or examine an issue or topic using sustainability as a lens.

• Sustainability-related courses incorporate sustainability as a distinct course component or module or concentrate on a single

sustainability principle or issue.

Part 2

Institution has identified its sustainability-focused and sustainability-related course offerings. A course is either sustainability-focused or

sustainability-related; no course should be identified as both sustainability-focused and sustainability-related. Each institution is free to

choose a methodology to identify sustainability courses that is most appropriate given its unique circumstances. Asking faculty or

departments to self-identify sustainability courses using the definition in Part 1 or looking at the stated learning outcomes and course

objectives associated with each course may provide a richer view of sustainability course offerings than simply reviewing course

descriptions, but it is not required.

Part 3

Institution makes its sustainability course inventory publicly available online. The identification can be incorporated into the course

catalog or posted as a stand-alone document.


Has the institution developed a definition of sustainability in the curriculum?:

Yes

A copy of the institution's definition of sustainability in the curriculum?:




Sustainability is commonly defined as “meeting the needs of the present without compromising the ability of future generations to meet

their own needs.” The University of Maryland is committed to being a national model for a green university and preparing all students to

help create a more sustainable world. Toward this goal, the Education for Sustainability Work Group of the University Sustainability

Council recommends further integrating sustainability into existing academic programs and campus life so that all students earning an

undergraduate degree from the University of Maryland will be able to:

1. Describe how sustainability relates to environmental issues, social justice, and economic development.

2. Explain how natural, economic, and social systems interact to foster or prevent sustainability.

3. Evaluate how an individual’s choices and activities impact the environment and, as a result, affect the health and well-being of

everyone.

4. State a long-term vision for individual happiness and societal well-being and explain how existing norms contribute to or diminish this

vision.

5. Demonstrate an ability to collaborate and communicate effectively across academic disciplines and with diverse stakeholders.

6. Apply their knowledge of sustainability to their behaviors as consumers, citizens, and/or leaders.

Has the institution identified its sustainability-focused and sustainability-related course offerings?:

Yes

A brief description of the methodology the institution followed to complete the inventory:

The Office of Sustainability, working with student interns used the STARS recommended definition to complete an inventory of all

sustainability-focused and sustainability-related courses in the University of Maryland Course Catalog. Since the inventory was

completed, a multi-stakeholder Education for Sustainability Work Group developed a more specific definition of sustainability in the

curriculum at the University of Maryland (see above).

Does the institution make its sustainability course inventory publicly available online?:

Yes

The website URL where the sustainability course inventory is posted:

http://sustainability.umd.edu/documents/Reports/UMD_SustainabilityCourses.xlsx



http://sustainability.umd.edu/documents/Reports/UMD_SustainabilityCourses.xlsx


Sustainability-Focused Courses

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution offers sustainability-focused academic courses.

This credit does not include continuing education and extension courses, which are covered by PAE Credit 21: Sustainability in

Continuing Education.


The number of sustainability-focused courses offered :

66

The total number of courses offered :

8,062

Number of years covered by the data:

One

A list of sustainability-focused courses offered:

---

The website URL where the publicly available sustainability course inventory that includes a list of

sustainability-focused courses is available:

---

A copy of the sustainability course inventory:

Sustainability_Courses_Inventory_draft1.xlsx



http://stars.aashe.org/media/secure/471/5/296/1652/Sustainability_Courses_Inventory_draft1.xlsx


Sustainability-Related Courses

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution offers sustainability-related academic courses.

This credit does not include continuing education and extension courses, which are covered by PAE Credit 21: Sustainability in

Continuing Education.


The number of sustainability-related courses offered :

428

The total number of courses offered :

8,062

Number of years covered by the data:

One

A list of sustainability-related courses offered:

---

The website URL where the sustainability course inventory that includes a list of sustainability-related courses is

posted:

---

A copy of the sustainability course inventory:






Sustainability Courses by Department

Responsible Party

Mark Stewart

Senior Project Manager


Criteria

Institution’s academic departments (or equivalent) offer sustainability-related and/or sustainability- focused courses.

Submission Note:

Departmental abbreviations are listed in column A of the sustainability course inventory.


The number of departments that offer at least one sustainability-related or -focused course :

59

The total number of departments that offer courses:

89

A list of departments that offer sustainability courses:

---

The website URL where the publicly available sustainability course inventory that includes a list of departments that

offer sustainability courses is available:

---

A copy of the sustainability course inventory :






Sustainability Learning Outcomes

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution’s students graduate from programs that include sustainability as a required learning outcome or include multiple sustainability

learning outcomes.

For this credit, learning outcomes at the course level count if the course is required to earn the degree. This credit includes graduate as

well as undergraduate programs. For this credit, "programs" include majors, minors, concentrations, certificates, and other academic

designations. Programs that include co-curricular aspects may count as long as there is an academic component of the program.

Submission Note:

The programs in UMD's Graduate School generally have learning outcomes about writing a thesis or dissertation. The digital repository

of theses and dissertations was used to find graduate programs in which 10% or more of students completed a sustainability-related

thesis or dissertation.


The number of graduates covered by the sustainability learning outcomes:

4,338

Total number of graduates :

20,144

A list of degree programs that have sustainability learning outcomes:

1. Agricultural and Resource Economics Undergraduate Major and Doctoral Degrees

2. American Studies Masters Degrees

3. Animal and Avian Sciences Undergraduate Major

4. Anthropology Undergraduate Major

5. Architecture Undergraduate Major and Masters Degrees

6. Atmospheric and Oceanic Science Undergraduate Major and Doctoral Degrees

7. Behavior, Ecology, Evolution and Systematics Doctoral Degrees

8. Bioengineering Masters Degrees

9. Biological Resources Engineering Masters Degrees

10. Biology Masters Degrees

11. Chemical and Biomolecular Engineering Undergraduate Major




12. Chemistry Undergraduate Major

13. Chinese Undergraduate Major

14. Civil Engineering Masters Degrees

15. Communication Masters Degrees

16. Entomology Masters Degrees

17. Environmental Science and Policy Undergraduate Major

18. Environmental Science and Technology Undergraduate Major, Masters and Doctoral Degrees

19. Food Science Masters and Doctoral Degrees

20. Geography Undergraduate Major and Doctoral Degrees

21. Geology Undergraduate Major and Doctoral Degrees

22. Marine-Estuarine-Environmental Sciences Masters and Doctoral Degrees

23. Maryland Institute for Applied Environmental Health Masters Degrees

24. Nutrition Masters Degrees

25. Supply Chain Management

26. Plant Science and Landscape Architecture Masters and Doctoral Degrees

27. Urban and Regional Planning and Design Doctoral Degrees

The website URL where the publicly available sustainability course inventory that includes a list of degree programs

that have specified sustainability learning outcomes is available:

---

A copy of the sustainability course inventory :

---

A list or sample of the sustainability learning outcomes associated with the degree programs:

1. Anthropology Undergraduate Major Learning Outcomes:

Having completed the degree program, students should have acquired the following knowledge and skills:

Students shall have an integrated knowledge, awareness and understanding of a culturally and biologically diverse world.

Students shall demonstrate an understanding of culture and society.

Students shall demonstrate the ability to understand complex research problems, and articulate appropriate methods and theory.

2. Geography Undergraduate Major Learning Outcomes:

Having completed the degree program, students should have acquired the following knowledge and skills:

Possess an understanding of the nature of the physical systems and processes of the Earth's environment and their interactions.

Understand the nature of the geographical approach and its value in understanding human-environment relationships.

Know the methods and techniques of data collection, display and analysis used in the study of environmental systems.




Undergraduate Program in Sustainability

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution offers at least one sustainability-focused undergraduate major, degree program, or equivalent.

The degree program does not have to include sustainability in its name to count for this credit. Environmental Studies programs, for

example, count as long as the program covers the social, economic, and environmental dimensions of sustainability. A program that

focuses exclusively on environmental or social issues, however, would not be sufficient to earn this credit.

Concentrations within a major (e.g. a concentration on sustainable business within the business major) do not count for this credit.


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 Science and Technology

The website URL for the program (1st program):


The name of the sustainability-focused, undergraduate degree program (2nd program):

Environmental Science and Policy

The website URL for the program (2nd program):

http://www.ensp.umd.edu/

The name of the sustainability-focused, undergraduate degree program (3rd program):

Geographical Sciences: Track in Development and Sustainability

The website URL for the program (3rd program):

http://www.geog.umd.edu/landing/Undergraduate

The name and website URLs of all other sustainability-focused, undergraduate degree program(s):




http://www.ensp.umd.edu/

http://www.geog.umd.edu/landing/Undergraduate


A list of programs with links to their websites is available at

http://www.sustainability.umd.edu/content/curriculum/academics_majors.php









Graduate Program in Sustainability

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution offers at least one sustainability-focused degree program or equivalent for graduate students.

The degree program does not have to include sustainability in its name to count for this credit. Environmental Studies programs, for

example, count for this credit as long as the program covers the social, economic, and environmental dimensions of sustainability. A

program that focuses exclusively on environmental or social issues, however, would not be sufficient to earn this credit.

Concentrations within a degree program (e.g. a concentration on sustainable business within an MBA program) do not count for this

credit.


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):

Agriculture and Resource Economics (AREC)

The website URL for the program (1st program) :

http://www.gradschool.umd.edu/catalog/programs/arec.htm

The name of the sustainability-focused, graduate-level degree program (2nd program):

Engineering: Civil and Environmental Engineering (ENCE)

The website URL for the program (2nd program):

http://www.gradschool.umd.edu/catalog/programs/ence.htm

The name of the sustainability-focused, graduate-level degree program (3rd program):

Environmental Science & Technology (ENST)

The website URL for the program (3rd program):

http://www.gradschool.umd.edu/catalog/programs/enst.html



http://www.gradschool.umd.edu/catalog/programs/arec.htm

http://www.gradschool.umd.edu/catalog/programs/ence.htm

http://www.gradschool.umd.edu/catalog/programs/enst.html


The name and website URLs of all other sustainability-focused, graduate-level degree program(s):

Geographic Sciences (GEOG):

http://www.gradschool.umd.edu/catalog/programs/geog.htm

Marine-Estuarine-Environmental Sciences (MEES):


Plant Sciences (PLSC):

http://www.gradschool.umd.edu/catalog/programs/plsc.html

Public Health: Master of Public Health-Environmental Health Services (MIEH):

http://www.gradschool.umd.edu/catalog/programs/mieh.htm

Sustainable Development and Conservation Biology (CONS):

http://www.gradschool.umd.edu/catalog/programs/cons.htm

























Sustainability Immersive Experience

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution offers at least one immersive, sustainability-focused educational study program. The program(s) may take place off-campus,

overseas, or on-campus.

For this credit, the program meets one or both of the following criteria:

• it concentrates on sustainability, including its social, economic, and environmental dimensions or

• it examines an issue or topic using sustainability as a lens.

Immersive programs offered in partnership with outside entities may count for this credit. Programs offered exclusively by outside

entities do not count for this credit.


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:

Through the A. James Clark School of Engineering’s student group Engineers Without Borders (EWB), the University’s commitment to

sustainability extends beyond the campus and the region to global projects in developing nations. Founded in 2004 and led by faculty

advisor Dr. David Lovell, the UMD chapter of this national organization sends groups of students overseas to help communities meet

common engineering problems with sustainable solutions. Students and faculty work with local groups over several years to assess needs

and options, and to implement multi-phase projects.

Maryland's chapter of EWB has an ongoing relationship with a community in Burkina Faso. Several EWB teams have traveled to Burkina

Faso to supply electricity and fresh water to a medical clinic in the small town of Dissin. Solar powered lighting and a solar-powered

water pumping station, sanitation and distribution system were designed and installed at the clinic by EWB students. Teaching

community members how to use and maintain the new technologies is also an important component of EWB's relationship with Dissin.

In the spring of 2009, 24 students from the University’s chapter of Engineers Without Borders turned their attention from environmental

issues in developing countries to sustainable solutions in the campus’s own backyard. Turning classroom knowledge into civic action, the

students created and implemented a bioretention system to help the nearby community of Edmonston, MD, cope with storm water

flooding along the Anacostia River. Normally, rainwater runoff from parking lots, roofs, and other impervious surfaces runs into the

Anacostia, carrying pollutants into the river and redistributing them over the ground when flooding occurs. To reroute and filter this

polluted water, the students designed a bioretention system to channel runoff into basins filled with soil and water-tolerant plants. These




natural elements slowly soak up the water, filter out pollutants, and direct remaining water more gradually into the Anacostia, alleviating

both contamination and flooding.

During the five months of planning, the student team worked with community partners, including the Anacostia Watershed Restoration

Partnership, the Anacostia Watershed Society, the Prince George’s County Department of Environmental Resources, and the

Maryland-National Capital Park and Planning Commission. The bioretention system is now under the oversight of the town of

Edmonston.

In addition to EWB, the University provides alternative spring break and study abroad trips (

http://www.international.umd.edu/studyabroad/

).

The website URL where information about the immersive experience is available:

http://www.ewb.umd.edu/







http://www.ewb.umd.edu/


Sustainability Literacy Assessment

Responsible Party

Sally DeLeon

Project Manager


Criteria

Part 1

Institution conducts an assessment of the sustainability literacy of its students. The sustainability literacy assessment focuses on

knowledge of sustainability topics, not values or beliefs.

Part 2

Institution conducts a follow-up assessment of the same cohort group using the same instrument.

Submission Note:

MARK- Can you upload a copy of the assessment questions?


Has the institution conducted a sustainability literacy assessment?:

Yes

Did the assessment include a baseline evaluation of students and then a follow-up evaluation of the same cohort?:

Yes

A copy of the questions included in the sustainability literacy assessment:

---

A copy of the questions included in the sustainability literacy assessment :

University of Maryland Sustainability Literacy Assessment

Please circle which describes you best:

a.) Faculty

b.) Staff

c.) Undergraduate Student

d.) Graduate Student – Masters level

e.) Graduate Student – Doctoral level




Please select the college that you are a part of (LIST OF COLLEGES)

If you are an undergraduate student please select your class level:

a.) Freshman

b.) Sophomore

c.) Junior

d.) Senior

Please select which best describes your current residency:

Residence hall

Commons/Courtyards

Fraternity/Sorority house

Your family’s home

Other off-campus housing

Ethnicity (approved CAWG categories)

Please circle your gender:

Male

Female

Please select the classification that best classifies you as a student:

International

Maryland resident

Out of state resident

How concerned are you about the following issues?

Please use the following scale for your responses

1. Not at all concerned

2. Not very concerned

3. Neutral

4. Somewhat concerned

5. Very concerned

a.) The state of the economy

b.) Social justice/equality

c.) The health of the environment

Politically, how do you identify yourself?

a.) Democrat

b.) Republican

c.) Independent

d.) Other

e.) I don’t care about politics

1. Why is it important to recycle? (Choose all that apply)

a.) recycling decreases the amount of habitat lost due to resource extraction.

b.) recycling typically takes less energy to process recycled materials than to use new materials.

c.) recycling cuts down on the amount of trash that goes into landfills.

d.) None of these (recycling is not an efficient way of dealing with our wastes.)




2. What are the potential effects of global climate change? (Choose all that apply)

a.) loss of habitats

b.) less severe weather

c.) expansion of deserts

d.) decrease in sea level

3. Living in Maryland, we see signs about entering the Chesapeake Bay Watershed or about “Saving the

Bay.” Which of the following pressures lead to degradation to the Bay’s ecosystem?

(Choose all that apply)

a.) application of fertilizer on lawns

b.) overfishing

c.) use of landfills to dispose of waste

d.) conversion of natural space to human developments (buildings, roads, homes, farms, etc.)

4. Imagine you are one of many fishermen who rely on the fish you catch from the Chesapeake Bay as your main source of income. The

Fishermen Council, which regulates the amount of fish that can be taken from the Bay each year, determined that each fisherman must

limit his/her catch to 5 tons per year to maintain the fishery. You decide to catch 6 tons of fish this year. What could be the results of your

decision? (Choose all that apply)

a.) You make more money this year than you would have if you caught 5 tons of fish.

b.) You make less money this year than you would have if you caught 5 tons of fish.

c.) The total number of fish that are available to catch each year could decrease.

d.) Fishermen, including you, could go out of business.

5. The most significant driver in the loss of species and ecosystems around the world is:

a.) overhunting/overharvesting

b.) conversion of natural space into human developments (farmland, cities, etc.)

c.) acid rain

d.) breeding of animals in zoos

6. Using non-renewable resources, like fossil fuels, can create economic growth but future generations will be disadvantaged if the

current generation overuses these resources. Which of the following principles can we follow if we do not want to disadvantage the next

generation? (Choose all that apply)

a.) Renewable resources such as fish, soil, and groundwater must be used no faster than the rate at which they regenerate.

b.) Nonrenewable resources such as minerals and fossil fuels must be used no faster than renewable substitutes for them can be put into

place.

c.) Pollution and wastes must be emitted no faster than natural systems can absorb them, recycle them, or render them harmless.

d.) None (Humans will never run out of non-renewable resources.)

7. Imagine that we had to pay for all the costs associated with the manufacturing of the goods we use every day. What would go into

calculating the true costs of a product? (Choose all that apply)

a.) the cost of raw materials to make the product

b.) the cost of environmental damage caused by production

c.) the cost to transport that product from its manufacturing location to your location

d.) the cost of health care for employees who manufacture the product

8. Of the following, which contributes the most to sustainability?

a.) recycling products

b.) reusing products

c.) buying the newest products to increase economic development

d.) reducing consumption of products




9. The best way to support a local economy, such as the local economy of College Park, is to buy goods

(groceries, clothing, toiletries, etc.) at

a.) large chain stores such as Target or Walmart

b.) farmer’s markets and stores that sell locally-produced goods

c.) locally-owned stores and restaurants

10. What factors influence human population’s impact on Earth’s resources?

(Choose all that apply.)

a.) size of the population

b.) amount of materials used per person

c.) use of technology that lessens our impact

11. Which of the following statements about water is/are true? (Choose all that apply)

a.) The number of people who lack access to clean drinking water will decrease over the next two decades

b.) Globally, freshwater reserves (aquifers) are used faster than they are replenished.

c.) Many people around the world do not have access to clean drinking water, so their only option is to drink contaminated water.

d.) Global warming does not threaten to decrease freshwater reserves.

12. Put the following list in order of the activities with the largest environmental impact to those with the smallest environmental impact:

A. Keeping a cell phone charger plugged into an electrical outlet for 12 hours

B. Eating one McDonalds quarter-pound hamburger

C. Eating one McDonalds chicken sandwich

D. Flying in a commercial airplane from Washington DC to China

a.) A, C, B, D

b.) D, A, B, C

c.) D, C, B, A

d.) D, B, C, A

13. Globally, communities face a variety of social injustices, ranging from low wages, poor working conditions, and lack of access to

education. To help improve communities around the world you can:

(Choose all that apply)

a.) support US corporations that do not allow labor unions

b.) buy fair trade certified products

c.) make all purchases online

d.) learn how companies you usually buy from conduct business

14. Which of the following is an example of environmental justice?

a.) Urban citizens win a bill to have toxic wastes taken to rural communities.

b.) Government dams a river, flooding Native American tribal lands, to create hydro-power for large cities.

c.) Indigenous communities being involved in setting a quota for the amount of wood that they can take from a protected forest next to

their village.

d.) Corporations building factories in developing countries where environmental laws are less strict.

During your time at the University of Maryland, how many courses have you taken that address the topics presented in this survey?

a.) 0 (none that I remember)

b.) 1-2

c.) 3 or more




Additional Comments:

Please add any comments that you may have in regard to any of the above questions or concepts.

A brief description of how the assessment was developed:

With input from Office of Sustainability staff, a graduate student reviewed literacy assessments from other schools and then developed an

assessment that is unique to the University of Maryland.

A brief description of how the assessment was administered:

The assessment survey was emailed to a random sample of a quarter of all undergraduate students and a quarter of all graduate students.

A brief summary of results from the assessment:

We received about 1400 responses to the assessment survey. Findings show that in general UMD students have a good understanding of

sustainability concepts. There was slight variation between UMD's twelve colleges. Proficiency was correlated with the number of

sustainability-related courses a student has taken in their time at UMD.

The website URL where information about the literacy assessment is available:

http://www.sustainability.umd.edu/documents/Reports/UMD%20Sustainability%20Literacy%20Assessmen

t%20-%20pre-publication%20copy.pdf



http://www.sustainability.umd.edu/documents/Reports/UMD%20Sustainability%20Literacy%20Assessment%20-%20pre-publication%20copy.pdf

http://www.sustainability.umd.edu/documents/Reports/UMD%20Sustainability%20Literacy%20Assessment%20-%20pre-publication%20copy.pdf


Incentives for Developing Sustainability Courses

Responsible Party

Mark Stewart



Criteria

Institution has an ongoing program or programs that offer incentives for faculty in multiple disciplines or

departments to develop new sustainability courses and/or incorporate sustainability into existing

courses or departments. The program aims to increase student learning of sustainability.

Incentives may include release time, funding for professional development, and trainings offered by the

institution.

Incentives for expanding sustainability offerings in academic, non■credit, and/or continuing education

courses count for this credit.


Does the institution have a program that meets the criteria outlined above?:

Yes

A brief description of the program(s):

The Chesapeake Project is an initiative to integrate sustainability across the curriculum of the University of Maryland. Central to the

project is a two-day workshop where participants learn about core concepts of environmental, economic, and social sustainability and

explore unique ways of integrating sustainability into their existing courses across all academic disciplines.

A brief description of the incentives that faculty members who participate in the program(s) receive:

Each professor receives a $500 stipend for attending the workshop and submitting a written description of how they will integrate

sustainability into at least one course they teach during the following academic year.


http://www.sustainability.umd.edu/content/curriculum/chesapeake_project.php





Research

This subcategory seeks to recognize institutions that are conducting research related to or focused on sustainability. Conducting research

is a major function of many colleges and universities. By researching sustainability issues and refining theories and concepts, higher

education institutions can continue to help the world understand sustainability challenges and develop new technologies, strategies, and

approaches to address those challenges.

Credit

Sustainability Research Identification

Faculty Engaged in Sustainability Research

Departments Engaged in Sustainability Research

Sustainability Research Incentives

Interdisciplinary Research in Tenure and Promotion




Sustainability Research Identification

Responsible Party

Sally DeLeon

Project Manager


Criteria

Part 1

Institution has developed a definition of sustainability research. The definition was developed by a committee comprised of at least three

faculty members from different departments who conduct research. The committee may include students, staff, and other stakeholders as

well. The definition does not have to be formally adopted.

Part 2

Institution has identified its sustainability research activities and initiatives. This research inventory should include all research centers,

laboratories, departments, and faculty members whose research focuses on or is related to sustainability.

Part 3

Institution makes its sustainability research inventory publicly available online.


Has the institution developed a definition of sustainability research?:

Yes

A copy of the institution's definition of sustainability research:

A major charge to the Council on the Environment--a University of Maryland advisory group on research, education, outreach, and

economic development as they relate to the environment--is to coordinate and oversee strategic efforts to place the University of

Maryland at the forefront of environmental and earth system science. For the purposes of the Council on the Environment, environmental

and earth system science are broadly construed to encompass the physical, natural, social and human dimension sciences pertaining to

environmental variability and how the Earth operates as a coupled system from global to regional scales inclusive of such fields as

environmental public health.

