Campus Ecology Yearbook 2006-2007 17th edition
http://i17.tinypic.com/4keon5h.jpgCampus Ecology Yearbook 2006-2007 17th edition
Content by National Wildlife Federation’s Campus Ecology Program and contributing college and university campus team members.
Design by Marlena Jones
pages 164
Each year, National Wildlife Federation's Campus Ecology Program gathers case studies from campus team members for the Campus Ecology Yearbook to document and celebrate the great work being done at colleges and universities across the country.
Forward
by Kevin Coyle, VP of Education, National Wildlife FederationThe college and university’s role in supporting environmental reforms and sustainable
use of natural resources became more important in 2006 . In just one year, the American public, including many business and governmental leaders, gained a new perspective on and respect for the threat of global warming. A sharp, new urgency arose across America that has placed higher education in a pivotal role for addressing global warming. First, there have been several startling scientific findings that show global warming is happening more rapidly and that increased temperatures affect everything from droughts and violent weather to ice breakup to new disease vectors. These and other revelations confirm that global warming poses a greater and more immediate public threat than was ever before estimated by the scientific community Second, the American business community began looking seriously at how every form of commerce, including energy, agriculture, forestry, trade, and transportation, will need to operate with a new set of rules that acknowledges warmer climates and conditions. Third, the U.S. public became more aware of global warming. It was exposed to more in-depth information and is rapidly deciding that global warming is, indeed, the greatest threat the human race has ever had to face. What does this heightened awareness mean for higher education? It provides many new challenges, including: 1 ) helping students learn about global warming’s full consequences and what can be done to avoid them; 2) organizing professional school curricula in ways that address global warming through new technologies, designs, business systems, and more; and 3 ) looking much more carefully at campus contributions to greenhouse gas emissions and implementing significant ways to reduce them. In 2006 , the National Wildlife Federation’s Campus Ecology Program stood up and acknowledged these fast-moving shifts in the responsibilities of U.S. higher education
by developing a strong new focus on stopping global warming. We became part of the 0-organization Campus Climate Challenge and have launched into a series of efforts to mobilize campuses and students to productive action. Our aims are simple. We want campuses to be visible examples of low-carbon use and greenhouse gas reductions. We also want students to better understand global warming and take steps to organize and reverse it. Finally, we want our campuses to become seed beds of innovation. U.S. schools will need to teach new skills to our emerging leaders and professionals if we are to have become a low-carbon society.
Buildings
With colleges and universities spending approximately $11 billion in new construction,
campus buildings can dramatically impact a school’s overall climate footprint. According to the U.S. Department of Energy’s 2006 Energy Date Book, buildings in the United States account for at least 38 percent of our total carbon dioxide emissions. All across the country campuses are stepping up to ensure environmentally preferable practices are incorporated into campus buildings. Addressing building design gives colleges and universities an exceptional opportunity
to be leaders in energy conservation and education initiatives. Colby College in Maine, for example, is incorporating Leadership in Energy and Environmental Design (LEED) principles into all new building design, and in doing so, is moving toward carbon neutrality.
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