Has the institution identified its sustainability research activities and initiatives?:

Yes

A brief description of the methodology the institution followed to complete the inventory:

Staff for the Council on the Environment worked with students from the School of Journalism to compile a sustainability and

environmental research experts inventory. The staff and students used keywords to query the UMD experts database that is maintained by

University Communications. They also read through public lists of faculty and research activities from all of the University's schools and




colleges to make sure that their query of the UMD experts database hadn't missed any key faculty members. Based on these searches,

they complied an online searchable database of environmental researchers organized into the following categories: Climate, Ecosystems,

Energy, Food, Health, Policy, Risk Management, Sustainability, and Water.

Does the institution make its sustainability research inventory publicly available online?:

Yes

The website URL where the sustainability research inventory is posted (required if claiming Part 3 of the credit):

http://cone.umd.edu/index.php/expertise





Faculty Engaged in Sustainability Research

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution’s faculty members conduct research on sustainability topics.

Any level of sustainability research by a faculty member is sufficient to be included for this credit. In other words, a faculty member who

conducts both sustainability research and other research may be included.


The number of faculty members engaged in sustainability research:

185

The total number of faculty members engaged in research:

1,744

Names and department affiliations of faculty engaged in sustainability research:

---

The website URL where the sustainability research inventory that includes the names and department affiliations of

faculty engaged in sustainability research is posted :


A copy of the sustainability research inventory that includes the names and department affiliations of faculty engaged

in sustainability research:

---

Brief descriptions of up to 4 recent notable accomplishments by faculty engaged in sustainability research, including

names and department affiliations:

1) Adjunct Professor César Izaurralde of the Department of Geographical

Sciences and Ph.D. candidate Ritvik Sahajpal published a groundbreaking

study, titled “Sustainable bioenergy production from marginal lands in

the US Midwest,” in a recent issue of Nature, that outlines how marginal





lands - those deemed unsuitable for food crops - can be used to

generate alternative energy fuels by the growth of grasses and non-woody

plants (“biomass”) that thrive naturally.

2) Dr. Nathan Hultman—Director of the Environmental Policy Program,

Associate Professor in the School of Public Policy and member of the

Joint Global Change Research Institute—and his co-authors were awarded

the Best Comparative International Paper Award for 2011 from the

Association for Public Policy and Management (APPAM) Conference. Their

paper, “Factors in Low-Carbon Energy Transformations: Comparing Nuclear

and Bioenergy in Brazil, Sweden, and the United States” found that

public policies and regulations were powerful motivators to accelerate

development and adoption of new clean energy technologies.

3) Dr. Paul Leisnham, assistant professor in the Department of

Environmental Science and Technology, is serving as the lead for a

University of Maryland research team that was recently awarded a

competitive grant from the Environmental Protection Agency (EPA) for an

innovative proposal designed to help local communities tackle stormwater

and reduce pollution to the Chesapeake Bay. The research team includes

research faculty and graduate students from the School of Agriculture

and Natural Resources, University of Maryland Extension, the School of

Public Health, and the A. James Clark School of Engineering.

4) Dr. George Hurtt, Director of Research and Professor in the

Department of Geographical Sciences, was named Science Team Leader for

NASA’s Carbon Monitoring System (CMS). The CMS Science Team is

responsible for providing broad research community involvement in the

development and evaluation of NASA CMS products; coordinating their

NASA-funded CMS activities to ensure maximum returns for science,

management, and policy; and providing scientific, technical, and

policy-relevant inputs to help set priorities and directions for future

NASA CMS activities.

The website URL where information about sustainability research is available:

http://cone.umd.edu/



http://cone.umd.edu/


Departments Engaged in Sustainability Research

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution's academic departments include faculty members who conduct sustainability research.

Any level of sustainability research by a faculty member in a department is sufficient for this credit.


The total number of academic departments that conduct research:

89

The number of academic departments in which at least one faculty member engages in sustainability research:

30

A list of academic departments in which at least one faculty member engages in sustainability research:

Aerospace Engineering

Agriculture and Resource Economics

Animal and Avian Sciences

Anthropology

Architecture

Atmosphere and Ocean Sciences

Biology

Cell Biology and Molecular Genetics

Chemical and Biomolecular Engineering

Chemistry and Biochemistry

Civil and Environmental Engineering

Computer Science

Economics

Electrical and Computer Engineering

Environmental Science and Policy

Environmental Science and Technology

Geography

Geology

Government and Politics

Journalism




Linguistics

Maryland Institute for Applied Environmental Health

Materials Science and Engineering

Mathematics

Mechanical Engineering

Plant Science and Landscape Architecture

Public Policy

School of Public Health

Smith School of Business

Sociology

The website URL where the sustainability research inventory that includes the departments engaged in sustainability

research is posted:

http://cone.umd.edu/index.php

A copy of the sustainability research inventory that includes the departments engaged in sustainability research:

---



http://cone.umd.edu/index.php


Sustainability Research Incentives

Responsible Party

Sally DeLeon

Project Manager


Criteria

Part 1

Institution has an ongoing program to encourage students in multiple disciplines or academic programs to conduct research in

sustainability. The program provides students with incentives to research sustainability. Such incentives may include, but are not limited

to, fellowships, financial support, and mentorships.

Part 2

Institution has an ongoing program to encourage faculty from multiple disciplines or academic programs to conduct research in

sustainability topics. The program provides faculty with incentives to research sustainability. Such incentives may include, but are not

limited to, fellowships, financial support, and faculty development workshops.


Does the institution have a program to encourage student sustainability research that meets the criteria for this

credit?:

Yes

A brief description of the institution’s program(s) to encourage student research in sustainability:

The University of Maryland Council on the Environment—an advisory group

of the Division of Research—holds a transdisciplinary competition for graduate students interested in solving environmental problems,

known as the Green Fellowship. The fellowship provides a $10K stipend for two graduate students to be shared jointly, each from a

different discipline and university department. It is a one year fellowship and must be an original collaboration among the graduate

students. Selections are made based on student proposals submitted to the Council on the Environment.

The website URL where information about the student research program is available:

http://cone.umd.edu/index.php/education/green-fund

Does the institution have a program to encourage faculty sustainability research that meets the criteria for this

credit?:

Yes



http://cone.umd.edu/index.php/education/green-fund


A brief description of the institution’s program(s) to encourage faculty research in sustainability:

The University of Maryland Council on the Environment—an advisory group of the Division of Research—annually selects a winner for

their Junior Faculty Award. The winner receives a plaque, a cash prize of $2,000, and the opportunity to present at a cross-campus

seminar arranged by the Council. Selection is made based on outstanding accomplishments through significant contributions to

environmental issues across the full range of professional activities including seminal contributions to the literature, student impact, and

external collaboration.

The website URL where information about the faculty research program is available:

http://cone.umd.edu/index.php/education/junior-faculty-award



http://cone.umd.edu/index.php/education/junior-faculty-award


Interdisciplinary Research in Tenure and Promotion

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution gives positive recognition to interdisciplinary, transdisciplinary, and multidisciplinary research during faculty promotion and

tenure decisions.





Operations

Buildings

This subcategory seeks to recognize institutions that are taking steps to improve the sustainability performance of their buildings.

Buildings are generally the largest user of energy and the largest source of greenhouse gas emissions on campuses. Buildings also use

significant amounts of potable water. Institutions can design, build, and maintain buildings in ways that provide a safe and healthy

indoor environment for inhabitants while simultaneously mitigating the building’s impact on the outdoor environment.

Credit

Building Operations and Maintenance

Building Design and Construction

Indoor Air Quality




Building Operations and Maintenance

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution owns and operates buildings that are:

1) Certified under the LEED® for Existing Buildings: Operations & Maintenance (O&M) Green Building Rating System,

and/or

2) Operated and maintained in accordance with sustainable operations and maintenance guidelines and policies that cover the following:

• Impacts on the surrounding site

• Energy consumption

• Usage of environmentally preferable materials

• Indoor environmental quality

• Water consumption

Submission Note:

The Environmental Stewardship Guidelines, adopted in 2005, are also relevant, and work in concert with the University Policies and

Procedures for Environmentally Preferable Procurement, the University Policy on Building Temperature, and the University Policy on

Lighting Levels. The Environmental Stewardship Guidelines are available online at

https://www.facilities.umd.edu/documents/fmp/EGuidelines.pdf


Total building space that meets "Eligible Buildings Criteria":

13,762,128 Square 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:


Building space that is LEED for Existing Buildings: O&M Certified :

0 Square Feet






Building space that is LEED for Existing Buildings: O&M Silver certified :

0 Square Feet

Building space that is LEED for Existing Buildings: O&M Gold certified :

0 Square Feet

Building space that is LEED for Existing Buildings: O&M Platinum certified :

0 Square Feet

The website URL where a copy of the institution's guidelines or policies for sustainable building operations and

maintenance is available :

http://www.sustainability.umd.edu/content/about/policies.php

An electronic copy of the guidelines or policies:

---

The date(s) the policies or guidelines were adopted:

Feb. 25, 2010; Nov. 4, 2009; May 19, 2005

A brief description of how the institution ensures compliance with sustainable building operation and maintenance

guidelines and policies:

The University ensures compliance with green operation and maintenance

policies through facilities staff training, outreach and marketing to

offices around campus, and provision of tools to help departments comply

with the policies. A professional energy management staff in Facilities

Management oversees centralized energy conservation efforts and

provides guidance for departments around campus seeking to reduce their

energy consumption. A professional grounds staff has been trained to

minimize use of chemicals and fertilizers and implement an integrated

pest management plan. Professional custodial staff in Facilities

Management and Residential Facilities has been trained in green cleaning

methods and achieved Green Seal GS-42 Certification. The Department of

Procurement and Supply has incorporated environmentally preferable

products into all of its master contracts and provides a summary of

green products available from office supply vendors. The Office of

Sustainability developed and oversees the University of Maryland Green

Office Program through which outreach, tools and periodic audits

pertaining to all of these policies and guidelines are provided to

participating offices around campus.

The names and certification levels of all buildings that are certified under LEED for Existing Buildings: O&M:



http://www.sustainability.umd.edu/content/about/policies.php


---

The names of all buildings operated and maintained in accordance with similar sustainable operations and

maintenance guidelines and policies:

All buildings on the College Park Campus are operated and maintained in

accordance with campus policies and guidelines that address landscape

and site management, energy consumption, usage of environmentally

preferable materials, indoor environmental quality, and water

consumption.




Building Design and Construction

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution-owned buildings that were constructed or underwent major renovations in the past three years are:

1) Certified under the LEED® for New Construction and Major Renovations, LEED for Commercial Interiors, and/or LEED for Core and

Shell Green Building Rating Systems,

and/or

2) Designed and built in accordance with green building guidelines and policies that cover the following topics:

• Impacts on the surrounding site

• Energy consumption

• Usage of environmentally preferable materials

• Indoor environmental quality

• Water consumption


New building space that meets "Eligible Buildings Criteria":

303,056 Square Feet

New building space that was designed and constructed in accordance with green building policies or guidelines but

not LEED certified:

0 Square Feet

New building space that is LEED Certified :

0 Square Feet

New building space that is LEED Silver certified:

31,924 Square Feet

New building space that is LEED Gold certified :

271,132 Square Feet




New building space that is LEED Platinum certified:

0 Square Feet

The website URL where a copy of the institution's guidelines or policies for green building is available :

http://www.facstage.umd.edu/DCFS2011/

An electronic copy of the guidelines or policies :

---

The date(s) the policies or guidelines were adopted:

2007

A brief description of how the institution ensures compliance with green building design and construction guidelines

and policies:

The Design Criteria/Facilities Standards (DCFS) are University standards

and design guidelines for new construction and building renovations on

the College Park campus. The DCFS set the requirements used by the

design team to meet the programmatic needs of each project and cover

topics including operations and maintenance, safety, energy efficiency,

and material finishes. To insure the University’s projects are designed

in compliance with the University’s green building commitment and the

High Performance Buildings Act, the DCFS was revised to address

environmental stewardship and LEED design criteria.

The names of all buildings that are certified under the LEED for New Construction and Major Renovations, LEED

for Commercial Interiors, and/or LEED for Core and Shell Green Building Rating Systems:

Shuttle Bus Facility, Knight Hall Building, Denton Dining Hall, Oakland Hall, Delta Phi Epsilon Sorority, Sigma Delta Tau Sorority, Phi

Sigma Sigma Sorority, Alpha Phi Sorority, Chincoteague Hall

The names of all buildings designed and constructed in accordance with green building guidelines and policies but not

LEED certified:

---



http://www.facstage.umd.edu/DCFS2011/


Indoor Air Quality

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has adopted an indoor air quality management policy, plan, and/or practices that include regular auditing or monitoring and a

mechanism for occupants to register complaints. Policies and plans adopted by entities of which the institution is part (e.g. state

government or the university system) may count for this credit as long as the policies apply to and are followed by the institution.


Occupied building space covered by an indoor air quality plan, policy, and/or practices that include regular auditing

or monitoring and a mechanism for occupants to register complaints :


Total occupied building space :


A brief description of the institution's indoor air quality plan, policy, and/or practices:

The University of Maryland's (UMD's) Occupational Safety & Health Unit (OSH) of the Department of Environmental Safety is

responsible for routine indoor air

quality monitoring and responding to any complaints or incidents across

campus. The OSH unit is staffed with certified industrial

hygienists and certified safety professionals. The unit maintains the

indoor air quality sampling equipment. Additionally, on-call

industrial hygiene contractors respond to any incidents that may arise.

Furthermore, UMD’s HVAC team in Facilities Management

also performs continuous maintenance and routine inspections of all

heating and ventilation equipment. The HVAC team responds to any

complaints and also has on-call contractors. All of UMD’s building

space is covered by these indoor air quality practices.

The website URL where information about the institution's indoor air quality initiatives is available:

http://www.des.umd.edu/os/iaq/index.html



http://www.des.umd.edu/os/iaq/index.html


Climate

This subcategory seeks to recognize institutions that are measuring and reducing their greenhouse gas emissions. Global warming is

expected to have myriad negative impacts throughout the world, including increased frequency and potency of extreme weather events,

sea level rise, species extinction, water shortages, declining agricultural production, and spread of diseases. The impacts are expected to

be particularly pronounced for poor communities and countries.

Credit

Greenhouse Gas Emissions Inventory

Greenhouse Gas Emissions Reduction

Air Travel Emissions

Local Offsets Program




Greenhouse Gas Emissions Inventory

Responsible Party

Sally DeLeon

Project Manager


Criteria

Part 1

Institution has conducted a GHG emissions inventory covering its Scope 1 and Scope 2 emissions. The GHG emissions inventory is

publicly available, either through the American College & University Presidents’ Climate Commitment reporting site, the institution’s

website, or another public website.

Part 2

Institution has conducted a GHG emissions inventory covering Scope 3 emissions. The GHG emissions inventory is publicly available,

either through the American College & University Presidents’ Climate Commitment reporting site, the institution’s website, or another

public website.


The website URL where the GHG emissions inventory is posted:

http://www.sustainability.umd.edu/content/campus/climate.php

Does the inventory include all Scope 1 and 2 emissions?:

Yes

Does the inventory include emissions from air travel?:

Yes

Does the inventory include emissions from commuting?:

Yes

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?:

Yes

Does the inventory include another Scope 3 emissions source not covered above?:

Yes

If yes, please specify:

Transmission & Distribution Losses

Does the inventory include a second Scope 3 emissions source not covered above?:

No

If yes, please specify :

---

Does the inventory include a third Scope 3 emissions source not covered above?:

No


---

Does the inventory include a fourth Scope 3 emissions source not covered above?:

No


---




Greenhouse Gas Emissions Reduction

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution reduced its net Scope 1 and Scope 2 GHG emissions per weighted campus user compared to a 2005 baseline.

For this credit, off-site, institution-catalyzed carbon offsets (i.e. those popularly known as “local offsets”) count in full. Purchased carbon

offsets that have been verified by a third party may count towards a portion of the reduction. Purchased offsets that have not been

third-party verified do not count.

To conduct a GHG emissions inventory, campuses may use any methodology and/or calculator that is consistent with the Greenhouse Gas

Protocol's Corporate Accounting and Reporting Standards.

The baseline GHG emissions inventory should include the same emissions sources as the performance year emissions inventory.


Scope 1 and 2 gross GHG emissions, 2005 :

222,415.80 Metric Tons of CO2 Equivalent

Off-site, institution-catalyzed carbon offsets generated, 2005:

0 Metric Tons of CO2 Equivalent

Third-party verified carbon offsets purchased, 2005:


On-campus residents, 2005:

10,940

Non-residential/commuter full-time students, faculty, and staff members, 2005:

26,133

Non-residential/commuter part-time students, faculty, and staff members, 2005:

6,775

Scope 1 and 2 gross GHG emissions, performance year :




194,639.50 Metric Tons of CO2 Equivalent

Off-site, institution-catalyzed offsets generated, performance year:


Carbon offsets purchased, performance year:


List the start and end dates of the GHG emissions performance year:

Jan. 1, 2012 - Dec. 31, 2012

On-campus residents, performance year:

11,779

Non-residential/commuter full-time students, faculty, and staff members, performance year:

28,871

Non-residential/commuter part-time students, faculty, and staff members, performance year:

6,236

Time period for weighted campus user (list the consecutive 12 month period that most closely overlaps with GHG

performance year):

Sept. 1, 2011-Aug. 31, 2012




Air Travel Emissions

Responsible Party

Sally DeLeon

Project Manager



Does the institution have policies and/or programs in place to reduce emissions from air travel?:

Yes

A brief description of the policies and/or programs:

The University of Maryland Climate Action Plan includes a strategy to promote virtual meetings in order to reduce emissions from air

travel. The University houses seven videoconference/distance learning facilities that can be used for hosting virtual meetings without

leaving campus.

The website URL where information about the policies and/or programs is available:

---




Local Offsets Program

Responsible Party

Sally DeLeon

Project Manager






Dining Services

This subcategory seeks to recognize institutions that are supporting a sustainable food system. Modern industrial food production often

has deleterious environmental impacts. Pesticides and fertilizers used in agriculture can contaminate ground and surface water, which has

potentially dangerous impacts on wildlife and human health. Furthermore, the often long-distance transportation of food to institutions

produces greenhouse gas emissions and other pollution. Additionally, farm workers are often paid substandard wages, subjected to harsh

working conditions, and exposed to dangerous pesticides. Institutions can use their food purchases to support their local economies;

encourage safe, environmentally-friendly farming methods; and help alleviate poverty for farmers.

Please note that while dining services can also play an important role in conserving energy and water, reducing waste, and purchasing

environmentally preferable materials other than food, STARS measures these impacts across the institution instead of by department;

therefore, the benefits of these actions are captured in the Energy, Water, Waste, and Purchasing subcategories, respectively.

Credit

Food and Beverage Purchasing

Trayless Dining

Vegan Dining

Trans-Fats

Guidelines for Franchisees

Pre-Consumer Food Waste Composting

PostConsumer Food Waste Composting

Food Donation

Recycled Content Napkins

Reusable Container Discounts

Reusable To-Go Containers




Food and Beverage Purchasing

Responsible Party

Sally DeLeon

Project Manager


Criteria

This credit includes food and beverage purchases for on-campus dining services operated by the institution or the institution’s primary

on-site contractor. Institution purchases food and beverages that meet at least one of the following criteria:

• Grown and processed within 250 miles of the institution

• Third-party certified (USDA Certified Organic, Marine Stewardship Council Blue Ecolabel, Food Alliance, Fair Trade, Certified

Humane Raised and Handled)

Food and beverage purchases that meet multiple criteria listed above should not be double-counted.

This credit includes food and beverage purchases for on-campus dining operations and catering services operated by the institution or the

institution’s primary dining services contractor (e.g. Aramark, Bon Appétit Management Company, Chartwells, Sodexo). On-site

franchises, convenience stores, vending machines, or concessions are excluded from this credit unless they are operated by the institution

or the institution’s primary on-site contractor..


Percentage of food expenditures that meet one or more of the criteria for this credit (0 - 100):

12.60

A brief description of the sustainable food and beverage purchasing program:

UMD Dining Services has formed a Sustainable Food Working Group with the endorsement of the University Sustainability Council to

advise the department in the development of sustainable goals and strategies. Through an ongoing and collaborative process with the

Working Group, UMD Dining Services is committed to promoting sustainable food at the University of Maryland and to meeting the

following benchmarks:

1) 1-4% annual increase in sustainable foods purchases (meeting the criteria identified for sustainable food categories including local,

fair, humane, and ecologically sound) based on financial feasibility and product availability

2) Annual, incremental increases in sourcing from local growers, with special emphasis on Maryland growers and harvesters

3) Annual, incremental increases in sourcing unprocessed, whole foods

4) 20% sustainable food by 2020

Overall, there are four primary objectives for the sustainable food program at UMD Dining Services:

1) UMD Dining Services mitigates environmental impact by using local and sustainable food sources

2) UMD Dining Services leverages buying power to encourage availability of healthier food choices




3) Changes in healthy food availability and promotion increases UMD community health and wellness

4) UMD Dining Services promotes community engagement and education about sustainable food issues

The Website URL where information about the institution's sustainable food and beverage purchasing efforts is

available:

http://dining.umd.edu/greendining/food



http://dining.umd.edu/greendining/food


Trayless Dining

Responsible Party

Sally DeLeon

Project Manager



Does the institution have a trayless dining program in which trays are removed from or not available in dining halls?:

Yes

A brief description of the trayless dining program:

In Fall 2011, the University of Maryland opened a new dining hall, 251 North. Patrons of this dining hall are provided with plates to put

their food on, which are deposited on a rotating carousel after they are done. This eliminates the need for trays.

List the year the program was started:

Aug. 31, 2011

The overall percentage of meals served on campus that are trayless:

---

The percentage of meal plan meals served on campus that are trayless:

---

The percentage of retail facility meals served on campus that are trayless:

---

The percentage of conference meals served on campus that are trayless:

---


---




Vegan Dining

Responsible Party

Sally DeLeon

Project Manager



Does the institution offer diverse, complete-protein vegan dining options during every meal?:

Yes

A brief description of the vegan dining program:

Dining Services offers many vegetarian and vegan selections including a vegan station in The Diner, Seasons 12 Mongolian Grill at

South Campus, and a large selection of vegetarian and vegan items in the newest dining hall, 251 North. UMD placed eighth for large

schools in People for the Ethical Treatment of Animal’s (PETA’s) annual competition for the most Vegan Friendly Campus. The Allergy

and Special Diets Advisory Board, sponsored by Dining Services, includes students, Maryland’s staff dietitian, student nutritionists, the

director of Dining Services, and DS staff. The group meets regularly to discuss menu selections and new recipe ideas. Current dining

room menus include many recipes that have passed student taste test.

The website URL where information about the program, policy, or practice is available:

http://dining.umd.edu/menus/allergy-and-special-diets-advisory-board



http://dining.umd.edu/menus/allergy-and-special-diets-advisory-board


Trans-Fats

Responsible Party

Sally DeLeon

Project Manager



Does the institution use frying oil that does not include trans-fats and seek to avoid foods that include trans-fats in its

dining operations?:

Yes

A brief description of the trans-fats avoidance program, policy, or practice:

All foods are trans-fat free, including deep-fry oil, with the exception of some icing on baked goods.


---




Guidelines for Franchisees

Responsible Party

Sally DeLeon

Project Manager



Has the institution adopted sustainability policies or guidelines for food service franchisees operating on campus?:

Yes

A brief description of the guidelines for franchisees:

Dining Services, the Adele H. Stamp Student Union, and the Office of Sustainability collaborated to implement a post-consumer

composting program at the food court in the Stamp Student Union. During the program initiation, waste sorting and management training

was provided to all franchisees. Franchisees have all received training regarding recycling and composting, as well as the overall campus

sustainability and waste diversion goals. Additionally, the University of Maryland continues to work with current vendors to encourage

them to utilize environmentally friendly packaging.

The website URL where information about the guidelines is available:

---




Pre-Consumer Food Waste Composting

Responsible Party

Sally DeLeon

Project Manager



Does the institution have a pre-consumer food waste composting program?:

Yes

A brief description of the pre-consumer food waste composting program:

Dining Services works with the Department of Building and Landscape Services to compost pre-consumer food wastes in the Diner,

South Campus Dining Room, Denton/Catering and at the Student Union. Pre-consumer food waste from the Salad Room at South

Campus dining hall is being turned into soil amendment on site, and the product is then used for campus rooftop gardens.

The overall percentage of meals for which pre-consumer scraps are composted:

---

The percentage of meal plan meals for which pre-consumer scraps are composted:

---

The percentage of retail facility meals for which pre-consumer scraps are composted:

---

The percentage of conference meals for which pre-consumer scraps are composted:

---

The website URL where information about the composting program is available:

http://dining.umd.edu/greendining/waste





PostConsumer Food Waste Composting

Responsible Party

Sally DeLeon

Project Manager



Does the institution have a postconsumer food waste composting program?:

Yes

A brief description of the postconsumer food waste composting program:

Dining Services works with the Department of Building and Landscape Services to compost post-consumer food wastes in the Diner,

South Campus Dining Room, Denton/Catering and at the Student Union. Composting is also being utilized at large special events

including Maryland Day and the SGA Crab Fest and Spring BBQ. Post-consumer food waste and paper towel composting is also being

piloted by Building and Landscape Services in office building kitchens and bathrooms.

The percentage of overall meals for which postconsumer composting is available:

---

The percentage of meal plan meals for which postconsumer composting is available:

---

The percentage of retail facilities for which postconsumer composting is available:

---

The percentage of conference meals for which postconsumer composting is available:

---

The website URL where information about the composting program is available:






Food Donation

Responsible Party

Sally DeLeon

Project Manager


Submission Note:

A video on the University of Maryland's founding chapter of the Food Recovery Network can be found here:

http://vimeo.com/51474624


Does the institution donate leftover or surplus food?:

Yes

A brief description of the food donation program:

UMD-DS partnered with the Food Recovery Network in September, 2011, to improve waste reduction and enhance campus social

responsibility. The Food Recovery Network is a student-led organization started at UMD that collects unused food from the dining halls,

catered events, and concessions program and donates it to those in need in Washington, D.C. and the College Park, M.D. area. The Food

Recovery Network partners with numerous student groups on campus to recruit student volunteers who salvage unused food and transport

it to local shelters. UMD-DS Senior Executive Chef and unit management teams coordinate with the student leaders in order to

effectively and safely run this program.

The website URL where information about the food donation program is available:

http://dining.umd.edu/greendining





http://dining.umd.edu/greendining


Recycled Content Napkins

Responsible Party

Sally DeLeon

Project Manager



Does the institution use recycled content napkins in its dining service operations?:

Yes

A brief description of the purchasing behavior:

Currently, napkins purchased for dining halls are made in the U.S.A out of 100% recycled fiber.

The website URL where information about the purchasing is available:

---




Reusable Container Discounts

Responsible Party

Sally DeLeon

Project Manager



Does campus dining operations offer discounts to customers who use reusable mugs instead of disposable cups in

to-go food service operations?:

Yes

A brief description of the reusable mug program:

Students, faculty and staff that use mugs for any fountain beverages and coffee/tea/ etc in the dining halls, shops, and cafes across campus

will receive a $.20 discount.

Amount of the discount offered for using reusable mugs:

0.20

Description of other reusable food- or beverage-related programs (e.g. incentives for use of reusable bags, dishware,

to-go containers):

There is a reusable food to-go container program that gives the customer a $.25 discount as well. Using this reusable container helps to

reduce landfill waste and saves resources. The customer first pays $5.00 for the container, and once finished the container is returned to a

machine called OZZI that rinses and wipes the container, and the customer is given a token to use so they can receive a clean container

the next time they want to use one.

The website URL where information about the reusable mug discount program is available:

http://dining.umd.edu/whats-new/1088





Reusable To-Go Containers

Responsible Party

Sally DeLeon

Project Manager



Does campus dining operations provide reusable containers for to-go food that are returned for cleaning and reuse?:

Yes

A brief description of the reusable to-go container program:

UMD-DS began a pilot for reusable carryout containers in November, 2011, which continues to expand. During the 2011 Thanksgiving

holiday, UMD-DS sent postcards redeemable for one free reusable carryout container to each student with a residential meal plan.

Students were able to redeem for their first reusable carryout container. The department also partnered with student groups, including the

Residential Hall Association and Peed Education Volunteer Program, to inform students about the containers, raffle off additional

containers, and develop an educational video on how to participate in the program. Since implementation, UMD-DS has seen a 29%

increase in reusable carryout program participation from 1,662 uses during the pilot, 26,007 uses in the spring 2012 semester, and 33,596

uses in the fall 2012 semester.

The website URL where information about the reusable to-go container program is available:






Energy

This subcategory seeks to recognize institutions that are reducing their energy consumption through conservation and efficiency, and

switching to cleaner and renewable sources of energy such as solar, wind, geothermal, and low-impact hydropower. For most

institutions, energy consumption is the largest source of greenhouse gas emissions, which cause global warming. Global warming is

expected to have myriad negative impacts throughout the world, including increased frequency and potency of extreme weather events,

sea level rise, species extinction, water shortages, declining agricultural production, and spread of diseases. The impacts are expected to

be particularly pronounced for poor communities and countries. In addition to causing global warming, energy generation from fossil

fuels, especially coal, produces air pollutants such as sulfur dioxide, nitrogen oxides, mercury, dioxins, arsenic, cadmium and lead. These

pollutants contribute to acid rain as well as health problems such as heart and respiratory diseases and cancer. Coal mining and oil and

gas drilling can also damage environmentally and/or culturally significant ecosystems. Nuclear power creates highly toxic and

long-lasting radioactive waste. Large-scale hydropower floods habitat and disrupts fish migration.

Implementing conservation measures and switching to renewable sources of energy can help institutions save money and protect them

from utility rate volatility. Renewable energy may be generated locally and allow campuses to support local economic development.

Furthermore, institutions can help shape markets by creating demand for cleaner, renewable sources of energy.

Credit

Building Energy Consumption

Clean and Renewable Energy

Timers for Temperature Control

Lighting Sensors

LED Lighting

Vending Machine Sensors

Energy Management System

Energy Metering




Building Energy Consumption

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has reduced its total building energy consumption per gross square foot of building space compared to a 2005 baseline.

To aggregate energy consumption data from multiple sources, figures should be converted into MMBtu (one million British thermal units

– a standard measure of energy) using the following equivalents:

1 kWh = 0.003412 MMBtu

1 MWh = 3.412 MMBtu

1 therm = 0.1 MMBtu

1 kBtu = 0.001 MMBtu

1 ton-hour = 0.012 MMBtu

1 MJ = 0.000948 MMBtu


Total building energy consumption, 2005:

2,586,301.12 MMBtu

Building space, 2005 :

13,236,841 Gross Square Feet

Total building energy consumption, performance year:

2,444,508.31 MMBtu

Building space, performance year:

14,386,061 Gross Square Feet

List the start and end dates of the energy consumption performance year:

Jan. 1 2012-Dec. 31 2012




Clean and Renewable Energy

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution supports the development and use of clean and renewable energy sources using any one or combination of the following

options.

Option 1: Generating electricity from clean and renewable energy sources on campus and retaining or retiring the rights to the

environmental attributes of such electricity. (In other words, if the institution has sold Renewable Energy Credits for the clean and

renewable energy it generated, it may not claim such energy here). The on-site renewable energy generating devices may be owned

and/or maintained by another party as long as the institution has contractual rights to the associated environmental attributes.

Option 2: Using renewable sources for non-electric, on-site energy generation, such as biomass for heating.

Option 3: Catalyzing the development of off-site clean and renewable energy sources (e.g. an off-campus wind farm that was designed

and built to supply electricity to the institution) and retaining the environmental attributes of that energy.

Option 4: Purchasing the environmental attributes of electricity in the form of Renewable Energy Certificates (RECs) or other similar

renewable energy products that are either Green-e Energy certified or meet Green-e Energy’s technical requirements and are verified as

such by a third party, or purchasing renewable electricity through the institution’s electric utility through a certified green power

purchasing option.

Option 5: Using cogeneration technologies to generate electricity more efficiently. Note: generating electricity using cogeneration

technology and a renewable fuel, such as biomass, is considered Option 1 and should not be counted twice.

Since this credit is intended to recognize institutions that are generating new sources of clean and renewable energy, neither the electric

grid mix for the region in which the institution is located nor the grid mix reported by the electric utility that serves the institution count

for this credit.

Technologies that reduce the amount of energy used but do not generate renewable energy do not count for this credit. For example,

daylighting, passive solar design, and ground-source heat pumps are not counted in this credit. The benefits of such strategies are

captured by OP Credit 5: Greenhouse Gas Emissions Reductions and OP Credit 7: Building Energy Consumption.

Transportation fuels, which are covered by OP Credit 14: Campus Fleet, are not included in this credit.

To aggregate energy consumption data from multiple sources, figures should be converted into MMBtu (one million British thermal units

– a standard measure of energy) using the following equivalents:

1 kWh = 0.003412 MMBtu

1 MWh = 3.412 MMBtu

1 therm = 0.1 MMBtu




1 kBtu = 0.001 MMBtu

1 ton-hour = 0.012 MMBtu

1 MJ = 0.000948 MMBTU


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 :

24.54 MMBtu

Option 2: Non-electric renewable energy generated:

149.41 MMBtu

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 :

43,133.49 MMBtu

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:

4,531.14 MMBtu

Option 5: Total electricity generated with cogeneration technology using non-renewable fuel sources :

830,462.46 MMBtu

Total energy consumed during the performance year :

2,757,210.33 MMBtu

A brief description of on-site renewable electricity generating devices :

A 5.25 kW photovoltaic solar array was installed on the roof of the Cole

Student Activities Building in 2009. A 631 kW photovoltaic solar array

was install on the roof of the Severn Building in 2011. The Severn array

was installed after UMD was selected as a Maryland Energy

Administration Project Sunburst Initiative Partner and awarded a grant

aimed at promoting the installation of renewable energy systems on

public buildings in Maryland. WGES financed the remainder of the Severn

project cost and UMD purchases the electricity generated by the solar

panels under a 20-year agreement with WGES.

A brief description of on-site renewable non-electric energy devices:




Solar hot water panels installed at Ellicott Dining Hall in early 2010

provide about 30 percent of the energy needed to pre-heat domestic water

for “the Diner.” The system includes 20 panels with 3 solar storage

tanks, pumps, temperature sensors, and controls. The University has also

begun to install geothermal heat-pump systems in some of its newest

buildings as of 2012.

A brief description of off-site, institution-catalyzed, renewable electricity generating devices:

In 2010, the University System of Maryland (USM) and the Department of

General Services executed three (3), twenty year Power Purchase

Agreements for renewable energy. The projects are:

• 16 megawatt solar project at Mount St. Mary's University

• 10 mega watt wind project in western Maryland

• 55 megawatt wind project in West Virginia

USM receives 1/3 of the output from each project, which equates to

approximately 15 percent of our total energy use. This equates to the

University of Maryland receiving 15 percent of its purchased electricity

from renewable sources. The Maryland wind project, Roth Rock Wind Farm,

became operational in 2011, and the Pinnacle Project (West Virginia)

and the solar project at Mount St. Mary’s became operational in 2012.

USM retains the renewable energy credits (RECs) for all of the purchased

energy.

A brief description of RECs or other similar renewable energy products purchased during the previous year,

including contract timeframes:

1328 Green-e certified RECs were purchased in 2012 to help with LEED compliance for new construction.

A brief description of cogeneration technologies deployed:

The recipient of the EPA’s 2005 Energy Star Award, the University’s

Combined Heat and Power Plant was completed in 2003. The system produces

all of the steam required for heating and in some cases cooling for the

University. The plant is capable of producing up to 90 percent of the

University’s electric demand in the winter and around 50 percent of the

summer demand. Consisting of two gas-fired combustion turbines, one

steam-driven electric turbine, and two heat recovery steam generators,

the system operates at efficiencies of around 70 percent, significantly

higher than like-sized independent steam boilers and electric

generators. The system requires approximately 16 percent less fuel than

typical purchased electricity with separate steam generation, resulting

in a reduction of nitrous oxide, sulfur dioxide, and roughly 53,000 tons

of carbon dioxide annually.




The website URL where information about the institution's renewable energy sources is available:

http://sustainability.umd.edu/content/campus/energy.php





Timers for Temperature Control

Responsible Party

Sally DeLeon

Project Manager



Does the institution use timers to regulate temperatures based on occupancy hours in at least one building?:

Yes

A brief description of the technology used:

There are temperature setpoints for occupied and unoccupied hours through the building automation system in many buildings.

The percentage of building space (square footage) with timers for temperature control:

---

The website URL where information about the practice is available:

---




Lighting Sensors

Responsible Party

Sally DeLeon

Project Manager


Submission Note:

All occupancy sensors used on campus are dual technology sensors, and use both infrared and motion sensing technology.


Does the institution use motion, infrared, and/or light sensors to reduce energy use for lighting in at least one

building?:

Yes


Many classrooms have been retrofitted with occupancy sensors.

The percentage of building space with lighting sensors:

---

The website URL where information about the institution's use of the technology is available:






LED Lighting

Responsible Party

Sally DeLeon

Project Manager



Does the institution use Light Emitting Diode (LED) technology in at least one lighting application? LED applications

in exit signs and remote controls do not count for this credit.:

Yes


LED lights have been piloted and are used in appropriate locations.

The percentage of building space with LED lighting:

---

The percentage of parking deck space with LED lighting:

---

The percentage of outdoor space that uses LED lighting:

---

The percentage of building space with efficient, non-LED lighting (compact fluorescent, automatic daylight shutoff,

or other energy-saving features):

---

The website URL where information about the institution's use of the technology is available :

---




Vending Machine Sensors

Responsible Party

Sally DeLeon

Project Manager



Has the institution installed vending machine motion sensors for at least one vending machine?:

Yes


A number of vending machines on campus utilize Vendmiser controls to reduce power usage by these machines and reduce greenhouse

gas emissions.

The percentage of vending machines with sensors:

---


---




Energy Management System

Responsible Party

Sally DeLeon

Project Manager



Does the institution use a centralized energy management system that allows it to track energy consumption and

performance in multiple buildings in a central location?:

Yes

A brief description of the management system:

The Energy and Utilities Unit (EUU) of the Department of Facilities Administration tracks energy consumption and performance in all

buildings on campus. The EUU uses software that pulls data from meters around campus into one centralized location. Campus

stakeholders can also trend usage through web access to the metering software.

The percentage of building space monitored with a centralized energy management system:

100

A description of what systems are shut down during unoccupied periods:

---


---




Energy Metering

Responsible Party

Sally DeLeon

Project Manager



Does the institution meter all energy consumption (electricity, natural gas, purchased steam, etc.) for at least one

building?:

Yes

A brief description of the metering system:

Most buildings are metered for electricity and steam consumption. The campus metering system collects 15 minute interval data for

electricity and hourly data for delivered steam. Campus stakeholders can trend usage through web access to metering software.

All natural gas boilers are also metered.

The percentage of building space with energy metering:

100

The website URL where information about the metering system is available:

http://www.sustainability.umd.edu/content/campus/energy.php



http://www.sustainability.umd.edu/content/campus/energy.php


Grounds

This subcategory seeks to recognize institutions that plan and maintain their grounds with sustainability in mind. Beautiful and

welcoming campus grounds can be planned, planted, and maintained in any region while minimizing the use of toxic chemicals,

protecting wildlife habitat, and conserving water and resources.

Credit

Integrated Pest Management

Native Plants

Wildlife Habitat

Tree Campus USA

Snow and Ice Removal

Landscape Waste Composting




Integrated Pest Management

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution’s grounds are developed and maintained in accordance with an integrated pest management plan that adheres to the following

four-tiered approach:

1) Set action thresholds

2) Monitor and identify pests

3) Prevention

4) Control


The size of the campus grounds :

1,250 Acres

The size of campus grounds that are maintained in accordance with a four-tiered IPM plan :

1,250 Acres

A brief description of the IPM plan(s) :

Maintenance practices are developed with acknowledgement of the heavy use the landscape receives for recreational and academic

purposes. Plant health is emphasized over pest control, and an environmentally sensitive system of integrated pest management is used to

keep pest populations below acceptable thresholds. Recycling of organic material helps to build better soils and better plant health, and

compliments Maryland’s goal of using minimal pesticides.

Since January 2011, staff members from all different departments have volunteered to adopt specific areas on campus in order to reduce

chemical use in those areas. Any staff member interested in reducing chemical use is encouraged to volunteer. Maryland also holds

large-scale student volunteer activities, such as weed removal to control pests.

The website URL where information about the IPM plan(s) is available:

http://www.arboretum.umd.edu/sitepages/learn/managementStrategies.aspx





Native Plants

Responsible Party

Sally DeLeon

Project Manager



Does the institution prioritize the use of native plant species in landscaping?:

Yes

A brief description of the native plant program, policy, or practice:

University of Maryland strives to plant a minimum of 50% native plants throughout the grounds. No planting of known invasive species

occurs and the Maryland DNR’s Do Not Plant list is honored. The arboretum and botanical garden are invaluable resources for

Maryland's flagship campus. The native plant gardens are used to document, understand and learn about current and regionally important

forces of nature and man. The gardens also serve to increase public environmental literacy for a sustainable future. The plants in our

native gardens are grown from seeds collected during plant explorations conducted throughout Maryland. The seeds provide a bank of

locally valuable Maryland plant species and wildflowers. The flowers will produce seeds to be sown to restore our native plant

populations. Unlike lawns, native grasses and wildflowers can thrive without watering, mowing or weed killers. They are locally adapted

to provide food and shelter for a variety of wildlife including migratory birds, insect pollinators, frogs and turtles. The Sun Garden is a

prime example of one of Maryland’s native plant gardens. It displays grasses, flowers, shrubs and trees that thrive with a minimum of

supplemental watering and fertilizers.


http://www.arboretum.umd.edu/sitepages/discover/nativeGarden.aspx



http://www.arboretum.umd.edu/sitepages/discover/nativeGarden.aspx


Wildlife Habitat

Responsible Party

Sally DeLeon

Project Manager



Does the institution have programs in place to protect and/or create wildlife habitat on institution-owned land?:

Yes

A brief description of the wildlife habitat program, policy, or practice:

The University has signed a Long Term Protection Forest Conservation Easement with the Maryland Department of Natural Resources

providing for permanent protection of designed easement areas and for updates to the easement agreement. Priority protected areas

include stream buffers, wetlands, and steep slopes, affecting interconnected green corridors that also enhance water quality and habitat.

Currently, the easement includes 70.56 acres of forest. In addition, creating a plant pollinator garden is an aspiration of the Grounds

Management department. The garden would have plants that require pollinators, which would attract new wildlife to the area.


http://sustainability.umd.edu/content/campus/forestation.php



http://sustainability.umd.edu/content/campus/forestation.php


Tree Campus USA

Responsible Party

Sally DeLeon

Project Manager



Is the institution recognized by the Arbor Day Foundation's Tree Campus USA program?:

Yes

A brief description of the institution's Tree Campus USA program:

For four consecutive years the University of Maryland has earned Tree Campus USA recognition for its dedication to campus forestry

management and environmental stewardship. The University of Maryland has met the five core standards of tree care and community

engagement in order to receive the Tree Campus USA status. The standards are: establish a campus tree advisory committee; evidence of

a campus tree-care plan; verification of dedicated annual expenditures on the campus tree-care plan; involvement in an Arbor Day

observance; and the institution of a service-learning project aimed at engaging the student body. Read more about the Tree Campus USA

program in this year’s press release at

http://www.umdrightnow.umd.edu/news/maryland-named-tree-campus-usa-fifth-consecutive-year


http://www.newsdesk.umd.edu/university/release.cfm?ArticleID=2637







http://www.newsdesk.umd.edu/university/release.cfm?ArticleID=2637


Snow and Ice Removal

Responsible Party

Sally DeLeon

Project Manager



Has the institution implemented technologies or strategies to reduce the environmental impacts of snow and ice

removal?:

Yes

A brief description of the snow and ice removal program, policy, or practice:

The University of Maryland uses ice removal material that is as environmentally benign as possible. Molasses is one alternative currently

used, although other sustainable options have been pursued in the past.


---




Landscape Waste Composting

Responsible Party

Sally DeLeon

Project Manager


Submission Note:

Note to Sally-

We compost leaves and other yard waste through the City of College Park every fall.


Does the institution compost or mulch waste from grounds keeping, including grass trimmings?:

Yes

A brief description of the composting or mulching program:

University of Maryland recycles all grass clippings on site through lawn mowers. Leaves and other yard waste are composted through the

City of College Park every fall. Leaves and mixed debris, including weeds and branches, are collected on campus and taken to an offsite

area for recycling. Maryland uses offsite composting because there is not enough land on campus. However, the Department of Building

and Landscape Services receives some of the compost generated offsite back to use for landscaping on campus.

The percentage of landscape waste that is mulched or composted onsite:

---

The percentage of landscape waste that is mulched or composted off-site:

---


---




Purchasing

This subcategory seeks to recognize institutions that are using their purchasing power to help build a sustainable economy. Collectively,

colleges and universities spend many billions of dollars on goods and services annually. Each purchasing decision represents an

opportunity for institutions to choose environmentally and socially preferable products and services and support companies with strong

commitments to sustainability.

Credit

Computer Purchasing

Cleaning Products Purchasing

Office Paper Purchasing

Vendor Code of Conduct

Historically Underutilized Businesses

Local Businesses




Computer Purchasing

Responsible Party

Sally DeLeon

Project Manager


Criteria

Part 1

Institution has an institution-wide stated preference to purchase Electronic Product Environmental Assessment Tool (EPEAT) Silver or

higher products. This can take the form of purchasing policies, guidelines, or directives. This credit does not include specialized

computers for which no EPEAT certified products are available. Policies and directives adopted by entities of which the institution is part

(e.g. state government or the university system) may count for this credit as long as the policies apply to and are followed by the

institution.

Part 2

Institution purchases Electronic Product Environmental Assessment Tool (EPEAT) Silver and/or Gold registered products for standard

desktop and notebook/laptop computers and monitors. This credit does not include specialized computers for which no EPEAT certified

products are available.


Does the institution have an institution-wide stated preference to purchase EPEAT Silver or higher computers and

monitors?:

Yes

The website URL where the EPEAT policy, directive, or guidelines are posted :

http://www.president.umd.edu/policies/docs/VIII-310C.pdf

A brief description of steps the institution has taken to ensure that the purchasing policy, directives, or guidelines are

followed :

The Office of Sustainability trains student interns to meet with business managers in departments around campus to make sure they are

aware of the University's Policies and Procedures for Environmentally Preferable Procurement, and offer tools and guidance on how to

comply with the EPEAT directive. Through the Green Office Program, the Office of Sustainability educates offices around campus about

green purchasing options and policies. The Green Office program check-lists include a link to the EPEAT website to help purchasers find

the right computer for their needs. The Division of Student Affairs requires departments to report information about compliance with the

EPEAT directive on an annual basis.





Does the institution wish to pursue points for Part 2 of this credit (expenditures on EPEAT computers)?:

No

Expenditures on EPEAT Gold desktop and laptop computers and monitors :

---

Expenditures on EPEAT Silver desktop and laptop computers and monitors :

---

Total expenditures on desktop and laptop computers and monitors :

---




Cleaning Products Purchasing

Responsible Party

Sally DeLeon

Project Manager


Criteria

Part 1

Institution has an institution-wide stated preference to purchase Green Seal™ or EcoLogoTM certified cleaning products. The stated

preference can take the form of purchasing policies, guidelines, or directives to purchase green cleaning products. Policies and directives

adopted by entities of which the institution is part (e.g. state government or the university system) may count for this credit as long as the

policies apply to and are followed by the institution.

Part 2

Institution’s main cleaning or housekeeping department(s) and/or contractor(s) purchase Green Seal or EcoLogo certified cleaning

products. This credit does not include cleaning products for which no Green Seal or EcoLogo certified products are available.


Does the institution have an institution-wide stated preference to purchase Green Seal (tm) or EcoLogo (tm) certified

cleaning products?:

Yes

The website URL where the green cleaning product purchasing policy, directive, or guidelines are posted:



followed:

There are four custodial units responsible for cleaning buildings on campus: Facilities Management, Residential Facilities, Dining

Services, and the Stamp Student Union staff. Each unit has been made aware of the policy and has developed a green cleaning program.

All four units report and publish percent of expenditures on green cleaning products through the Office of Sustainability annually.

Does the institution wish to pursue points for Part 2 of this credit (expenditures on cleaning products)?:

Yes

Expenditures on Green Seal and/or EcoLogo certified cleaning products :

1,331,085.58 US/Canadian $





Total expenditures on cleaning products :

1,717,656.79 US/Canadian $

A copy of the sections of the cleaning contract(s) that reference certified green products:

---




Office Paper Purchasing

Responsible Party

Sally DeLeon

Project Manager


Criteria

Part 1

Institution has an institution-wide stated preference to purchase recycled content office paper. This can take the form of purchasing

policies, guidelines, or directives to purchase recycled content office paper. Policies and directives adopted by entities of which the

institution is part (e.g. state government or the university system) may count for this credit as long as the policies apply to and are

followed by the institution.

Part 2

Institution purchases recycled content office paper.

Submission Note:

The University of Maryland has included sugar cane paper as recycled paper in its 2012 calendar year report. Although the university is

purchasing sugar cane paper now to be more sustainable, the University's Environmentally Preferable Procurement Policy requires

purchasing of only 100% recycled paper.

There has been an 18.4% increase in the University's recycled paper since last year, with 100% recycled paper purchasing almost

doubling from one of the University's vendors. The Office of Procurement has requested that their suppliers no longer offer Virgin paper

on campus for the 2013 calendar year.


Does the institution have an institution-wide stated preference to purchase recycled content office paper?:

Yes

The URL where the recycled paper policy, directive, or guidelines are posted:



followed :

The Office of Sustainability trains student interns to meet with business managers in departments around campus to make sure they are

aware of the University's Policies and Procedures for Environmentally Preferable Procurement, and offer tools and guidance on how to

comply with the Recycled Paper purchasing directive. Additionally, through the Green Office Program, the Office of Sustainability





educates offices around campus about recycled paper purchasing options and policies.

Does the institution wish to pursue points for Part 2 of this credit (expenditures on recycled paper)?:

Yes

Expenditures on 10-29 percent recycled-content office paper :

0 US/Canadian $


97,741 US/Canadian $



Expenditures on 70-89 percent recycled-content office paper (required if claiming points for Part 2):

0 US/Canadian $



Total expenditures on office paper :





Vendor Code of Conduct

Responsible Party

Mark Stewart



Criteria

Institution has and acts on a vendor code of conduct or equivalent policy that sets expectations about the social and environmental

responsibility of vendors with whom the institution does business. Policies adopted by entities of which the institution is part (e.g. state

government or the university system) may count for this credit as long as the policies apply to and are followed by the institution.


Does the institution have and act on a vendor code of conduct or equivalent policy that sets expectations about the

social and environmental responsibility of vendors with whom the institution does business?:

Yes

The website URL where the vendor code of conduct or equivalent policy is posted :


A copy of the vendor code of conduct or equivalent policy:

social responsibility affadavit.docx

A brief description of programs and strategies institution has implemented to ensure the code is followed, including a

brief description of instances when vendor code of conduct has changed purchasing behavior within the last five

years, if applicable:

The Director of Procurement sent a memo to all deans, directors, and department heads announcing the Environmentally Preferable

Procurement Policy, which includes vendor code of conduct. One example of how the policy has influenced vendor behavior came in

2012 when one of our athletic facilities replaced carpeting and specified that the vendor use plant-based adhesive for the installation. That

request actually encouraged the vendor to switch to plant-based adhesive for all of their projects.

The University also has a Social Responsibility Affidavit, which ensures that Maryland only does business with socially and

environmentally conscious companies.




http://stars.aashe.org/media/secure/471/5/345/1896/social%20responsibility%20affadavit.docx


Historically Underutilized Businesses

Responsible Party

Sally DeLeon

Project Manager



Does the institution seek to support historically underutilized businesses, minority-owned businesses, and women

owned-businesses?:

Yes

A brief description of how the institution meets the criteria:

The University of Maryland has a series of procurement regulations, which includes a clause that gives preference to minority-owned

businesses, particularly for smaller purchases.


---




Local Businesses

Responsible Party

Sally DeLeon

Project Manager



Does the institution give preference to local products and businesses in its purchasing decisions? Local food

purchases, which are covered in OP Credit 6: Food Purchasing, are not included in this credit.:

Yes


It is illegal to have a stated preference for local businesses in the State of Maryland. However, university departments are encouraged to

make smaller purchases (<$5000) through small or local businesses.


---




Transportation

This subcategory seeks to recognize institutions that are moving toward sustainable transportation systems. Transportation is a major

source of greenhouse gas emissions and other pollutants that contribute to health problems such as heart and respiratory diseases and

cancer. Due to disproportionate exposure, these health impacts are frequently more pronounced in low-income communities next to

major transportation corridors. In addition, the extraction, production, and global distribution of fuels for transportation can damage

environmentally and/or culturally significant ecosystems and may financially benefit hostile and/or oppressive governments.

At the same time, campuses can reap benefits from modeling sustainable transportation systems. Bicycling and walking provide human

health benefits and mitigate the need for large areas of paved surface, which can help campuses to better manage storm water.

Institutions may realize cost savings and help support local economies by reducing their dependency on petroleum-based fuels for

transportation.

Credit

Campus Fleet

Student Commute Modal Split

Employee Commute Modal Split

Bicycle Sharing

Facilities for Bicyclists

Bicycle and Pedestrian Plan

Mass Transit Programs

Condensed Work Week

Telecommuting

Carpool/Vanpool Matching

Cash-out of Parking

Carpool Discount

Local Housing

Prohibiting Idling

Car Sharing




Campus Fleet

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution supports alternative fuel and power technology by including in its motorized vehicle fleet (cars, trucks, tractors, buses)

vehicles that are:

1. Gasoline-electric hybrid

2. Diesel-electric hybrid

3. Plug-in hybrid

4. 100 percent electric

5. Fueled with Compressed Natural Gas (CNG)

6. Hydrogen fueled

7. Fueled with B20 or higher biofuel for more than 6 months of the year; and/or

8. Fueled with E85 or higher ethanol for more than 6 months of the year.

For this credit, the institution’s motorized fleet includes all institution-owned and operated vehicles that are used for transporting people

and/or goods. Heavy construction equipment (e.g. excavators and pavers) and maintenance equipment (e.g. lawn-mowers and leaf

blowers) are not included in this credit.


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 :

4

Plug-in hybrid vehicles in the institution’s fleet :

0

100 percent electric vehicles in the institution’s fleet :

11

Vehicles in the institution's fleet that are fueled with Compressed Natural Gas (CNG):

10




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 :

150

Total number of vehicles in the institution’s fleet, including all of the above :

900




Student Commute Modal Split

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution's students commute to and from campus using more sustainable options such as walking, bicycling, vanpooling or carpooling,

taking public transportation, riding motorcycles or scooters, riding a campus shuttle, or a combination of these options. Students who live

on campus should be included in the calculation based on how they get to and from their classes.


The percentage (0-100) of institution's students who use more sustainable commuting options:

60.50

The percentage (0-100) of institution’s students who commute with only the driver in the vehicle (excluding

motorcycles and scooters) as their primary method of transportation:

39.50

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 :

23.40

The percentage (0-100) of institution’s students who vanpool or carpool as their primary method of transportation:

6.30

The percentage (0-100) of institution’s students who take a campus shuttle or public transportation as their primary

method of transportation :

29.70

The percentage (0-100) of institution’s students who use a motorcycle, scooter or moped as their primary method of

transportation:

1.10

The website URL where information about alternative transportation is available:

http://transportation.umd.edu/green.html





Employee Commute Modal Split

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution's employees (faculty, staff, and administrators) commute to and from campus using more sustainable options such as walking,

bicycling, vanpooling or carpooling, taking public transportation, riding motorcycles or scooters, riding a campus shuttle, or a

combination of these options. Employees who live on campus should be included in the calculation based on how they get to and from

their workplace.


The percentage (0-100) of institution's employees that use more sustainable commuting options:

47.94

The percentage (0-100) of institution’s employees who commute with only the driver in the vehicle (excluding

motorcycles and scooters) as their primary method of transportation :

52.06

The percentage (0-100) of institution’s employees who walk, bicycle, or use other non-motorized means as their

primary method of transportation. Please note that this may include on-campus residents:

11.58

The percentage (0-100) of institution’s employees who vanpool or carpool as their primary method of transportation :

7.97

The percentage (0-100) of institution’s employees who take a campus shuttle or public transportation as their primary

method of transportation :

27.33

The percentage (0-100) of institution's employees who use a motorcycle, scooter, or moped as their primary method of

transportation:

1.06

The website URL where information about alternative transportation is available:






Bicycle Sharing

Responsible Party

Sally DeLeon

Project Manager



Does the institution have a bicycle-sharing program or participate in a local bicycle-sharing program?:

Yes

A brief description of the program, including an indication of its scope (e.g., the number of bicycles the program

makes available, participation levels, etc.):

The City of College Park and the University of Maryland were awarded a state grant in 2012 to establish a bike sharing program. The

program is currently being established.


http://collegepark.patch.com/articles/city-receives-375k-state-grant-for-bike-share-program



http://collegepark.patch.com/articles/city-receives-375k-state-grant-for-bike-share-program


Facilities for Bicyclists

Responsible Party

Sally DeLeon

Project Manager



Does the institution have indoor and secure bike storage, shower facilities, and lockers for bicycle commuters in at

least one building?:

Yes

A brief description of the facilities:

The Department of Transportation Services offers secured bicycle and motorized scooter parking space for rental. These group lockers

provide parking spaces within a caged area. The Bicycle Commuter Shower pass provides access to locker rooms in campus recreation

buildings for registered bicycle commuters.


http://www.transportation.umd.edu/biking_gettingAround.html



http://www.transportation.umd.edu/biking_gettingAround.html


Bicycle and Pedestrian Plan

Responsible Party

Sally DeLeon

Project Manager



Has the institution developed a bicycle plan?:

Yes

A brief description of the plan:

The University of Maryland – College Park Facilities Master Plan (FMP)

establishes a framework to guide the physical growth and development of

the campus. The 2011-2030 Update incorporates principles from the

University of Maryland Campus Bicycle Study. The Bicycle Summary Report summarizes key bicycle-related highlights of the

2011-2030 FMP

Update planning process.

The website URL where information about the plan is available:

http://www.transportation.umd.edu/images/Green/Bicycle_Summary_Report_November%207%202011_FINAL

.pdf



http://www.transportation.umd.edu/images/Green/Bicycle_Summary_Report_November%207%202011_FINAL.pdf

http://www.transportation.umd.edu/images/Green/Bicycle_Summary_Report_November%207%202011_FINAL.pdf


Mass Transit Programs

Responsible Party

Sally DeLeon

Project Manager



Does the institution offer free or reduced price transit passes and/or operate a free campus shuttle?:

Yes

A brief description of the program(s), (s), including availability, participation levels, and specifics about discounts or

subsidies offered (including pre-tax options):

Shuttle-UM is one of the nation’s largest University transit services. With a fleet of over 60 vehicles, including hybrids and clean diesel

models, Shuttle-UM provides transit service on and around the University of Maryland Campus to more than 2.6 million riders a year.


http://www.transportation.umd.edu/shuttle.html



http://www.transportation.umd.edu/shuttle.html


Condensed Work Week

Responsible Party

Sally DeLeon

Project Manager


Submission Note:

http://www.studentaffairs.umd.edu/worklife/careleave.html

The above link provides information on the available compressed work schedule options.


Does the institution offer a condensed work week option for employees? The institution does not have to offer the

option to all employees in order to earn this credit.:

Yes


The Division of Student Affairs offers a Flextime work program. Flextime pertains to variable daily/weekly start and end times and can

include a compressed work week. Flextime can be applied to certain positions (i.e., those that allow for more variance in their schedules),

but not all positions.

Student affairs also provides an option for compressed work schedules, implementing either 4 ten hour days or 4 nine hour days and 1

four hour day.


http://www.studentaffairs.umd.edu/worklife/flextime.html





http://www.studentaffairs.umd.edu/worklife/flextime.html


Telecommuting

Responsible Party

Sally DeLeon

Project Manager



Does the institution offer a telecommute program for employees?:

Yes


The Division of Student Affairs offers a telework program. Other divisions

also allow teleworking at the discretion of an employee's supervisor.


http://www.studentaffairs.umd.edu/worklife/telework.html



http://www.studentaffairs.umd.edu/worklife/telework.html


Carpool/Vanpool Matching

Responsible Party

Sally DeLeon

Project Manager



Does the institution participate in a carpool/vanpool matching program?:

Yes


The University of Maryland provides a carpool matching program through ZimRide. All faculty, staff and students have free web access

to the program.


http://www.transportation.umd.edu/share.html



http://www.transportation.umd.edu/share.html


Cash-out of Parking

Responsible Party

Sally DeLeon

Project Manager






Carpool Discount

Responsible Party

Sally DeLeon

Project Manager


Submission Note:

Information can be found under the "TerpRider Benefits" tab.


Does the institution offer reduced parking fees for car and van poolers?:

Yes


The Department of Transportation Services at the University of Maryland offers a 50 percent discount to carpool commuters as well as

preferred parking spots on campus.


http://www.transportation.umd.edu/carpool.html



http://www.transportation.umd.edu/carpool.html


Local Housing

Responsible Party

Sally DeLeon

Project Manager



Does the institution have incentives or programs to encourage employees to live close to campus?:

Yes

A brief description of the incentives or programs:

Administered by the College Park Housing Authority and the College Park City-University Partnership, the WORK & LIVE COLLEGE

PARK program provides affordable home ownership opportunities for people working in College Park while minimizing the number of

foreclosed homes in the area. Through this program, buyers may be eligible to receive 10% of the purchase price (up to $35,000) in down

payment and closing cost assistance towards a foreclosed home in College Park.

The website URL where information about the incentives or programs is available:

http://www.collegeparkmd.gov/temp/Temp%20Docs/Work%20Live%20CP%20Guidelines.pdf



http://www.collegeparkmd.gov/temp/Temp%20Docs/Work%20Live%20CP%20Guidelines.pdf


Prohibiting Idling

Responsible Party

Sally DeLeon

Project Manager


Submission Note:

The Maryland Transportation Code in question can be found here:

http://law.justia.com/codes/maryland/2005/gtr/22-402.html


Has the institution adopted a policy prohibiting idling?:

Yes

A brief description of the policy:

The University of Maryland has a policy to enforce the Maryland Transportation Code on campus. Section §22-402 of the Code includes

the following language:

A motor vehicle engine may not be allowed to operate for more than 5 consecutive minutes when the vehicle is not in motion, except as

follows:

(i) When a vehicle is forced to remain motionless because of traffic conditions or mechanical difficulties over which the operator has no

control;

(ii) When it is necessary to operate heating and cooling or auxiliary equipment installed on the vehicle;

(iii) To bring the vehicle to the manufacturer's recommended operating temperature; or

(iv) When it is necessary to accomplish the intended use of the vehicle.

The website URL where information about the policy is available:

http://www.president.umd.edu/policies/docs/VI-900A.pdf





http://www.president.umd.edu/policies/docs/VI-900A.pdf


Car Sharing

Responsible Party

Sally DeLeon

Project Manager



Does the institution participate in a car sharing program, such as ZipCar or HourCar?:

Yes


Faculty, staff, and students can take mass transit to campus and have the flexibility of running errands during the day. The ZipCar

program allows any member of the campus community to conveniently borrow a car when needed (reservation required). Gas, insurance,

and maintenance are included.


http://www.transportation.umd.edu/zipcar.html



http://www.transportation.umd.edu/zipcar.html


Waste

This subcategory seeks to recognize institutions that are moving toward zero waste by reducing, reusing, recycling, and composting.

These actions mitigate the need to extract virgin materials, such as trees and metals. It generally takes less energy and water to make a

product with recycled material than with virgin resources. Reducing waste generation also reduces the flow of waste to incinerators and

landfills which produce greenhouse gas emissions, can contaminate air and groundwater supplies, and tend to have disproportionate

negative impacts on low-income communities. Waste reduction and diversion also save institutions costly landfill and hauling service

fees. In addition, waste reduction campaigns can engage the entire campus community in contributing to a tangible sustainability goal.

Credit

Waste Reduction

Waste Diversion

Construction and Demolition Waste Diversion

Electronic Waste Recycling Program

Hazardous Waste Management

Materials Exchange

Limiting Printing

Materials Online

Chemical Reuse Inventory

Move-In Waste Reduction

Move-Out Waste Reduction




Waste Reduction

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has implemented source reduction strategies to reduce total waste generation (garbage, recycling, and compost) per weighted

campus user compared to a 2005 baseline.

Total waste generation includes all materials recycled, composted, and disposed of as trash except construction, demolition, electronic,

hazardous, special (e.g. coal ash), universal and non-regulated chemical waste, which are covered in OP Credit 19: Construction and

Demolition Waste Diversion, OP Credit 20: Electronic Waste Recycling Program, and OP Credit 21: Hazardous Materials

Management.


Weight of materials recycled, 2005 baseline year :

3,101 Tons

Weight of materials composted, 2005 baseline year :

115.50 Tons

Weight of materials disposed as garbage, 2005 baseline year :

9,203.39 Tons

Weight of materials recycled, performance year :

12,990.07 Tons

Weight of materials composted, performance year :

7,096.60 Tons

Weight of materials disposed as garbage, performance year :

4,105.59 Tons

List the start and end dates of the waste reduction performance year:

Jan. 1, 2012 - Dec. 31, 2012





10,940


26,133


6,775


11,779


28,871


6,236

Time period for weighted campus user (list the consecutive 12 month period that most closely overlaps with waste

reduction performance year):

Sept. 1, 2012 - Aug. 31, 2013

Indication of whether institution has a stated commitment to waste-reduction goals, such as zero waste:

Yes

A brief description of the plan of action to achieve waste reduction goals:

Many departments on campus have undertaken action plans to reduce their waste through participating in the University of Maryland

Green Office Program. For more information and a list of current green offices, visit

http://www.sustainability.umd.edu/content/culture/green_offices.php

Dining Services at the University of Maryland has a stated commitment to reduce waste. Read more about the strategies they use online at


The website URL where information about the institution’s waste reduction initiatives is available:

http://www.sustainability.umd.edu/content/campus/recycling.php














Waste Diversion

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution diverts materials from the landfill or incinerator by recycling, composting, reusing, donating, or re-selling.

This credit does not include construction, demolition, electronic, hazardous, special (e.g. coal ash), universal and non-regulated chemical

waste, which are covered in OP Credit 19: Construction and Demolition Waste Diversion, OP Credit 20: Electronic Waste Recycling

Program, and OP Credit 21: Hazardous Materials Management.


Materials recycled, composted, reused, donated, re-sold, or otherwise diverted :

12,990.07 Tons

Materials disposed in a solid waste landfill or incinerator :

4,105.59 Tons

A brief description of programs, policies, infrastructure investments, outreach efforts, and/or other factors that

contributed to the diversion rate:

As part of the University of Maryland Climate Action Plan (CAP), the campus put in place strategies to achieve waste diversion targets.

So far waste diversion is on track and targets have been met ahead of schedule. Targets, as stated in the CAP, are to reach a 60 percent

diversion rate by 2010 (a 63 percent diversion rate was actually achieved) and a75 percent diversion rate by 2013 (a 76 percent diversion

rate was actually achieved). A description of programs and initiatives helping to increase the campus waste diversion rate is available

online at










Construction and Demolition Waste Diversion

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution diverts non-hazardous construction and demolition waste from the landfill and/or incinerator.

Soil and organic debris from excavating or clearing the site do not count for this credit.


Amount of construction and demolition materials recycled, donated, or otherwise recovered :

2,529.32 Tons

Amount of construction and demolition materials landfilled or incinerated :

0 Tons

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:

For all new construction and major renovation, the LEED-NC Materials and Resources credit on Construction Waste Management is

mandatory as stated in the University of Maryland's Design Criteria/Facility Standards Manual.

As of fall 2012, the University of Maryland has put in place a new system to better track waste from small campus renovation projects

and ensure proper recycling. A collaborative effort between FM’s Campus Projects, FM’s Solid Waste and Recycling Unit and the Office

of Sustainability, this recycling effort will generate about 300 to 800 tons of recyclable waste per year. The newly implemented program

shifts waste produced by campus renovation projects from disposal by local contractors to collection and delivery to local recycling

facilities by UMD's Waste and Recycling Group. Having outside contractors dispose of the waste was a pass-through cost and the new

program allows the university to ensure it is properly recycled at no additional cost to the projects. This project is a win-win effort

because it benefits the individual projects while advancing campus sustainability goals.




Electronic Waste Recycling Program

Responsible Party

Sally DeLeon

Project Manager


Criteria

Part 1

Institution has a program in place to recycle, reuse, and/or refurbish all electronic waste generated by the institution. Institution takes

measures to ensure that the electronic waste is recycled responsibly.

Part 2

Institution has a program in place to recycle, reuse, and/or refurbish electronic waste generated by students. Institution takes measures to

ensure that the electronic waste is recycled responsibly.

Submission Note:

The website for Terrapin Trader is

http://www.purchase.umd.edu/ttrader/index.htm


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 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:

By choosing a secured electronic waste recycling company, Terrapin Trader, Maryland is ensured that waste is recycled responsibly.

Terrapin Trader is the University’s surplus redistribution operation that plays a major role in the reuse, redistribution, and recycling of

used office furniture, lab equipment, and electronics. Through a variety of different programs, Terrapin Trader has been responsible for

keeping a wide array of material, including electronic waste, from ending up in local landfills.






A brief description of the electronic waste recycling program for institution-generated materials:

All recycled electronic equipment at the University is considered surplus equipment and is collected by Terrapin Trader. Functional

equipment may be sold to the general public and that which cannot be sold or does not work is sent to a qualified vendor where it is

deconstructed into individual components, which are then recycled.

A brief description of the electronic waste recycling program for student-generated materials :

Terrapin Trader, which is open to students, staff, faculty, and the general public, sells products, accepts bids on products, and also hosts

auctions. Electronic waste is also collected during Move Out/Trash to Treasure events, as well as during annual E-Waste drives, and is

transferred to Terrapin Trader.

The website URL where information about the e-waste recycling program is available:

http://www.sustainability.umd.edu/content/campus/recycling.php#Terp_Trade



http://www.sustainability.umd.edu/content/campus/recycling.php#Terp_Trade


Hazardous Waste Management

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has strategies in place to safely dispose of all hazardous, special (e.g. coal ash), universal, and non-regulated chemical waste

and seeks to minimize the presence of these materials on campus.

Submission Note:

http://www.des.umd.edu/compliance/factsheet/hazwaste.html


Does the institution have strategies in place to safely dispose of all hazardous, special (e.g. coal ash), 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, special (e.g. coal ash), universal, and non-regulated chemical

waste:

Researchers, labs, and other entities on campus that use hazardous waste are encouraged to find and use alternatives to these dangerous

products. In addition, researchers are asked to scale-down their experiments when possible, so as to use less hazardous product. Finally,

the use of hazardous materials is disincentivized with stringent security requirements. Some chemicals or other wastes have been

identified as potentially dangerous in the wrong hands, and so several safety procedures (security cameras, deadbolts, etc.) may be

necessary for some labs that utilize such chemicals.

A brief description of how the institution safely disposes of hazardous, universal, and non-regulated chemical waste:

The University of Maryland Department of Environmental Safety has created a website to track and register chemical, biological, and

radioactive waste for disposal. After a waste generator has completed an online training program, they may schedule a waste pick-up with

DES. The waste is stored securely for transport and disposal, whether it be in drums, chemical packs, SHARPS containers, or in other

waste disposal containers. These are then grouped and shipped to proper disposal facilities. In rare cases, unique chemicals or radioactive

materials may be stored on campus for longer than is typical. This is often done to more efficiently dispose of chemicals or, in the case of

radioactive material, to allow them to decay to safer levels.






The website URL where information about hazardous materials management is available:

http://des.umd.edu/hw/rest/manual/manual.pdf



http://des.umd.edu/hw/rest/manual/manual.pdf


Materials Exchange

Responsible Party

Sally DeLeon

Project Manager



Does the institution have a surplus department or formal office supplies exchange program that facilitates reuse of

materials?:

Yes


Terrapin Trader serves as the University of Maryland's surplus redistribution center. Once labeled as surplus, items such as lab

equipment, chairs, tables, computers, monitors, and other items are collected by Terrapin Trader and resold. The office is open to

students, staff, and faculty, both to drop off and purchase surplus products. Auctions are also held. In addition to these services, Terrapin

Trader also participates in an "Adopt-a-School" program. Under this program, Terrapin Trader works with one elementary school, one

middle school, and one high school from the surrounding area each year and addresses their needs using the surplus products they have

acquired.







Limiting Printing

Responsible Party

Sally DeLeon

Project Manager



Does the institution limit free printing for students in all computer labs and libraries?:

Yes

A brief description of how printing is limited:

To print in most computer labs or libraries on campus, students must pay a small fee for each print job. The prices are as follows: Black

and white print jobs cost 10 cents per page for one-sided documents, and 14 cents per page for two-sided documents. These prices are

increased to 50 and 70 cents, respectively, for color-printer jobs. Patrons can pay to print using Terrapin Express (a university payment

system) or by purchasing a photocopy access card.


http://www.lib.umd.edu/services/copying-and-printing/printing-from-umd-libraries-computers



http://www.lib.umd.edu/services/copying-and-printing/printing-from-umd-libraries-computers


Materials Online

Responsible Party

Sally DeLeon

Project Manager



Is the institution's default not to print course catalogs, course schedules, and directories, but instead make these

materials available online?:

Yes

A brief description of the practice:

The entire University of Maryland course catalog, complete with course schedules and instructor information, is available online. Class

selection and registration are done exclusively online through Testudo.


http://testudo.umd.edu/



http://testudo.umd.edu/


Chemical Reuse Inventory

Responsible Party

Sally DeLeon

Project Manager






Move-In Waste Reduction

Responsible Party

Sally DeLeon

Project Manager



Does the institution have a program to reduce residence hall move-in waste?:

Yes


During Move-In, Residential Life and Residential Facilities work together to collect and recycle all the cardboard boxes discarded by

students.


http://www.sustainability.umd.edu/content/campus/recycling.php#Moving





Move-Out Waste Reduction

Responsible Party

Sally DeLeon

Project Manager


Submission Note:

Trash to Treasure is a program with roots starting approximately 10 years ago but was revitalized in 2011-2012 in an effort to expand the

impact across all of the residence halls. The concept for the program has been to provide donation stations inside the residence halls

(near service desks) and in external POD locations on South Campus to help make the opportunity to donate more appealing than

disposing of unwanted items at move out. Working with multiple departments on campus (Sustainability, Facilities Management,

Residential Facilities, Dining Services, Transportation Services and the Residence Hall Association), the week-long collection program

has turned out to be a great success for the past two years.

For May 2013, we added Fraternity & Sorority Life (FSL) to the program and included collection opportunities for our FSL students.

Our goal was to achieve similar success in comparison to the May 2012 collection. While the overall collection was a little less than in

2012, the overall disposal numbers were discussed to be lower across the board (including trash). I do not have those numbers available,

but we estimated that there were a number of possible factors that could have affected the small reduction in numbers (including

competing collection drives with Campus Recreation Services, the hectic end to the semester with the Bowie State Graduation and

NCAA Lacrosse Tournament, better education to the students to affect a reduction of overall “stuff”, etc.). Still, we were very pleased

with the overall collection and are prepared to make some adjustments to become a true staple of the move out program.

Unfortunately, we did not have the means to get exact amounts of items donated for some of the collections, but I have the

approximations listed below.

Fraternities & Sororities – All Donations to Goodwill

- 66 Large Trash Bags, including clothing, shoes, books, kitchen supplies, etc.

- 4 Refrigerators

- Unknown number of lamps

- Total volume: Approximately 2/3 of a 24’ Trailer Truck

Residence Halls & Larger Campus Collection for Recycling

- 2.51 Tons of Carpet

- 4 Tons of Metal

- 2 Tons of Paper

- 68 Tons of General Recycling

- 4 Tons of Wood




Residence Halls & Larger Campus Donations to Goodwill & Capital Area Food Bank

- ½ of 16’ Box Truck of Mini Fridges

- One 16’ Box Truck of Televisions

- One 24’ Trailer Truck of General Donations to Goodwill, including clothing, shoes, books, kitchen supplies, etc.

- 40 Shopping Bags of Food Donations to the Food Bank


Does the institution have a program to reduce residence hall move-out waste?:

Yes


UMD’s “Trash to Treasure” donation drive is a partnership with Goodwill, Student Government Assocition, Residence Hall Association,

Residential Facilities, Resident Life and the campus Recycling Group in Facilities Management. Collection stations are set up around

campus to collect donated material from residents as they move out of the halls. Donated materials include TVs, clothes, small pieces of

furniture, small appliances, and carpets. In addition, "Terrapin Junktion", a community yard sale during Move-Out, provides an outlet for

unwanted goods and benefits the surrounding College Park community by offering low prices for household goods.







Water

This subcategory seeks to recognize institutions that are conserving water and making efforts to protect water quality. Pumping,

delivering, and treating water is a major energy user, so institutions can help reduce energy consumption and the greenhouse gas

emissions associated with energy generation by conserving water. Likewise, conservation and effective stormwater management are

important in maintaining and protecting finite groundwater supplies. Water conservation and effective stormwater management also

reduce the need for effluent discharge into local surface water supplies, which helps improve the health of local water ecosystems.

Credit

Water Consumption

Stormwater Management

Waterless Urinals

Building Water Metering

Non-Potable Water Usage

Xeriscaping

Weather-Informed Irrigation




Water Consumption

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has reduced its total water consumption per weighted campus user compared to a 2005 baseline.

Total water consumption includes both potable and non-potable water.


Water consumption, 2005 baseline year:

532,401 Gallons

Water consumption, performance year :

482,987 Gallons

List the start and end dates of the water consumption performance year:

Jan. 1, 2012 - Dec. 31, 2012


10,940


26,133


6,775


11,779


28,871





6,236

Time period for weighted campus user (list the consecutive 12 month period that most closely overlaps with water

consumption performance year):

Sept. 1, 2011- Aug. 31, 2012

Indication of whether institution has a stated commitment to water use reduction goals:

No

A brief description of the plan of action to achieve water use reduction goals:

During the 2012-2013 academic year, a Work Group on Water Use and Watershed Protection began meeting to investigate water use on

campus and make policy recommendations to the University Sustainability Council. The Work Group's recommendations are likely to

include some water use reduction goals. The Work Group is expected to present to the University Sustainability Council in Fall 2013.

The website URL where information about the institution’s water conservation initiatives is available:

http://www.sustainability.umd.edu/content/campus/water.php





Stormwater Management

Responsible Party

Sally DeLeon

Project Manager


Criteria

Part 1

Institution has adopted a stormwater management policy, plan, and/or strategies that mitigate the stormwater runoff impacts of new

construction, major renovation, and other projects that increase paved surface area on campus or otherwise significantly change the

campus grounds.

The policy, plan, and/or strategies address both the quantity and quality (or contamination level) of stormwater runoff.

The policy, plan, and/or strategies cover the entire campus. While the specific strategies or practices adopted may vary depending on

project type and location, this credit is reserved for institutions that mitigate stormwater runoff impacts consistently during new

construction. Implementing a strategy or strategies for only one new development project is not sufficient for this credit.

Policies adopted by entities of which the institution is part (e.g. state government or the university system) may count for this credit as

long as the policies apply to and are followed by the institution.

Part 2

Institution has adopted a stormwater management policy, plan, or strategies that mitigate the stormwater runoff impacts of ongoing

campus operations.

The policy, plan, or strategies address both the quantity and quality (or contamination level) of stormwater runoff.

Though specific practices adopted may vary across the campus, the policy, plan, and/or strategies cover the entire institution.

Implementing strategies for only one building or area of campus is not sufficient for this credit.


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? :

Yes




A brief description of the institution's stormwater management initiatives:

Green roof designs have been incorporated on two campus buildings, Cumberland Hall and the Adele Stamp Student Union within the

last several years. These vegetated roof systems exploit the ability of plants to absorb and transpire rainwater, slowing or eliminating

storm water runoff, and to insulate structures from extremes of heat and cold, reducing heating and cooling costs and possibly extending

the life of roofing structures as well as reducing heat island effects.

Rain Gardens are used in and near parking lots to slow, cool and filter storm water before it reaches tributaries of the Chesapeake Bay.

Cisterns, which capture rainwater for use as needed to irrigate landscape plants, have been incorporated in several areas, including

Washington Quad and Knight Hall, further reduce the movement of excess storm water off campus.

The website URL where information about the institution's stormwater management initiatives, plan or policy is

available:

http://www.sustainability.umd.edu/content/campus/stormwater.php

Does the institution have a living or vegetated roof?:

Yes

A brief description of the institution's living or vegetated roof:

The Department of Residential Facilities installed a green roof system on Cumberland Hall in 2008. The green roof covers approximately

65 percent roof surface with approximately 6,000 square feet of plantings. The Cumberland Hall roof is characterized as an "extensive"

green roof meaning the depth of the growing media is between 3" - 6" and the plants are low growing, low maintenance, and drought

resistant. Extensive green roof systems are not designed to accommodate foot traffic.

There is also a partial green roof installed at the Stamp Student Union. The original roof installation in 2009 failed in essence by

disintegrating to ‘fine’ and preventing the plants from flourishing. In conjunction with the Department of Plant Science & Landscape

Architecture, Stamp brought in The Furbish Company, an industry leader in green roof installations to work on the re-installation of the

green roofs during the spring of 2013. Once the new vegetated roofs are in place, Stamp has entered in to a stewardship program with

Plant Science faculty to use the new system as ‘learning research labs’ for their students and which will also help to insure long term

success!

Green roofing systems have also been employed on the Landscape Services Heavy Equipment Building, the Transportation Services

Shuttle Facility, and the Physical Sciences Complex.

Does the institution have porous paving?:

Yes

A brief description of the institution's porous paving:

Maryland installed permeable pavement at Symons Hall, an academic building used by the College of Agriculture & Natural Resources.

Variations of porous paving are being used at the service drive for the Clarice Smith Performing Arts Center, and the Labyrinth and the

Memorial Chapel. Gravelpave has been installed on the Denton Quad.





Does the institution have retention ponds?:

Yes

A brief description of the institution's retention ponds:

Maryland has bioretention ponds behind the Clarice Smith Performing Arts Center, Comcast Center, the Animal Science Building, and

the Chesapeake Building, as well as at other locations on campus.

Does the institution have stone swales?:

Yes

A brief description of the institution's stone swales:

Stone swales are used in Lot 1c for pretreatment purposes for a vegetated bioretention facility.

Does the institution have vegetated swales?:

Yes

A brief description of the institution's vegetated swales:

Lot FF by Comcast Center and the University House utilize vegetated swales.

Does the institution employ any other technologies or strategies for stormwater management?:

Yes

A brief description of other technologies or strategies for stormwater management employed:

A variety of decentralized Low Impact Development (LID) projects are used around campus to help absorb stormwater before it enters

local creeks. Read more at

http://www.sustainability.umd.edu/content/campus/stormwater.php#LID









Waterless Urinals

Responsible Party

Sally DeLeon

Project Manager



Does the institution use at least one waterless urinal?:

Yes

A brief description of the technology employed:

The University of Maryland does have a few waterless urinals, most of which are in our South Campus Dining Hall. The urinals are

drained by gravity and have charcoal filters that need to be replaced every 3-6 months. Over time they can start to accumulate a smell, so

they need to be cleaned every few months. One waterless urinal can save about 20,000 gallons of water per year.

The website URL where information about the technology is available:






Building Water Metering

Responsible Party

Sally DeLeon

Project Manager



Does the institution have building-level water consumption meters for at least one building?:

Yes

A brief description of the water metering employed:

There are 66 buildings on Maryland’s campus that have water meters.

The percentage of building space with water metering:

---


---




Non-Potable Water Usage

Responsible Party

Sally DeLeon

Project Manager



Does the institution use non-potable water (e.g., harvested rainwater or graywater) for irrigation and/or other

applications?:

Yes

A brief description of the source of non-potable water and how it is used:

The Washington Quad, surrounded by residence halls, now features a stormwater irrigation system. A 10,000 gallon cistern receives

stormwater from the roofs of the surrounding buildings. A computer controlled system then directs the water to a drip irrigation system to

the plant beds nearby. The system eliminates the need to water all the planted beds during warm periods.

Knight Hall, home to the school of Journalism, is a green building surrounded by green space that now captures the rain that falls on the

site in a 10,000 gallon cistern buried under the courtyard. This system collects rainwater from roof drains, channels the water through a

high capacity filter in the courtyard, and stores it in an underground cistern. A drip irrigation system detects the amount of moisture in the

soil so that plants are only watered as needed. When the irrigation system calls for water, pumps send water from the cistern through the

irrigation system for distribution on-site.

The percentage of irrigation water usage from recovered, reclaimed or untreated sources :

0.00

The percentage of building space using water from recovered, reclaimed or untreated sources:

0

The percentage of water used in utility plants from recovered, reclaimed or untreated sources:

0







Xeriscaping

Responsible Party

Sally DeLeon

Project Manager



Does the institution use xeriscape landscaping techniques, including the selection of drought tolerant plants?:

Yes

A brief description of the program or practice:

UMD uses xeriscaping to reduce water use. Plants with lower moisture requirements are preferred. Furthermore, the Cumberland Hall

and Adele Stamp Student Union green roof systems exploit the ability of plants to absorb and transpire rainwater. Organic mulches are

also preferred and help to preserve moisture in the soil. Soil moisture sensors, reduced flow irrigation heads, and drip irrigation have

further enhanced our ability to efficiently use limited water resources in times of drought.

The website URL where information about the program or practice is available:






Weather-Informed Irrigation

Responsible Party

Sally DeLeon

Project Manager



Does the institution use weather data or weather sensors to automatically adjust irrigation practices?:

Yes

A brief description of how weather data or sensors are used:

UMD now has areas with automatic irrigation systems that are operated by moisture sensors, such as those installed on the Engineering

Fields (athletic fields). These sensors require water to be used only when the soil is too dry, instead of simply running the sprinklers on a

timer.







Planning, Administration & Engagement

Coordination and Planning

This subcategory seeks to recognize colleges and universities that are institutionalizing sustainability by dedicating resources to

sustainability coordination, incorporating sustainability into their primary campus plans, and developing plans to move towards

sustainability. Staff and other resources help an institution organize, implement, and publicize sustainability initiatives. These resources

provide the infrastructure that fosters sustainability within an institution. Strategic and physical campus plans guide an institution and its

physical development. These important documents establish an institution’s priorities and influence budgeting and decision making.

Incorporating sustainability into these plans is an important step in making sustainability a campus priority and may help advocates

implement sustainable changes. Sustainability plans and climate plans provide a road map for how to achieve sustainability goals.

Credit

Sustainability Coordination

Strategic Plan

Physical Campus Plan

Sustainability Plan

Climate Action Plan




Sustainability Coordination

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has a sustainability committee, office, and/or coordinator that are tasked by the administration or board of trustees to advise on

and implement policies and programs related to sustainability on campus.

The committee, office, and/or coordinator focus on sustainability broadly (i.e. not just one sustainability issue, such as climate change)

and cover the entire institution. A committee, office, or coordinator that focuses on just one department or school within the institution

does not count for this credit.


Does the institution have a sustainability committee?:

Yes

The charter or mission statement of the committee or a brief description of the committee's purview and activities :

The University Sustainability Council exists to advise the President, the Office of Sustainability, and the campus community about issues

related to the integration of sustainability into campus operations. Campus operations include the physical campus as well as the

University’s core missions of teaching, research, and service. To assist the University in implementing its Climate Action Plan, the

Council considers the costs and benefit of various carbon reducing expenditures as well as policy activities that support carbon neutrality

and sustainability.

Members of the committee, including affiliations:

Membership in the Council includes faculty, students and staff some of whom are permanent members while others have fixed terms.

Members holding fixed terms are eligible for reappointed for one additional term.

The website URL where information about the sustainability committee is available:

http://www.sustainability.umd.edu/content/about/sustainability_council.php

Does the institution have a sustainability office?:

Yes



http://www.sustainability.umd.edu/content/about/sustainability_council.php


A brief description of the sustainability office:

The University of Maryland Office of Sustainability supports and advances environmental performance, economic prosperity and social

equality through a variety of initiatives. The staff facilitates the development and implementation of sustainable policies, practices and

curricula for the campus community.

The number of people employed in the sustainability office:

5

The website URL where information about the sustainability office is available:

http://www.sustainability.umd.edu/content/about/office_of_sustainability.php

Does the institution have a sustainability coordinator?:

Yes

Sustainability coordinator's name:

Scott Lupin

Sustainability coordinator's position title:

Director of Sustainability

A brief description of the sustainability coordinator’s position:

The Director of Sustainability reports to the Vice President of Administrative Affairs. The position manages the Office of Sustainability

staff, coordinates material and research for the University Sustainability Council, and partners with departments around campus to

advance the university toward its goal of becoming a national model of a green university.

The website URL where information about the sustainability coordinator is available:







Strategic Plan

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution’s current, formally adopted strategic plan or equivalent guiding document includes sustainability at a high level. The plan

covers the entire institution.

An amendment to the strategic plan may count for this credit, as long as the institution always presents the amendment with the original

plan.

Neither a physical campus plan (which is covered in PAE Credit 3: Physical Campus Plan) nor an independent sustainability plan (which

is covered in PAE Credit 5: Sustainability Plan) counts for this credit.


Year the strategic plan or equivalent was completed or adopted:

2,008

Does the institution's strategic plan or equivalent guiding document include the environmental dimensions of

sustainability at a high level?:

Yes

A brief description of how the strategic plan or amendment addresses the environmental dimensions of sustainability:

The values and principles of the strategic plan state:

“Take Responsibility for the Future, with dedication to enhancing the quality of life of all people, sustaining the natural environment, and

reinforcing the capacity of Maryland’s citizens to thrive and prosper in a diverse, ever-changing, globally competitive environment.

World-class universities anticipate emerging concerns and opportunities and marshal all their intellectual resources to address big issues.

Maryland takes its responsibility to the future as a fundamental action principal with implications both near and far. We will be a campus

that is a model for the sustainability of its environment, and we will be a university that seeks solutions to the world’s most challenging

and vexing problems.”

Does the institution's strategic plan or equivalent guiding document include the social dimensions of sustainability at

a high level?:

Yes




A brief description of how the strategic plan or amendment addresses the social dimensions of sustainability:

The University Strategic Plan addresses the social dimensions of sustainability. One leading principle includes strengthening community

relations:

“Build an inclusive community that celebrates differences, brings together people from the widest array of backgrounds and perspectives,

and recognizes that excellence cannot be achieved without diversity. We will integrate academics, the arts, athletics, learning outside the

classroom, and service to others into a complete university community that values and energizes all its members.”

Does the institution's strategic plan or equivalent guiding document include the economic dimensions of sustainability

at a high level?:

Yes

A brief description of how the strategic plan or amendment addresses the economic dimensions of sustainability:

The University Strategic Plan addresses the economic dimensions of sustainability. One of the transformational changes states:

“The University will transform its surrounding area into an economically, socially, and culturally vibrant community that is welcoming

and attractive to students, faculty, staff, neighbors, and visitors. …With expansion of the M Square Research Park, Maryland will develop

the largest and most successful research park in the State of Maryland. More than 6,000 new jobs will be created, and the added value to

economic development will exceed $2 billion.”

The website URL where information about the strategic plan is available:

http://sustainability.umd.edu/content/about/university_strategic_plan.php



http://sustainability.umd.edu/content/about/university_strategic_plan.php


Physical Campus Plan

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution’s current plan for its physical campus (commonly referred to as the campus master plan) includes sustainability at a high

level.

An amendment to the plan may count for this credit, as long as the institution always presents the amendment with the original plan.

Neither a strategic plan (which is covered in PAE Credit 2: Strategic Plan) nor an independent sustainability plan (which is covered in

PAE Credit 4: Sustainability Plan) counts for this credit.

Plans developed at the system level are eligible for this credit. Likewise, multiple plans which together cover the institution’s entire

physical campus are eligible for this credit.


Does the institution's physical campus plan include sustainability at a high level?:

Yes

A brief description of how the physical campus plan or amendment includes sustainability:

The first section of part VI: Plan and Major Recommendations covers the University of Maryland's commitment to environmental

stewardship and sustainability. In this section Facilities Management lays out relevant plans for the University in the future including:

-"Transition to a campus of buildings and facilities that support the strategic goal of carbon neutrality"

-"Reduce total and per capita energy demand on campus."

-"Reduce total and per capita water consumption on campus."

-: "Incorporate Life Cycle Assessment into decision-making for all construction projects."

-"Design with educational opportunities in mind to maximize use of campus as a living

laboratory of sustainability best practices and to become a model sustainable community."

-"Realize and reveal the ecosystem service potential of the urban landscape."

-"Conserve and interpret the campus forest as a key component of the Climate Action Plan."

-": Increase the ability of the campus natural hydrologic cycle to deal appropriately with stormwater run-off."

-Plan and manage utility systems to avoid conflict with landscape and environmental improvements."

The plan goes on to discuss things such as landscape management, the establishment of a botanical garden and arboretum,




The year the physical campus plan was developed or adopted:

2,011

The website URL where the physical campus plan is available:

https://www.facilities.umd.edu/SitePages/FPmasterplan.aspx



https://www.facilities.umd.edu/SitePages/FPmasterplan.aspx


Sustainability Plan

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has a sustainability plan that was developed with input from faculty, staff, and students. The plan includes measurable goals

with corresponding strategies and timeframes to achieve the goals. The plan need not be formally adopted.

The plan covers multiple sustainability topics and issues. Plans focused exclusively on climate change, which are covered by PAE Credit

5: Climate Plan, are not eligible for this credit.

Strategic or master plans that cover sustainability may count for this credit if they meet the other criteria outlined above.


Does the institution have a sustainability plan that meets the criteria for this credit?:

Yes

A brief description of how multiple stakeholder groups were involved in developing the plan:

Goals outlined in the Sustainability Plan were developed by various multistakeholder groups and center at the University of Maryland.

The Plan synthesizes major sustainability goals from a number of strategic planning groups on campus. For example, the 2011-2030

Facilities Master Plan was developed with broad input from groups around campus. Faculty, staff and students were invited to several

public meetings over the course of the plan's development to give input. The Office of Sustainability was invited to review the plan,

submit comments and help incorporate recommended changes into the plan's language.

A brief description of the plan’s measurable goals :

The plan outlines goals if four key areas:

1) Material Flows

2) People and Social Networks

3) Education and Research

4) Community Service and Outreach

A brief description of how progress in meeting the plan’s goals is measured:

Progress related to sustainability and environmental stewardship goals is monitored on an annual basis. The Office of Sustainability

collects relevant data from units around campus and publishes an annual Sustainability Progress Report. Data from the Progress Report is




presented to the University Sustainability Council every fall to assist with charting the course toward long-term goals. Facilities

Management also publishes regular updates (available through their website) about planned construction, demolition and landscape

projects. In addition, the Division of Student Affairs conducts annual audits of all departments in their Division to monitor progress and

compliance with goals stated in the Division of Student Affairs Sustainability Plan that was adopted in 2009 (see

http://www.studentaffairs.umd.edu/pubs/SustainabilityPlan.pdf

). Many of the goals stated in the Division of Student Affairs Sustainability Plan are also reflected in the broad goals of the University of

Maryland Sustainability Plan.

The website URL where more information about the sustainability plan is available:

http://sustainability.umd.edu/documents/Reports/UMDSustainablityPlan.pdf

The year the plan was developed or last updated:

2,013







http://sustainability.umd.edu/documents/Reports/UMDSustainablityPlan.pdf


Climate Action Plan

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has a formal plan to mitigate its greenhouse gas emissions. The plan includes a measurable, numerical goal or goals and a

corresponding date or dates by which the institution aims to achieve its goal(s). The plan has been adopted by the institution’s

administration.

A formal sustainability plan (i.e. a plan that has been adopted by the administration) counts for this credit if it includes climate change

goals, strategies, and corresponding timeframes. Such a plan may also count toward PAE Credit 4: Sustainability Plan.


Does the institution have a plan to mitigate its greenhouse gas emissions that meets the criteria for this credit?:

Yes

A brief summary of the climate plan’s long-term goals:

The University of Maryland’s Climate Action Plan (CAP) is a 40■year strategic plan for how the campus will become carbon neutral by

2050, which is the plan's overarching long-term goal.

There are 13 long-term goals under the Administrative Policies category, 13 goals in the Power and Operations category, 15 goals under

the Transportation category, 2 goals under the Solid Waste category, and 9 goals under the Education and Research category. The full

plan includes tables summarizing these long-term goals and the strategies UMD will use to reach them. The plan is available online at

http://rs.acupcc.org/site_media/uploads/cap/278-cap.pdf

A brief summary of the climate plan’s short-term goals:

In the short-term, the plan set the following targets:

15 percent reduction compared to 2005 GHG emissions by 2012; 25 percent reduction compared to 2005 GHG emissions by 2015; 50

percent reduction compared to 2005 GHG emissions by 2020.








Year the climate plan was formally adopted or approved:

2,009

An indication of whether institution has made a commitment to reduce GHG emissions a specific amount by a target

year:

Yes

List which emissions (scope 1, 2, and/or 3) are included in its GHG emissions commitment:

Scope 1, 2 and 3

The reduction level (percentage) institution has committed to:

100%

The baseline year the institution used in its GHG emissions commitment:

July 1, 2004

The baseline emissions level institution used in its GHG emissions commitment:

325015

The target year the institution specified in its GHG emissions commitment :

Jan. 1, 2050

The website URL where information about the climate plan is available:






Diversity and Affordability

This subcategory seeks to recognize institutions that are working to advance diversity and affordability on campus. In order to build a

sustainable society, diverse groups will need to be able to come together and work collaboratively to address sustainability challenges.

People of color and low-income communities tend to suffer disproportionate exposure to environmental problems. This environmental

injustice happens as a result of unequal and segregated communities. To achieve environmental and social justice, society must work to

address discrimination and promote equality. The historical legacy and persistence of discrimination based on racial, gender, religious,

and other differences makes a proactive approach to promoting a culture of inclusiveness an important component of creating an

equitable society. Higher education opens doors to opportunities that can help create a more equitable world, and those doors must be

open through affordable programs accessible to all regardless of race, gender, religion, socio-economic status and other differences. In

addition, a diverse student body, faculty, and staff provide rich resources for learning and collaboration.

Credit

Diversity and Equity Coordination

Measuring Campus Diversity Culture

Support Programs for Underrepresented Groups

Support Programs for Future Faculty

Affordability and Access Programs

Gender Neutral Housing

Employee Training Opportunities

Student Training Opportunities




Diversity and Equity Coordination

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has a diversity and equity committee, office, and/or coordinator that are tasked by the administration or board of trustees to

advise on and implement policies, programs, and trainings related to diversity and equity on campus.


Does the institution have a diversity and equity committee?:

Yes

The charter or mission statement of the committee or a brief description of the committee's purview and activities :

University of Maryland’s Senate Committee on Equity, Diversity, and Inclusion (EDI) advises the Office of Diversity & Inclusion in

recommending policies that fulfill the provisions of the Code on Equity, Diversity, and Inclusion. Its mission is to foster better human

interaction among all individuals and groups, and to advise in the prevention and eradication of all forms of discrimination on the

campus.

Members of the committee, including job titles and affiliations :

Undergraduate: Janet Adeola

Faculty: Antonio Alvarez

Exempt Staff: James Bond

Ex-Officio-Director of Office of Diversity & Inclusion: Kumea Shorter-Gooden

Faculty: Sharon Epps

Faculty: Leslie Felbain

Faculty: Nia Fields Faculty

Non-Exampt Staff Lauren Grant

Ex-Offico- Student Affairs Rep: Warren Kelley

Undergraduate: Mokhyun Kim

Graduate Student: Jazz Lewis

Non-Exempt Staff: Amir Mojtahedi

Chair: Terry Owen

Graduate Student: Laura Quijano

Undergraduate: Anthony Saravia

Faculty: David Sartorius

Ex-Officio: Administration & Finance Rep Ari Schnitzer




Non-Exempt Staff: Jessica Serna

Ex-Officio-Provost's Rep: Kumea Shorter-Gooden

Undergraduate: Nicole Shyong

Exempt Staff: Vandaliah Thompson

Faculty: Janet Tunney

Exempt Staff: Elizabeth Wineke

The website URL where information about the diversity and equity committee is available:

http://www.senate.umd.edu/committees/edi/index.cfm

Does the institution have a diversity and equity office?:

Yes

A brief description of the diversity office:

The Office of Diversity & Inclusion provides active oversight, planning, coordination, and evaluation of work in equity, diversity, and

inclusion; tracks university progress in meeting the goals of the Strategic Plan for Diversity; and encourages and supports the efforts of

Colleges, Schools, and Divisions to achieve their diversity and inclusion goals.

The number of people employed in the diversity office:

5

The website URL where information about the diversity and equity office is available:

http://diversity.umd.edu/

Does the institution have a diversity and equity coordinator?:

Yes

Diversity coordinator’s name:

Dr. Kumea Shorter-Gooden

Diversity coordinator's position title:

The Chief Diversity Officer (CDO) and Associate Vice President

A brief description of the diversity coordinator's position:

The CDO is charged with managing implementation of the University's Strategic Plan for Diversity. To this end the CDO engages with

the Deans and Vice Presidents in setting goals and developing plans to address equity, diversity and inclusion in the six areas (as

appropriate) of the Strategic Plan for Diversity, namely, leadership; recruitment and retention of students, faculty and staff; climate;

education; scholarship/research; and community engagement. The Plan also calls for the CDO to lead assessment of the climate for

diversity on campus, as experienced by students, staff and faculty, and the development of recommendations for improvement.

The CDO is the University’s chief equity officer and primary spokesperson on diversity issues. The CDO sits on the President’s cabinet

and chairs both the Equity Council and the Diversity Advisory Council.



http://www.senate.umd.edu/committees/edi/index.cfm



The website URL where information about the diversity and equity coordinator is available:

http://www.provost.umd.edu/diversity/office_staff.html



http://www.provost.umd.edu/diversity/office_staff.html


Measuring Campus Diversity Culture

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution assesses attitudes about diversity and equity on campus and uses the results to guide policy, programs, and initiatives.

Institution may measure its culture of diversity and equity using one assessment for the entire institution or using separate assessments

that taken together cover the entire institution.

Assessments conducted during the previous five years are eligible for this credit.


Has the institution assessed attitudes about diversity and equity on campus in a way that meets the criteria for this

credit?:

Yes

A brief description of the assessment(s):

The University of Maryland has a group called the Campus Assessment Working Group (CAWG) in which one of the subjects it reports

is on diversity. This assessment centers on student awareness of diversity, inclusiveness on campus, and focus on tolerance. There are

also plans in place to develop a survey to measure the effects of diversity and inclusion and an online Climate Assessment Survey is

planned as well that will survey graduate students on an annual basis concerning the impact of their diversity-related educational and

co-curricular experiences, as well as their perceptions on campus climate. With oversight from the CDO, town meetings plan to be held to

evaluate progress in achieving equity and diversity goals and make recommendations to the President as well.

Year the assessment was last administered:

2,010

A brief description of how the results of the assessment(s) are used in shaping policy, programs, and initiatives:

The data from CAWG's efforts is analyzed, interpreted and disseminated to campus decision makers. Departments and administrators

take advantage of these data collection efforts to ask questions that are important for their own improvement efforts.

The website URL where information about the assessment(s) is available:




https://www.irpa.umd.edu/CAWG/Reports/diversity.shtml



https://www.irpa.umd.edu/CAWG/Reports/diversity.shtml


Support Programs for Underrepresented Groups

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has mentoring, counseling, peer support, affinity groups, academic support programs, or other programs in place to support

underrepresented groups on campus.


Does the institution have mentoring, counseling, peer support, affinity groups, academic support programs, or other

programs in place to support underrepresented groups on campus?:

Yes

A brief description of the programs sponsored by the institution to support underrepresented groups within the

student body:

The University of Maryland has an abundance of programs that support underrepresented groups within the student body. The

Multicultural Involvement and Community Advocacy (MICA) has many connections with different parts of campus and serves

University of Maryland students, staff, faculty, and alumni of all gender identities and sexual orientations to establish and maintain a safe,

inclusive, and welcoming campus environment for people of all sexual orientations and gender identities or expressions. In pursuit of its

vision, the Center builds community and networks; provides support and resources; fosters leadership; educates and promotes academic

excellence; and advocates for equity. The University’s Lesbian, Gay, Bisexual, and Transgender (LGBT) Equity Center has developed

programs like the Rainbow Terrapin Network, Speakers Bureau, LGBT Scholarship Fund, Lavender Convocation, and Lavender

Graduation.

The University also has a Nyumburu Cultural Center that has served the UMD community since 1971 and continues to build on its

foundations as the center for black social, cultural and intellectual interaction. Nyumburu’s productions and activities include lectures and

seminars, art exhibits, workshops in the dramatic arts, dance, and music. Academic courses in blues, jazz, gospel performance and

creative writing are also offered. The center has a large number of programs including the Nymburu Leadership Series, Sisterhood of

Unity and Love (SOUL), Black Male Initiative (BMI) Program, Annual New Student Welcome, Miss Unity Scholarship Pageant, Black

History Month Programming, The Maryland Gospel Choir, Black Explosion Newspaper, Dance Afrika!, Literature Conference,

Adopt-A-Road, Tribute to our Warriors, Graduation Seniors Banquet, Annual Student Awards Ceremony, Kwanzaa Celebration, Shades

of Harlem Performing Arts Ensemble, Student & Community Outreach to Campus Organizations, Black Ministries Program (Sunday

Inspirational Worship Service).

The Office of Multi-ethnic Student Education (OMSE) serves undergraduate multi-ethnic students to increase rates of matriculation,

retention, graduation and overall GPA. OMSE provides programs and resources that support undergraduate students in their goals to

achieve academic and personal success at the University of Maryland. While many of the students OMSE serves are high achievers,

others experience academic and personal challenges that have an impact on their ability to thrive at the University. OMSE’s programs

aim to increase rates of matriculation, retention, graduation among under-represented students. Currently, over 9,600 students are served.




OMSE’S programs include the Academic Excellence Society, College Success Scholars, Sister to Sister, Annual Pow Wow, and the

Tutorial Program.

The University’s Global Communities program allows students to earn a Global Competencies notation on their transcript. The students

are united by a common interest in the world at large, whether or not they have actually traveled internationally. They take courses

together to gain the knowledge and skills needed to excel in an interdependent society and learn to communicate across cultural

boundaries. They participate in globally-oriented events and activities outside of the classroom and global experiences, such as

internships, education abroad, and service learning. The location near Washington DC gives access to people and institutions that bring

the world to the students’ doorstep. Students live together and create a close-knit and supportive community. The program encourages

students to embrace the world and seek to understand and experience it.

Other Programs include….

In the Office of Diversity & Inclusion: Diversity Leadership Internship Program, Words of Engagement Intergroup Dialogues

University of Maryland Incentive Awards Program (IAP)

A brief description of the programs sponsored by the institution to support underrepresented groups within the

faculty:

The University has a Lesbian, Gay, Bisexual, Transgender (LGBT) Equity Center that works to establish and maintain a safe, inclusive,

and welcoming campus environment for people of all sexual orientations and gender identities or expressions and serves the University of

Maryland faculty as well. There are also people on campus who are active advocates for underrepresented groups within the faculty. Dr.

Ellin K. Scholnick is the Faculty Ombuds Officer that deals with conflicts that arise among faculty members and between faculty

members and administrators. Ombuds officers are people that members of the university community can consult with to get information

about the University's policies or resolve problems that could not be resolved through ordinary channels. Dr. KerryAnn O'Meara is the

Associate Professor of Higher Education in the College of Education and affiliate faculty in Women's Studies and is a large advocator for

women, mentoring women faculty on campus. The Associate Provost for Faculty Affairs, Juan Uriagereka has created many programs for

faculty including a program called Advancing Faculty Diversity that brings together faculty of color to form a network designed to

strengthen each other's career advancement and find way to better attract and retain faculty of color.

A brief description of the programs sponsored by the institution to support underrepresented groups within the staff:

The LGBT Equity Center also serves the staff at the University of Maryland. In addition to that program, Cynthia Tucker is the Staff

Ombuds Officer that provides neutral, confidential, and informational assistance to exempt and non-exempt staff employees in resolving

concerns related to their work. Also there is a program for staff in the Office of Diversity & Inclusion called the Sexual Harassment

Prevention Program that seeks to lower incidences of sexual harassment on campus by providing education and training on the legal

definitions of sexual harassment, supervisor responsibility/ liability with respect to behavior and climate in the employment or

educational environment, intervention/ confrontation techniques, and resources available to those who may experience sexual harassment.

Cynthia Tucker reports to the Chief Diversity Officer (CDO) and Associate Vice President and to the President. In her role as Assistant to

the President, she monitors all searches for exempt staff and faculty positions on campus and advises the CDO and President on all

matters related to search and selection as well as diversity and equity in the workplace. In her role as Staff Ombuds Officer, Cynthia is

responsible for coaching staff and for meeting conflict for individual staff members and within teams, units, and departments.

The website URL where more information about the programs in each of the three categories is available :






Support Programs for Future Faculty

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution administers and/or participates in a program or programs to help build a diverse faculty throughout higher education.

Such programs could take any of the following forms:

• Teaching fellowships or other programs to support terminal degree students from underrepresented groups in gaining teaching

experience. (The terminal degree students may be enrolled at another institution).

• Mentoring, financial, and/or other support programs to prepare and encourage undergraduate or other non-terminal degree students to

pursue further education and careers as faculty members.

• Mentoring, financial, and/or other support programs for doctoral and post-doctoral students from underrepresented groups.


Does the institution administer and/or participate in programs that meet the criteria for this credit?:

Yes

A brief description of the institution’s programs that help increase the diversity of higher education faculty :

The Associate Provost for Faculty Affairs, Juan Uriagereka has created many programs for faculty including a program called Advancing

Faculty Diversity that brings together faculty of color to form a network designed to strengthen each other's career advancement and find

way to better attract and retain faculty of color.

The website URL where more information about the program(s) is available :

http://www.provost.umd.edu/diversity/reporting_units.html



http://www.provost.umd.edu/diversity/reporting_units.html


Affordability and Access Programs

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has policies and programs in place to make it accessible and affordable to low-income students. Such policies and programs

may include, but are not limited to, the following:

• Policies and programs to minimize the cost of attendance for low-income students

• Programs to equip the institution’s faculty and staff to better serve students from low-income backgrounds

• Programs to prepare students from low-income backgrounds for higher education such as the federal TRIO programs

• Scholarships for low-income students

• Programs to guide parents of low-income students through the higher education experience

• Targeted outreach to recruit students from low-income backgrounds

• Other admissions policies or programs

• Other financial aid policies or programs

Institutions are not required to have programs or policies in each of the above areas in order to earn this credit. They may pursue the

policies and programs that are appropriate for their context.


Does the institution have policies and programs in place to make it accessible and affordable to low-income students?:

Yes

A brief description of the institution’s participation in federal TRIO programs:

Educational Opportunity Center (EOC), Robert E. McNair Graduate Fellowships, and Student Support Services Programs (SSS) are part

of the Federal TRIO programs and are funded by the U.S. Department of Education to promote access, provide support services, and

motivate as well as prepare students from disadvantaged backgrounds for retention in and graduation from undergraduate and doctoral

programs.

Educational Talent Search Program (ETSP) is a grant funded federal TRIO program supported by the U.S. Department of Education, and

sponsored by the University of Maryland. ETSP is a pre-college program designed to provide information about college admissions,

scholarships and various student financial aid programs to help participants to plan and prepare for postsecondary education

opportunities. ESTP primarily serves low-income and first generation potential college students ages 11-27 years old. Presently, ETSP is

charged to serve 800 students per year at ten target high schools in Prince Georges County Public Schools. ESTP has ben hosted by the

University of Maryland since 1986.



http://www.provost.umd.edu/SP07/colleges/UGST_Strategic_Plan_final_2009.pdf



Pre-College Programs Services allow students to receive instruction in English, foreign language, math, science, computer programming

and applications and study skills. Upward Bound Math & Science students are also given instructions in research and writing methods.

Educational field trips and cultural activities have been integrated into the program to encourage learning outside the classrooms.

Students in the Pre-College Programs have access to various resources when beginning their search for college. Through individual and

group guidance, counselors assist students with identifying their academic, personal, and social needs and exploring institutions that best

match these needs. Students also have the opportunity to visit college campuses during spring and fall college tours. As high school

seniors, students are provided college application fee waivers as well as guidance with completing college applications, essays, and

resumes.

A brief description of the institution’s policies and programs to minimize the cost of attendance for low-income

students?:

University of Maryland Incentive Awards Program (IAP) was initiated in 2001 to recognize and reward young people who want to better

their life opportunities through a college education. The program specifically targets students who, despite adverse life situations,

demonstrate academic ability, uncommon persistence and maturity. Students receive full financial support (tuition, fees, room and board)

for their undergraduate studies at the University of Maryland. The heart of the University of Maryland Incentive Awards Program is the

development of individual character, community, responsibility and leadership within an intimate community of peers, advisors and

faculty mentors. The cohort students that form the core of this community benefit from outstanding academic and support programs and

are also active in their home activities as role models for future incentive Award candidates.

A brief description of the institution’s programs to equip the institution's faculty and staff to better serve students

from low-income backgrounds:

The University has a program called the Center for Teaching Excellence that facilitates and supports new innovations in teaching, helps

faculty teach more efficiently and effectively, and oversees faculty learning communities that address current and future educational

needs of the University. CTE works with colleges, departments, programs, and individuals to enhance student learning and recognize

excellence in teaching through workshops, ceremonies, and awards and consultations. CTE created The Inclusions and Diversity Course

Transformation Project (IDCTF) that seeks to develop innovative teaching approached and learning modules focused on inclusion and

diversity that can be used in a variety of courses and disciplines.

A brief description of the institution’s programs to prepare students from low-income backgrounds for higher

education:

Academic Achievement Programs (AAPs) primarily serve educationally disadvantaged, low-income, and first generation college

students. They provide academic support, advising and counseling, skill enhancement, and tutoring for these populations and for students

with disabilities. Academic Achievement Programs include, the Intensive Educational Development (IED), Educational Opportunity

Center (EOC), the Ronald E. McNair Post-Baccalaureate Achievement Program (McNair), the Summer Transitional Program, and

Student Support Services (SSS).







A brief description of the institution's scholarships for low-income students:

---

A brief description of the institution’s programs to guide parents of low-income students through the higher

education experience:

Upward Bound counselors help students and parents locate financial assistance to fund future college education expenses. Through

individual and group guidance, counselors assist students and parents with exploring scholarship resources as well as navigating the

federal financial aid process. Students are guided through completing the paperwork necessary for assistance applications. Financial aid

workshops are provided periodically. The Office of Admissions at Maryland also offers extensive outreach programs and gives

information to the parents. The Office of Community Engagement has regular community events that engage parents, teachers, and the

broader community and offer parental support programs.

A brief description of the institution’s targeted outreach to recruit students from low-income backgrounds:

University of Maryland Incentive Awards Program (IAP) was initiated in 2001 to recognize and reward young people who want to better

their life opportunities through a college education. The program specifically targets students who, despite adverse life situations,

demonstrate academic ability, uncommon persistence and maturity. Students receive full financial support (tuition, fees, room and board)

for their undergraduate studies at the University of Maryland. The heart of the University of Maryland Incentive Awards Program is the

development of individual character, community, responsibility and leadership within an intimate community of peers, advisors and

faculty mentors. The cohort students that form the core of this community benefit from outstanding academic and support programs and

are also active in their home activities as role models for future incentive Award candidates.

A brief description of the institution’s other admissions policies and programs:

---

A brief description of the institution’s other financial aid polices or programs:

---

A brief description of the institution’s other policies and programs not covered above:

---

The website URL where information about programs in each of the areas listed above is available:

---




Gender Neutral Housing

Responsible Party

Sally DeLeon

Project Manager



Does the institution offer housing options to accomodate the special needs of transgender and transitioning students

(either as a matter of policy or as standard practice)?:

Yes

A brief description of the program, policy, or practice:

The University of Maryland is now a gender-neutral housing supporter. Their new on-campus dorms, Prince Fredrick Hall (still under

construction) and Oakland Hall are “gender neutral”, meaning men’s and women’s dorms will not be in separate wings on each floor.

Each floor will also include a gender-neutral bathroom that can be used by any student resident, in addition to bathrooms that are for men

and women only. Also, some current older on-campus dorms will become gender neutral in the near future as well. In addition to the

neutral housing in the dorms, apartment style housing—South Campus Commons—has opposite gender apartments adjacent to each

other.

http://www.rhsmith.umd.edu/news/stories/2012/NewHousing.aspx











Employee Training Opportunities

Responsible Party

Sally DeLeon

Project Manager



Does the institution make cultural competence trainings and activities available to all employees?:

Yes

A brief description of the cultural competence trainings and activities:

The UMD Summer Diversity Conference is for all students, faculty, and staff. The Conference involves presentations focused on current

directions in research and practice in cultural competence, diversity, and psychological health, with an emphasis on basic science findings

and their real-world application.

umddiversityconference.eventbrite.com/

Also the University of Maryland, School of Public Health has a website on cultural competency and health disparities. Developed to help

health professionals, public health practitioners, students, and others find information on cultural competency and health disparities.

The website URL where information about the trainings and activities are available:

http://sph.umd.edu/epib/cultural_competency/





Student Training Opportunities

Responsible Party

Sally DeLeon

Project Manager



Does the institution make cultural competence trainings and activities available to all students?:

Yes

A brief description of the cultural competence trainings and activities:

The University of Maryland has a Words of Engagement: An Intergroup Dialogue Program that is an initiative of the Office of Diversity

& Inclusion. The program brings together students from various social identity groups with a history of tension or conflict between them.

Facilitated by trained and experienced facilitators, participants confront those tensions in order to build bridges across groups.

Also the University of Maryland, School of Public Health has a website on cultural competency and health disparities. Developed to help

health professionals, public health practitioners, students, and others find information on cultural competency and health disparities.


There is a UMD Summer Diversity Conference for all students, faculty, and staff as well. This Conference involves presentations focused

on current directions in research and practice in cultural competence, diversity, and psychological health, with an emphasis on basic

science findings and their real-world application.

The website URL where information about the trainings and activities are available:

http://www.odec.umd.edu/







http://www.odec.umd.edu/


Human Resources

This subcategory seeks to recognize institutions that have incorporated sustainability into their human resources programs and policies.

This includes recognition for treating and remunerating their workers responsibly and fairly. An institution’s people define its character

and capacity to perform; and so, an institution’s achievements can only be as strong as its community. An institution can bolster the

strength of its community by making fair and responsible investments in its human capital. Such investments include offering benefits,

wages, and other assistance that serve to respectfully and ethically compensate workers. Investment in human resources is integral to the

achievement of a healthy and sustainable balance between human capital, natural capital, and financial capital.

In addition, this subcategory recognizes faculty and staff training and development programs in sustainability. Faculty and staff

members’ daily decisions impact an institution’s sustainability performance. Equipping faculty and staff with the tools, knowledge, and

motivation to adopt behavior changes that promote sustainability is an essential activity of a sustainable campus.

Credit

Sustainable Compensation

Employee Satisfaction Evaluation

Staff Professional Development in Sustainability

Sustainability in New Employee Orientation

Employee Sustainability Educators Program

Childcare

Employee Wellness Program

Socially Responsible Retirement Plan




Sustainable Compensation

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution evaluates, and updates as appropriate, its wages and benefits policies and its guidelines for contractors operating on campus to

ensure that total compensation (wages plus benefits) for all on-campus workers is sufficient to enable these employees to meet their basic

needs, as defined by the institution. This evaluation is completed at least once every three years.

Student workers are not covered by this credit.

While wages and total compensation set in the following ways may constitute sustainable compensation, institutions should conduct a

basic needs assessment to ensure that the total compensation is adequate before claiming points for this credit:

• Paying prevailing wages for job type or classification

• Paying average or above average wages for the region or city where the institution is located

• Paying minimum wages or a set amount above the minimum wage

Policies and practices adopted by entities of which the institution is part (e.g. state government or the university system) may count for

this credit as long as the policies apply to and are followed by the institution.


Total number of employees working on campus (including contractors):

9,638

Number of employees (including contractors) that the institution ensures earn sustainable compensation:

9,638

A brief description of how the institution ensures that its lowest-paid workers (including contractors, if applicable)

receive sustainable compensation:

All University System of Maryland Staff are paid salaries above minimum wage.

Non-exempt staff members' wages are based on a pay scale, which is revisited every other year. The pay scale is determined by a market

analysis to ensure the university is offering a fair living wage, and pay scales are adjusted based on benchmarks against the regional area.

Exempt staff members' salaries are based on a broadband scale that includes target hiring ranges. Market data is used to determine the

hiring ranges, and the market average becomes the top of the target hiring range, while the bottom of the range is 20% less than the




market average. Every exempt position is benchmarked against the region when it comes in.

The University System of Maryland (USM) has a policy to maintain the faculty salary structure at each of its constituent institutions such

that average faculty salary (for all persons defined as faculty) is at or above the 85th percentile of that institution's classification group.

The annual national survey of salaries for "instructional faculty" published by The American Association of University Professors

(AAUP) is used to benchmark faculty salaries. USM Policy states that every effort should be made to make adjunct faculty compensation

professionally appropriate and competitive. If the University has to cancel a class less than 30 days prior to the class start date, adjunct

faculty assigned to teach the class are either reassigned to a comparable class or compensated 10% of the payment amount specified in the

contract or appointment letter for that class.

The most recent year total compensation for the institution’s lowest-paid workers (including contractors, if

applicable) was evaluated to ensure that it was sustainable:

2,012

The website URL where information about the institution’s compensation policies and practices is available:

http://uhr.umd.edu/



http://uhr.umd.edu/


Employee Satisfaction Evaluation

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution conducts a survey or other evaluation that allows for anonymous feedback at least once every five years to measure employee

satisfaction. The survey or equivalent may be conducted institution-wide or may be done by individual departments as long as all

departments are covered by a survey. The institution has a mechanism in place to address issues raised by the evaluation.


Does the institution evaluate employee satisfaction in a way that meets the criteria for this credit?:

Yes

A brief description of the institution’s methodology for evaluating employee satisfaction:

DOTS Self Study survey evaluated satisfaction of all employees and data was used to develop recommendations for improving

transportation services.

ADVANCE program conducts a work satisfaction survey of faculty.

The year the employee satisfaction evaluation was last administered:

2,012

The website URL where information about the institution’s employee satisfaction evaluation process is available:

http://www.advance.umd.edu/research-evaluation



http://www.advance.umd.edu/research-evaluation


Staff Professional Development in Sustainability

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution makes available training and/or other professional development opportunities in sustainability to all staff at least once per year.

Separate training opportunities for each department would count for this credit, as long as each staff member has an opportunity to learn

about sustainability at least once per year.

It is not necessary that each staff member attend such trainings; the credit is based on making training available to all staff.

This credit applies to staff members only; it does not include faculty members.

The following training opportunities are not sufficient for this credit:

• Specialized training for a small group of staff

• The opportunity to participate in an institutional sustainability committee or group

Submission Note:

Green Office Program:


Smart and Sustainable Campuses Conference:


University Sustainability Fund:

http://www.sustainability.umd.edu/content/about/fund.php

Chesapeake Project:



Does the institution make training and professional development opportunities in sustainability available to all staff?:

Yes

A brief description of the sustainability trainings and professional development opportunities available to staff :












Green Office Program - Engages staff, faculty and students in a voluntary, self-guided initiative that promotes best environmental

practices at the University of Maryland. The program supports and promotes offices that are taking steps toward reducing their

environmental footprint. A series of checklists and tools guides offices through three levels of certification. The program operates through

a network of Green Office representatives (GO Reps) in offices across campus. GO Reps are required to attend a one and a half hour

training session to learn practices for greening the office.

Smart and Sustainable Campuses Conference - Provides the setting to learn, share and explore how campuses are using their passion for

innovation to develop technologies, infrastructure, programs and curricula that address the world's most pressing sustainability

challenges. The conference is implemented by University of Maryland, AASHE, and other organizations and all UMD faculty and staff

have the opportunity to attend at a discounted registration rate.

University Sustainability Fund - Students, faculty, and staff can apply for funding for projects that promote environmental sustainability,

and positively impact and enhance the student experience at UMD.

Chesapeake Project - Two-day workshop where faculty from across the disciplines learn about sustainability and explore unique

opportunities to integrate it into their existing courses. A faculty learning community meets throughout the year to continue dialogue on

sustainability.

The FYI Listerv that is emailed to all faculty and staff includes a weekly sustainability tip.

University faculty, staff, and retirees are offered free tuition for UMD courses.

The website URL where information about staff training opportunities in sustainability are available:






Sustainability in New Employee Orientation

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution covers sustainability topics in new employee orientation and/or in outreach and guidance materials distributed to new

employees, including faculty and staff.


Does the institution cover sustainability topics in new employee orientation and/or in outreach and guidance materials

distributed to new employees, including faculty and staff?:

Yes

A brief description of how sustainability is included in new employee orientation:

New employee orientation includes a fifteen minute presentation by a staff member from the Office of Sustainability that provides an

introduction to sustainability initiatives on campus and tells employees about the Office of Sustainability. The content of the presentation

aims to be applicable to the people who are attending the orientation, so it contains areas such as the Green Office Program, the

University's Policies and Procedures for Environmentally Preferable Procurement, and recycling on campus. New employees are also

provided with web links and resources related to sustainability at the University of Maryland.

The website URL for the information about sustainability in new employee orientation:






Employee Sustainability Educators Program

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution administers or oversees an ongoing faculty/staff peer-to-peer sustainability outreach and education program. In the program,

employee sustainability educators are formally designated and receive formal training or participate in an institution-sponsored

orientation. The institution offers financial or other support to the program.


Total number of people employed by the institution:

9,638

Program name (1st program) :

Green Office Program

Number of employees served by the program (1st program):

2,408

A brief description of how the employee educators are selected (1st program):

The Green Office Program engages staff, faculty and students in a voluntary, self-guided initiative that promotes best environmental

practices at the University of Maryland. The program supports and promotes offices that are taking steps toward reducing their

environmental footprint. A series of checklists and tools will guide offices through three levels of certification. The program operates

through a network of Green Office representatives (GO Reps) in offices across campus. GO Reps volunteer to be involved in the Green

Office Program, and after receiving training, implement practices to make their respective offices more environmentally friendly.

A brief description of the formal training that the employee educators receive (1st program):

"Train the trainer program" - employees from the Office of Sustainability train the GO Reps in environmentally friendly practices through

a one and a half hour training session, and the GO Reps then train their office staff on how to implement these practices in the office.

There is also a GO Reps listserv to keep in touch, and an intranet website that contains all Go Rep resources and a discussion forum.

A brief description of the staff and/or other financial support the institution provides to the program (1st program):




The Green Office Program is supported by staff, interns, and resources from the Office of Sustainability. The Office of Sustainability

offers all program materials for free to the offices participating in the program. The Green Office Program helps support the university's

Strategic Plan of becoming "a national model for a green university" and its Climate Action Plan goals. The program informs participants

of how the program can save money and critical natural resources, such as energy, water and forests.

The website URL where information about the program is available (1st program):


Program name (2nd program):

Chesapeake Project workshop and faculty learning community

Number of employees served by the program (2nd program):

115

A brief description of how the employee educators are selected (2nd program):

Professors apply to participate and the Office of Sustainability selects participants based on the applicant pool.

A brief description of the formal training that the employee educators receive (2nd program):

Professors participate in a two-day workshop, which provides an introduction to various sustainability issues and creates space where

professors can discuss those issues with each other. After completing the workshop, professors become part of the Chesapeake Project

Faculty Learning Community, for which they reassemble once each semester to continue dialogue about sustainability.

A brief description of the financial or other support the institution provides to the program (2nd program):

The Provost and Deans provide financial support to this program. Each professor receives a $500 stipend to participate.

The website URL where information about the program is available (2nd program):


Program name(s) (all other programs):

Division of Student Affairs Sustainability Committee

Number of employees served by the program(s) (all other programs):

1,800

A brief description of how the employee educators are selected (all other programs):

Appointed






A brief description of the formal training that the employee educators receive (all other programs):

Info on Council

A brief description of the staff and/or other financial support the institution provides to the program(s) (all other

programs):

staff time

The website URL where information about the program(s) is available (all other programs):

---




Childcare

Responsible Party

Sally DeLeon

Project Manager


Submission Note:

Family Care Resource & Referral Service:

http://uhr.umd.edu/Family_care/


Does the institution have an on-site child care facility, partner with a local facility, and/or provide subsidies or

financial support to help meet the child care needs of students, faculty, and staff?:

Yes

A brief description of the child care program, policy, or practice:

Center for Young Children - Located on the University of Maryland campus, the CYC offers full-day, part-time, kindergarten, and

summer camp programs for children ages 3 through 5. Curriculum is based on both teacher knowledge and what is meaningful for each

child and emerges from a collaboration between teacher direction and children’s interests. The CYC is accredited by the National

Association for the Education of Young Children and licensed by the division of Early Childhood Development within the Maryland

State Department of Education.

Family Care Resource & Referral Service - Assists University of Maryland faculty, staff and students with their family care needs and

concerns. The university has contracted with Family Care Resources, an experienced consulting company, to provide free consultations

and seminars to ease the stress of finding child care and elder care resources.


http://www.education.umd.edu/CYC/





http://www.education.umd.edu/CYC/


Employee Wellness Program

Responsible Party

Sally DeLeon

Project Manager


Submission Note:

Faculty Staff Assistance Program:

http://www.health.umd.edu/fsap

Campus Recreation Services Membership:

http://www.crs.umd.edu/cms/Membership/PayrollDeduction.asp

Career Center Resources:

http://www.careers.umd.edu/section.cfm?section_id=3

Garden of Reflection and Remembrance:

http://thestamp.umd.edu/student_involvement/memorial_chapel/garden


Does the institution have an employee assistance or wellness program that provides counseling, referral, and

well-being services to employees?:

Yes

A brief description of the employee wellness program, policy, or practice:

Faculty Staff Assistance Program - Available to meet with all full and part-time employees for assessment, referral and in many instances,

short-term counseling services at no cost. When referrals are made, attention is paid to the employee's ability to afford such services, the

location of the provider and the provider's area of expertise. The program also helps employees weave their way through the maze of

managed care and insurance providers, insuring that the employee receives the best services available. In many cases when an employee

cannot afford to seek help outside of the University, the FSAP will often provide the service on campus.

The University Health Center offers services to faculty and staff including Primary Care; International Travel Clinic, Allergy, and

Immunization Services; Women's Health; Pharmacy; Occupational Health; Massage and Acupuncture; Dental Services; Meditation;

Tobacco Cessation; Nutrition; and Workers' Compensation & Fitness for Duty.

Faculty/staff have free access to use the fitness and recreational facilities at the School of Public Health, the Reckord Armory and Cole

Fieldhouse. They also have the option to purchase a full membership to Campus Recreation Services through payroll deduction.












The University of Maryland works from a broad definition of wellness that in addition to physical wellness, the concept of well-being

also extends to spiritual, vocational, intellectual, social and emotional dimensions. In relation to this, faculty/staff resources are available

from the Career Center, and the Memorial Chapel contains a Garden of Reflection and Remembrance, whose goal is to be a lush, open

space for meditation.


http://www.health.umd.edu/facultystaff



http://www.health.umd.edu/facultystaff


Socially Responsible Retirement Plan

Responsible Party

Sally DeLeon

Project Manager



Does the institution offer a socially responsible investment option for retirement plans?:

Yes

A brief description of the socially responsible investment option for retirement plans:

Through the university's Optional Retirement Plan, employees are able to invest in the CREF Social Choice Account. The account seeks a

favorable long-term rate of return that reflects the investment performance of the financial markets while giving special consideration to

certain social criteria. The account invests only in companies that are suitable from a financial perspective and whose activities are

consistent with the account's social criteria. Using specific environmental, social and governance criteria, the evaluation process favors

companies that are: strong stewards of the environment; committed to serving local communities where they operate and to human rights

and philanthropy; devoted to higher labor standards; and those managed in an exemplary and ethical manner.


http://www1.tiaa-cref.org/tcm/usmd/plans/plan1/investment-choices/index.htm



http://www1.tiaa-cref.org/tcm/usmd/plans/plan1/investment-choices/index.htm


Investment

This subcategory seeks to recognize institutions that make investment decisions that promote sustainability. Most institutions invest

some of their assets in order to generate income. Together, colleges and universities invest hundreds of billions of dollars. Schools with

transparent and democratic investment processes promote accountability and engagement by the campus and community. Furthermore,

institutions can support sustainability by investing in companies and funds that, in addition to providing a strong rate of return, are

committed to social and environmental responsibility. Investing in these industries also supports the development of sustainable products

and services. Finally, campuses can engage with the businesses in which they are invested in order to promote sustainable practices.

Throughout this subcategory, the term “sustainable investment” is inclusive of socially responsible, environmentally responsible, ethical,

impact, and mission-related investment.

Credit

Committee on Investor Responsibility

Shareholder Advocacy

Positive Sustainability Investments

Student-Managed Sustainable Investment Fund

Sustainable Investment Policy

Investment Disclosure




Committee on Investor Responsibility

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has a formally established and active CIR or similar body that makes recommendations to the Board of Trustees on socially

and environmentally responsible investment opportunities across asset classes, including proxy voting. The body has multi-stakeholder

representation, which means its membership includes faculty, staff, and students and may include alumni, trustees, and/or other parties.

Institutions for which investments are handled by the university system and/or a separate foundation of the institution should report on the

investment policies and activities of those entities.

A general committee that oversees the institution's investments does not count for this credit unless social and environmental

responsibility is an explicit part of its mission and/or agenda.

This credit applies to institutions with endowments of US $1 million or larger. Institutions with endowments totaling less than US $1million may choose to omit this credit.





Shareholder Advocacy

Responsible Party

Sally DeLeon

Project Manager


Criteria

There are two possible approaches to earning this credit.

1) Institution filed or co-filed one or more shareholder resolutions that address sustainability or submitted one or more letters about

social or environmental responsibility to a company in which it holds investments, during the previous three years.

and/or

2) Institution has conducted a negative screening of its entire investment pool within the last three years. This could take the form of

prohibiting investment in an industry (e.g. tobacco or weapons manufacturing) or participating in a divestment effort (e.g. companies

operating in South Africa during apartheid). The negative screen includes selling all but $2,000 or less of the affected direct holdings and

writing a letter to all fund managers encouraging them to remove affected holdings as well.


shareholder advocacy activities of those entities.


Has the institution filed or co-filed one or more shareholder resolutions that address sustainability during the past

three years?:

No

Has the institution submitted one or more letters about social or environmental responsibility to a company in which

it holds investments during the previous three years?:

No

Has the institution conducted a negative screening of its entire investment pool within the last three years?:

Yes

A brief description of how the institution (or its foundation) has engaged in shareholder advocacy that promotes

sustainability during the previous 3 years. :

The University System of Maryland Foundation (USMF) does not hold direct investments in individual companies and therefore would

not have the opportunity to file or co-file a shareholder resolution or submit a letter about social or environmental responsibility to a

company in which it directly holds investments. The USMF passed a resolution prohibiting direct investments in Sudan in 2006; this




resolution remains in effect and requires negative screening.

The website URL where information about the negative screen, divestment effort, and/or direct engagement with

companies in which the institution holds investments is available:

http://www.usmf.org/usmf/leader-notes/2006/07/20/university-system-of-maryland-foundation-to-di

vest-from-sudan/



http://www.usmf.org/usmf/leader-notes/2006/07/20/university-system-of-maryland-foundation-to-divest-from-sudan/

http://www.usmf.org/usmf/leader-notes/2006/07/20/university-system-of-maryland-foundation-to-divest-from-sudan/


Positive Sustainability Investments

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution invests in any of the following:

• Sustainable industries, such as renewable energy or sustainable forestry

• Businesses selected for exemplary sustainability performances

• Sustainability investment funds, such as a renewable energy investment fund

• Community development financial institutions (CDFI)

• Socially responsible mutual funds with positive screens.

Investment in a socially responsible mutual fund with only negative screens (i.e. one that excludes egregious offenders or certain

industries, such as tobacco or weapons manufacturing) does not count for this credit.


investment policies and activities of those entities.


Total value of the investment pool:

215,627,000 US/Canadian $

Value of holdings in sustainable industries, such as renewable energy or sustainable forestry :

0 US/Canadian $

Value of holdings in businesses selected for exemplary sustainability performances:

0 US/Canadian $

Value of holdings in sustainability investment funds, such as a renewable energy investment fund:

2,000,000 US/Canadian $

Value of holdings in community development financial institutions (CDFIs):

0 US/Canadian $

Value of holdings in socially responsible mutual funds with positive screens:




0 US/Canadian $

A brief description of the companies, funds, and/or institutions referenced above:

The University System of Maryland Foundation invests an estimated 1-2% of its endowment in three renewable energy and clean tech

funds.

The website URL where information about the institution’s sustainability investment activities is available:

http://www.usmf.org/usmf/clients-investment-info/



http://www.usmf.org/usmf/clients-investment-info/


Student-Managed Sustainable Investment Fund

Responsible Party

Sally DeLeon

Project Manager



Does the institution have a student-managed sustainable investment fund through which students are able to develop

socially and/or environmentally responsible investment skills and experience with governance?:

No

A brief description of the student-managed sustainable investment fund:

The University does not specifically have a student-managed sustainable investment fund, but they do have courses for students focused

on gaining socially and environmentally responsible investment skills. One includes an undergraduate course focused on consulting

projects for local Nicaraguan organizations and entrepreneurs. Students in the course provide consulting to microfinance lending

organizations and develop generic business plans, and market assessment tools. There is an MBA course that factors in sustainability into

investment strategy that is offered as well.

The website URL where information about the fund is available:

---




Sustainable Investment Policy

Responsible Party

Sally DeLeon

Project Manager






Investment Disclosure

Responsible Party

Sally DeLeon

Project Manager



Does the institution make a snapshot of its investment holdings, including the amount invested in each fund and/or

company and proxy voting records, available to the public?:

Yes

A brief description of the institution’s investment disclosure practices:

The University System of Maryland Foundation (USMF) provides snapshots of asset allocation in its annual report and quarterly

investment reports which are also available online. The online snapshots do not include the amount invested in each fund and/or

company. USMF will provide detailed snapshots on request whenever possible, where doing so would not violate contractual obligations

to investment managers. The USMF does not have the ability to submit proxy votes, as its investments are held indirectly through

investment managers.

The website URL where information about investment disclosure available:

http://www.usmf.org/usmf/about/about-usmf/annual-report/



http://www.usmf.org/usmf/about/about-usmf/annual-report/


Public Engagement

This subcategory seeks to recognize institutions that give back to their communities through community service, engagement, and

partnerships. Volunteerism and the sense of compassion that community service helps develop are fundamental to achieving

sustainability. From tutoring children to removing invasive species to volunteering at a food bank, students, faculty, and staff can make

tangible contributions that address sustainability challenges through community service. Community engagement can help students

develop leadership skills while deepening their understandings of practical, real-world problems. Institutions can contribute to their

communities by harnessing their financial and academic resources to address community needs. For example, faculty research and

courses can focus on how to address community problems. In addition, colleges and universities can offer incentives for their graduates

to pursue careers that fill community needs, and schools can use their prominence to advocate for sustainability outside of their

institutions.

Credit

Community Sustainability Partnerships

Inter-Campus Collaboration on Sustainability

Sustainability in Continuing Education

Community Service Participation

Community Service Hours

Sustainability Policy Advocacy

Trademark Licensing

Graduation Pledge

Community Service on Transcripts

Farmers' Market




Community Sustainability Partnerships

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution has formal partnership(s) with the local community, including school districts, government agencies, non-profit organizations,

or other entities, to work together to advance sustainability within the community.

Submission Note:

Terps for Change:

http://thestamp.umd.edu/student_involvement/lcsl/involvement/terps_for_change

Food Recovery Network:

http://www.foodrecoverynetworkumd.blogspot.com/

Terp Tracks:

http://thestamp.umd.edu/student_involvement/lcsl/involvement/terp_tracks


Does the institution participate in community sustainability partnerships that meet the criteria for this credit?:

Yes

A brief description of the institution’s sustainability partnerships with the local community:

The University of Maryland has a number of community sustainability partnerships through both student groups and university

administration.

Student group partnerships include:

Terps for Change - Terps for Change is committed to connecting the university with the local community through sustained,

collaborative, and meaningful community service-learning. Terps for Change volunteers are expected to volunteer at least 2-3 hours per

week and attend and actively engage in monthly dialogue events that focus on critical reflection and deeper understanding of

service-learning and movement towards social change. Terps for Change community partners include: Advancement via Individual

Determination (AVID), Cavalry Women's Services, CentroNia, College and Career Pathways at Northwestern High School, Food and

Friends, Little Lights Urban Ministries, The Maryland-National Capital Park and Planning Commission (M-NCPPC), and Engaged

Community Offshoots (ECO).










Food Recovery Network - The Food Recovery Network (FRN) is a network of student groups and individuals at UMD volunteering to

recover the surplus food from the dining halls and sports games and donate it to hungry men, women and children in the DC area.

Community partners are: So Others Might Eat (SOME), the Community for Creative Non-Violence (CCNV) and Gospel Rescue

Ministries.

Terp Tracks - The Terp Tracks program pairs University of Maryland students with local middle school students for a 6-week workshop

series that includes a field trip to campus on Maryland Day. Students have the chance to engage in a number of activities and workshops,

learn about college and set higher education goals, and experience all that takes place during Maryland Day.

Administrative partnerships include:

Center for Educational Partnership - The University of Maryland and the Maryland Multicultural Youth Center (MMYC) established a

partnership in 2006 to create the Center for Educational Partnership (CEP). CEP’s main goals are to foster academic enrichment,

parenting support, adult education, and recreational and cultural programs for the benefit of the surrounding community of Riverdale

Park.

College Park City-University Partnership - The College Park City-University Partnership (CPCUP) was created to promote

communication between the University and the City of College Park. The University has entered into a "Community Visioning" process

in collaboration with the City of College Park, the 21st legislative delegation, the Prince George's County Council, and the County

Executive. The visioning process will investigate ways to improve the local community in the following five areas: transportation, public

safety, housing and economic development, K-12 education, and sustainability.

College Park Dream Team - The Office of Community Engagement, University of Maryland Police, and Maryland Athletics kicked off

the College Park Dream Team in 2012. The College Park Dream Team is a basketball partnership designed to strengthen relationships

between community youth and officials from a team of local law enforcement agencies.

The website URL where information about sustainability partnerships is available:

http://vpaf.umd.edu/community



http://vpaf.umd.edu/community


Inter-Campus Collaboration on Sustainability

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution collaborates with other colleges and universities to support and help build the campus sustainability community.


Does the institution collaborate with other colleges and universities to support and help build the campus

sustainability community?:

Yes

A brief summary of papers, guides, presentations, and other resources the institution has developed to share their

sustainability experience with other institutions:

The University of Maryland is a part of the Metro DC Sustainability Consortium. In addition to meetings that record sustainability efforts,

a listserv (

[email protected]

) has been created so the participating institutions can share their initiatives. The members of the consortium are:

University of Maryland

American University

Johns Hopkins University

George Washington University

Georgetown University

University of the District of Columbia

Gallaudet University

George Mason University

Virginia Tech - DC Campus

Marymount University

The University of Maryland also participates in a statewide Campus Climate Action Network. Staff from the Office of Sustainability and

the Department of Facilities Management attend regular meetings where they give presentations, share guides and resources that might be

of interest, and participate in group discussions.

Staff from the Office of Sustainability are working with researchers from Ohio State University to develop a model Sustainability

Literacy Assessment that can be shared with other campuses and adopted for their use.



mailto:[email protected]





The names of local, state, regional, national, and other campus sustainability organizations or consortia in which the

institution participates and/or is a member:

The Association for the Advancement of Sustainability in Higher Education (AASHE)

The American College and University President’s Climate Commitment

The University System of Maryland (USM)

Maryland Green Registry

U.S. Green Building Council

Metro DC Sustainability Consortium

DC Climate and Urban Systems Partnership

Maryland Campus Climate Action Network

A brief summary of additional ways the institution collaborates with other campuses to advance sustainability :

Maryland is willing to answer questions and provide information about its own sustainability initiatives to help other institutions.

The website URL where information about cross-campus collaboration is available:

---




Sustainability in Continuing Education

Responsible Party

Sally DeLeon

Project Manager


Criteria

Part 1

Institution offers continuing education courses that are focused on or related to sustainability.

Courses that can be taken for academic credit are not included in this credit. They are covered by the Curriculum subcategory.

Part 2

Institution has a sustainability-related certificate program through its continuing education or extension department.

Submission Note:

The University of Maryland Extension has a dynamic number of continuing education courses. However, all of them fit into four

"Impact Areas," which are as follows: "Local Food and Agriculture Systems," "Environment and Local Resources," "Healthy Living,"

and "Resilient Communities." These all operate under the University of Maryland Extension, which is responsible for "providing

accessible, unbiased expert knowledge that people can use to improve their economic stability, their quality of life and community, and

the environment in which they live." As such, all programs within Maryland Extension fall under the umbrella of sustainability.

Master Naturalist Website:

http://extension.umd.edu/masternaturalist

Master Gardener Website:

http://extension.umd.edu/mg


Does the institution offer continuing education courses that are focused on or related to sustainability?:

Yes

Number of sustainability continuing education courses offered :

4








Total number of continuing education courses offered:

4

Does the institution have a sustainability-related certificate program through its continuing education or extension

department?:

Yes

A brief description of the certificate program:

University of Maryland Extension offers two certification programs towards becoming a Master Gardener and Master Naturalist. The

former serves to educate the community in safe, effective, and sustainable horticultural practices, while the latter engages Maryland

citizens as stewards of Maryland's natural resources.

Year the certificate program was created:

1,978

The website URL where information about sustainability in continuing education courses is available :

http://extension.umd.edu/



http://extension.umd.edu/


Community Service Participation

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution engages its student body in community service, as measured by the percentage of students who participate in community

service.

Institutions may exclude non-credit, continuing education, and/or part-time students from this credit.


The number of students engaged in community service:

4,756

Total number of students, which may exclude part-time, continuing education and/or non-credit students:

37,248

The website URL where information about the institution’s community service initiatives is available:

http://thestamp.umd.edu/leadership_community_service_learning/about_lcsl/quick_facts





Community Service Hours

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution engages students in community service, as measured by average hours contributed per full-time student per year.

Institutions may exclude non-credit, continuing education, and/or part-time students from this credit.


The number of student community service hours contributed during a one-year period:

313,092

Total number of students, which may exclude part-time, continuing education and/or non-credit students:

37,248

The website URL where information about the institution’s community service initiatives is available:






Sustainability Policy Advocacy

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution advocates for federal, state, or local public policies that support campus sustainability or that otherwise advance sustainability.

The policy advocacy must be done by the institution, not by students or a student group.


Has the institution advocated for federal, state, and/or local public policies that support campus sustainability or that

otherwise advance sustainability?:

Yes

A brief description of how the institution engages in public policy advocacy for sustainability, including the issues,

bills, and ordinances for or against which the institution has advocated:

The University of Maryland Climate Action Plan details areas in which the university is advocating for sustainability policies on the state

and federal levels. The university Energy Manager is working with the state on policies to assist the university on achieving climate

neutrality, as described in the Climate Action Plan. These policies include:

-Cost Savings Returned to University/State Entity: recognize repayment of internal loans to fund capital investments for energy efficiency

and conservation methods. Savings may be needed to invest in infrastructure and education/outreach.

-Additional Capital Investment for High Performing Energy Efficient Buildings: state should provide additional capital to construct high

performing, energy efficient buildings based on engineering estimates/guarantees of operations and maintenance savings over the life of

the building

Federal-level policy advocacy described in the Climate Action Plan includes:

-Federal and Other Policy Flexibility: Regulations such as the Energy Policy Act of 1992 and 2005 should allow more flexibility to

achieve the overall emission reductions goals intended without limiting the alternatives as more options for reaching these goals become

available.

On the local level, the University of Maryland has partnered with the surrounding City of College Park to become an EPA Green Power

Community. Green Power Communities are towns, villages, cities, counties, or tribal governments in which the local government,

businesses, and residents collectively buy green power in amounts that meet or exceed EPA's Green Power Community purchase

requirements. This partnership between the City, UMD, and dedicated homeowners and businesses in College Park is leading College

Park to achieve greater sustainability in the future as a Green Power Community. The City annually purchases more than 1.5 million

kilowatt-hours of wind power (100 percent of its annual electricity use for city facilities and streetlights).




The website URL where information about the institution’s advocacy efforts are available:

http://www.epa.gov/greenpower/communities/communities/collegeparkmdcommunity.htm



http://www.epa.gov/greenpower/communities/communities/collegeparkmdcommunity.htm


Trademark Licensing

Responsible Party

Sally DeLeon

Project Manager


Criteria

Part 1

Institution is a member of the Fair Labor Association or Worker Rights Consortium.

Part 2

Institution has signed on to participate in the Designated Suppliers Program.

Submission Note:

The following is a mandate from the code of conduct: “Wages and Benefits: Licensees recognize that wages are essential to meeting

employees’ basic needs. Licensees shall pay employees, as a floor, at least the minimum wage required by local law or the local

prevailing industry wage, whichever is higher, and shall provide legally mandated benefits.”


Is the institution a member of the Worker Rights Consortium?:

Yes

Is the institution a member of the Fair Labor Association? :

Yes

Has the institution expressed intention to participate in the Designated Suppliers Program? :

No

The website URL where information about the institution’s participation in the WRC, FLA, and/or DSP is available:

http://www.trademarks.umd.edu/



http://www.trademarks.umd.edu/


Graduation Pledge





Community Service on Transcripts

Responsible Party

Sally DeLeon

Project Manager


Submission Note:

The Civicus program's website is available here:

http://www.civicus.umd.edu/home.htm


Does the institution include community service achievements on student transcripts?:

Yes

A brief description of the practice:

The University of Maryland includes some community service opportunities on student transcripts. For example, service learning

programs (such as Civicus) appear as certificates on a transcript.


---






Farmers' Market

Responsible Party

Sally DeLeon

Project Manager



Does the institution host a farmers' market for the community?:

Yes

A brief description of the farmers’ market:

The Farmers Market at Maryland is a partnership between the Wellness Coalition and the Office of Sustainability and is financially

supported by the Division of Student Affairs. Located on the University of Maryland campus, the market provides a weekly opportunity

for students, faculty, and staff to purchase healthy foods, fresh from local farms. The Farmers Market offers fresh produce and a variety

of other locally grown and produced foods, live music, and cooking demonstrations. In addition to facilitating physical wellness, a farm to

table approach to eating inspires environmental consciousness, which is an aspect of social wellness.

The website URL where information about the market is available:

http://www.crs.umd.edu/cms/wellness/farmersmarket.aspx



http://www.crs.umd.edu/cms/wellness/farmersmarket.aspx


Innovation

Innovation

These credits recognize institutions that are seeking innovative solutions to sustainability challenges and demonstrating sustainability

leadership in ways that are not otherwise captured by STARS.

Credit

Innovation 1

Innovation 2

Innovation 3

Innovation 4




Innovation 1

Responsible Party

Sally DeLeon

Project Manager


Criteria

1) Innovation credits are reserved for new, extraordinary, unique, ground■breaking, or uncommon outcomes, policies, and practices that

greatly exceed the highest criterion of an existing STARS credit or are not covered by an existing STARS credit.

2) In general, innovation credits should have roughly similar impacts or be on the same scale as Tier One credits.

3) The innovative practice, policy, program, or outcome should have occurred within the past three years.

4) The innovative practice or program has to be something that the institution has already done; planned activities do not count.

5) An institution can only claim a particular activity as an innovation credit once. When re-submitting for a STARS rating, an innovation

credit that the institution submitted previously cannot be re-submitted.

6) Practices, policies, and programs that were once considered innovative but are now widely adopted (e.g. being the first institution to

enact a policy 20 years ago that is now common) may not be claimed as innovation credits.

7) Multiple activities or practices whose sum is innovative can be considered for an innovation credit as long as those activities or

practices are related. For example, three innovative waste reduction programs in research laboratories could be listed together under a

single innovation credit for Greening Laboratories. Listing a series of unrelated accomplishments or events under a single innovation

credit is not accepted.

8) While the practices that led to receiving an award may be appropriate for an innovation credit, winning awards and/or high

sustainability rankings in other assessments is not, in and of itself, grounds for an innovation credit.

9) Outcomes, policies, and practices that are innovative for the institution’s region or school type are eligible for innovation credits.

10) When the innovation is part of a partnership, the summary provided must clearly describe the institution’s role in the innovation.


A brief description of the innovative policy, practice, program, or outcome :

In September 2011, the two indoor pools at the University of Maryland’s Eppley Recreation Center were among the first in the nation to

start using sphagnum moss to treat water. In April 2012, the treatment system was applied in the two outdoors pools as well. Sphagnum

moss is absorptive and extremely acidic, which makes it excellent for filtering biofilm and inhibiting bacteria. The moss water treatment

system works by circulating pool water through chambers of moss and returning filtered water to the pool. The treatment allowed for a

78% reduction in water consumption over the first six months of operation, and creates projected savings of 1 million gallons of water

and $46,000 each year. In addition to financial and environmental savings, the moss water treatment system also provides human health




benefits as the pool water is clearer, less irritating to the skin and respiratory system, and smells less of chlorine. The practice of

super-chlorinating the pools has almost completely stopped, as has the use of some pool chemicals.

A letter of affirmation from an individual with relevant expertise:

AASHE Innovation Letter- Sphagnum Moss Pools.pdf

The website URL where information about the innovation is available :




http://stars.aashe.org/media/secure/471/5/418/2245/AASHE%20Innovation%20Letter-%20Sphagnum%20Moss%20Pools.pdf



Innovation 2

Responsible Party

Sally DeLeon

Project Manager


Criteria



















A brief description of the innovative policy, practice, program, or outcome:

WaterShed, the University of Maryland’s entry into the U.S. Department of Energy Solar Decathlon 2011, placed first overall in the

competition. WaterShed is a solar-powered home that comprises systems that interact with each other and the environment. Inspired by

the rich, complex ecosystems of the Chesapeake Bay watershed, the home displays harmony between modernity, tradition, and simple

building strategies, balancing time-trusted best practices and cutting-edge technological solutions to achieve high efficiency performance

in an affordable manner. The home integrates a unique array of sustainable features, including a split-butterfly roof well-suited to capture

and use both sunlight and rainwater; constructed wetlands that filter stormwater and greywater; a green roof to retain rainwater and




promote efficient cooling; a photovoltaic array to harvest enough solar energy to power WaterShed year-round; a solar thermal array to

fulfill all domestic hot water needs; “edible landscapes” that support community-based agriculture; a patent-pending indoor, liquid

desiccant waterfall for high-efficiency humidity control; and an efficient, cost-effective, durable, and a time-tested structural system.


Scott Tjaden Final Letter.pdf

The website URL where information about the innovation is available:

http://2011.solarteam.org/



http://stars.aashe.org/media/secure/471/5/419/2252/Scott%20Tjaden%20Final%20Letter.pdf

http://2011.solarteam.org/


Innovation 3

Responsible Party

Sally DeLeon

Project Manager


Criteria




















The University System of Maryland maintains an active partnership with the State Government of Maryland to increase production of

renewable power in the region. In 2011 and 2012, 16 MW of new solar energy and 65 MW of land-based wind energy came online as a

result of the Governor’s “Generating Clean Horizons” program. The University of Maryland took on the role of procurement and program

manager for these projects, and the University System of Maryland committed to purchasing 1/3 of the power output over a twenty-year

period. The University is now collaborating with the State to purchase at least 10 MW of power annually generated from a new poultry

litter to energy plant. The University of Maryland is committed to continuing to help build a reliable supply of renewable power in the




Chesapeake Bay region.


AASHE letter of support for UMD-MEA Solar PM 8-8-2013.pdf


http://www.governor.maryland.gov/blog/?p=4104



http://stars.aashe.org/media/secure/471/5/420/2259/AASHE%20letter%20of%20support%20for%20UMD-MEA%20Solar%20PM%208-8-2013.pdf

http://www.governor.maryland.gov/blog/?p=4104


Innovation 4

Responsible Party

Sally DeLeon

Project Manager


Criteria




















To develop a new generation of energy-savvy leaders, University of Maryland (UMD) experts have developed a new curriculum that

federal officials and education leaders hope will be used at colleges around the country. A unique, interdisciplinary curriculum called

“Energy 101,” comprised of group projects and educational modules, is the result of the collaborative effort of UMD, the Association of

Public and Land-grant Universities, the U.S. Department of Energy, and the Environment and Energy Study Institute. The new

curriculum is designed to challenge college students across the country to systematically explore the science and social science issues

behind sound energy decision-making and teach them to apply those skills to workplace and personal decisions. “Energy 101” is an




adaptable program that can meet the specific needs of diverse higher education institutions and their student populations. The UMD pilot

course—

Designing a Sustainable World—is intended to provide a general education experience where the students create a meaningful design to

address a critical issue in energy and/or sustainability. The course encourages students to think out of the box and apply basic design tools

to map out and explore solutions. The students submit their design projects to an e-portfolio that will enable them to continue to build

upon their designs well beyond the course. Developing a Sustainable World is offered in the Spring 2013 semester at UMD, and when the

national curriculum is unveiled in April 2013, the course will be highlighted as a case study on how other universities may align their

Energy 101 version to a curricular framework based on standards.


Jim Turner Final Letter.pdf


http://umdrightnow.umd.edu/news/umd-creates-model-energy-course-us-colleges



http://stars.aashe.org/media/secure/471/5/421/2266/Jim%20Turner%20Final%20Letter.pdf

http://umdrightnow.umd.edu/news/umd-creates-model-energy-course-us-colleges


Supplemental

Supplemental Data

The supplemental section includes reporting fields that are not part of STARS, but that have been requested by campus survey

organizations (the Sustainable Endowments Institute, The Princeton Review, and Sierra magazine). Institutions that wish to share their

data with one or more of these organizations should complete the fields in full or contact the relevant organization(s) for guidance

regarding minimum reporting requirements.

Credit

New Student Orientation

Food Education

Food and Beverage Purchases

Confinement-Free Food Purchases

Vegetarian-Fed Food Purchases

Hormone-Free Food Purchases

Seafood Purchases

Dishware

Energy Initiatives

Energy Use by Type

Procurement

Bike Sharing

Water Initiatives

Endowment

Sustainability Staffing




New Student Orientation

Criteria

Institution provides details about how it incorporates sustainability into new student orientation.





Food Education

Criteria

Institution provides education about eco-positive food and gardening techniques.





Food and Beverage Purchases

Criteria

Institution provides details of its food and beverage purchases.





Confinement-Free Food Purchases

Criteria

Institution provides details of its confinement-free animal product purchases.





Vegetarian-Fed Food Purchases

Criteria

Institution provides details of its vegetarian-fed animal product purchases.





Hormone-Free Food Purchases

Criteria

Institution provides details of its hormone-free animal product purchases.





Seafood Purchases

Criteria

Institution provides details of seafood products purchased that meet Marine Stewardship Council Blue Ecolabel standards and/or

Monterey Bay Aquarium Seafood Watch guidelines.





Dishware

Criteria

Institution provides details of the dishware its provides at its dining services locations.





Energy Initiatives

Criteria

Institution provides details about its energy initiatives.





Energy Use by Type

Responsible Party

Sally DeLeon

Project Manager


Criteria

Institution reports its energy use by type.


The percentage of total electricity use from coal.:

3.90

The percentage of total electricity use from wind.:

0.70

The percentage of total electricity use from biomass.:

0.10

The percentage of total electricity use from natural gas.:

92.35

The percentage of total electricity use from solar PV.:

0.20

The percentage of total electricity use from geothermal.:

0

The percentage of total electricity use from nuclear.:

2.80

The percentage of total electricity use from hydro.:

0.20

The percentage of total electricity use from other.:

0




Provide a brief description.:

---

The percentage of total energy used for heating buildings from coal.:

0

The percentage of total energy used for heating buildings from biomass.:

0

The percentage of total energy used for heating buildings from electricity.:

0

The percentage of total energy used for heating buildings from natural gas.:

99.30

The percentage of total energy used for heating buildings from geothermal.:

0.20

The percentage of total energy used for heating buildings from fuel oil.:

0.40

The percentage of total energy used for heating buildings from other.:

0.10

Provide a brief description.:

A small percentage of UMD’s buildings use propane for heating, mostly at agricultural research facilities.

If cogeneration, please explain.:

Most of the natural gas use for heating buildings and for electricity use is in the on-campus cogeneration plant which produces steam for

heating, and also produces electricity for campus power.




Procurement

Criteria

Institution provides details about its procurement efforts.





Bike Sharing

Criteria

Institution reports the number of bicycles available through bike sharing programs.





Water Initiatives

Criteria

Institution provides details about its water initiatives.





Endowment

Criteria

Institution provides details about its endowment.





Sustainability Staffing

Criteria

Institution reports the amount of weekly time worked by people employed in the sustainability office, if applicable (in full-time

equivalent).




University of Maryland, College Park STARS Snapshot

Documents

Transcript of University of Maryland, College Park STARS Snapshot