Green funds have become a popular way to finance sustainability projects at colleges and universities over the past decade. The University of Colorado Boulder established one of the first green funds in 1973. Green funds support projects like renewable energy installations, energy efficiency upgrades, educational programs, and sustainability staff through student fees, donations, and grants. There are currently over 176 active green funds at North American colleges. Green funds have helped implement over $10 million in sustainability projects at schools in Tennessee alone. They provide learning opportunities for campus communities and pilot new technologies, though many are not intended as permanent funding sources.
Collaboration with Financing Institutions presented by Alan Hall,GWP Senior ...Global Water Partnership
Collaboration with Financing Institutions presented by Alan Hall,GWP Senior Adviser and Chair of the EUWI Finance Working Group at World Water Week 2010
Enhancing the ability of governments and other organizations to provide environmental programs in fair, effective, and financially sustainable ways through:
•Applied Research
•Education and Outreach
•Program Design and Evaluation
Collaboration with Financing Institutions presented by Alan Hall,GWP Senior ...Global Water Partnership
Collaboration with Financing Institutions presented by Alan Hall,GWP Senior Adviser and Chair of the EUWI Finance Working Group at World Water Week 2010
Enhancing the ability of governments and other organizations to provide environmental programs in fair, effective, and financially sustainable ways through:
•Applied Research
•Education and Outreach
•Program Design and Evaluation
Scientific and Academic Grants: A Guide for the CuriousDeborah Cook
Scientific research and other academic grants in higher education are different from those in the nonprofit grant world. But are they really that different? This workshop offers a behind the scenes view of the academic grants process as experienced by a former college professor. In this workshop we will explore the similarities, differences, and quirks in grant language, writing, and management between the academic and nonprofit worlds of the grant professional. Research grants to federal agencies such as NSF and NIH are the special topic of this workshop. We will cover proposal preparation, budgets, reporting, and administration from the faculty side for these types of grants. In addition, the workshop will provide tips along the way on how best to work with academic faculty for the grant professional.
The HELP Davao Network is committed to engaging a full spectrum of water stakeholders to work collectively for management of water for all. Formed in 2004, our efforts have focused on ensuring decision key stakeholders have had access to sound science that can better inform complex decisions and hard choices in relation to the management and wise use of water.
Changing the Conversation: Making the Case for Funding Deferred Maintenance [...Sightlines
We are at a unique point in the history of managing higher education campuses. Two historic waves of building construction, 1955-1975, and 1995-2010 are increasing demands for capital investments at a time when resources available are limited. Traditional strategies for funding deferred maintenance (DM) will not work in the future. There is just too much backlog to be addressed at the time life cycles of newer buildings are coming due.
Facilities leaders know that there is a cost of waiting to fund DM projects: higher capital costs, program disruption and higher operational costs. But making the case to senior management for funding facilities sooner rather than later is a challenge as they try to balance funding facilities vs. funding faculty salaries and increase student financial aid.
In this session, participants learn from facilities leaders from California public and private campuses who have worked with Sightlines to package the DM needs into investment portfolios and successfully make the case for funding.
Overview of the Conference by Josefina Maestu, director of UN-Water Decade Programme on Advocacy and Communication (UNW-DPAC). 2014 UN-Water Annual International Zaragoza Conference. Preparing for World Water Day 2014: Partnerships for improving water and energy access, efficiency and sustainability. 13-16 January 2014
By Michael Victor, Martin van Brakel, Craig Meisner and Benoy Barman. At Ganges Regional Research Workshop of the Challenge Program on Water and Food/Water Land and Ecosystems (CPWF/WLE), May 2014
Nexgen Technology Address:
Nexgen Technology
No :66,4th cross,Venkata nagar,
Near SBI ATM,
Puducherry.
Email Id: praveen@nexgenproject.com.
www.nexgenproject.com
Mobile: 9751442511,9791938249
Telephone: 0413-2211159.
NEXGEN TECHNOLOGY as an efficient Software Training Center located at Pondicherry with IT Training on IEEE Projects in Android,IEEE IT B.Tech Student Projects, Android Projects Training with Placements Pondicherry, IEEE projects in pondicherry, final IEEE Projects in Pondicherry , MCA, BTech, BCA Projects in Pondicherry, Bulk IEEE PROJECTS IN Pondicherry.So far we have reached almost all engineering colleges located in Pondicherry and around 90km
Practice Creativity Based Leadership Skills In my experience, learning about creativity and leadership skills to actually put in practice requires a discipline of a star athlete or a musician or a scholar with motivation marshaled from within anchored with the rock of one’s own inspirations in life.
Dal 6 al 9 Luglio 2015 si è svolto a Praga il XXVI° Congresso Vocazionale Europeo sul tema: “Come accompagnare i giovani al sacerdozio e alla vita consacrata nella famiglia oggi”.
Tra i relatori anche i coniugi Attilio Danese e Giulia Paola Di Nicola, entrambi saggisti e docenti presso l'Università di Chieti (Italia), i quali hanno proposto una "lettura della situazione socioculturale della famiglia in Europa: criteri e orientamenti per un'educazione alla fede e un'accoglienza vocazionale". A partire dai alcuni dati sociologici e antropologici, Danese e Di Nicola hanno individuato le ragioni soggiacenti all'attuale crisi del matrimonio e dell'istituzione familiare cosicché - hanno spiegato -, individuate le cause, i giovani possano essere aiutati a ripensare al matrimonio nella qualità e nelle motivazioni di questa scelta".
Scientific and Academic Grants: A Guide for the CuriousDeborah Cook
Scientific research and other academic grants in higher education are different from those in the nonprofit grant world. But are they really that different? This workshop offers a behind the scenes view of the academic grants process as experienced by a former college professor. In this workshop we will explore the similarities, differences, and quirks in grant language, writing, and management between the academic and nonprofit worlds of the grant professional. Research grants to federal agencies such as NSF and NIH are the special topic of this workshop. We will cover proposal preparation, budgets, reporting, and administration from the faculty side for these types of grants. In addition, the workshop will provide tips along the way on how best to work with academic faculty for the grant professional.
The HELP Davao Network is committed to engaging a full spectrum of water stakeholders to work collectively for management of water for all. Formed in 2004, our efforts have focused on ensuring decision key stakeholders have had access to sound science that can better inform complex decisions and hard choices in relation to the management and wise use of water.
Changing the Conversation: Making the Case for Funding Deferred Maintenance [...Sightlines
We are at a unique point in the history of managing higher education campuses. Two historic waves of building construction, 1955-1975, and 1995-2010 are increasing demands for capital investments at a time when resources available are limited. Traditional strategies for funding deferred maintenance (DM) will not work in the future. There is just too much backlog to be addressed at the time life cycles of newer buildings are coming due.
Facilities leaders know that there is a cost of waiting to fund DM projects: higher capital costs, program disruption and higher operational costs. But making the case to senior management for funding facilities sooner rather than later is a challenge as they try to balance funding facilities vs. funding faculty salaries and increase student financial aid.
In this session, participants learn from facilities leaders from California public and private campuses who have worked with Sightlines to package the DM needs into investment portfolios and successfully make the case for funding.
Overview of the Conference by Josefina Maestu, director of UN-Water Decade Programme on Advocacy and Communication (UNW-DPAC). 2014 UN-Water Annual International Zaragoza Conference. Preparing for World Water Day 2014: Partnerships for improving water and energy access, efficiency and sustainability. 13-16 January 2014
By Michael Victor, Martin van Brakel, Craig Meisner and Benoy Barman. At Ganges Regional Research Workshop of the Challenge Program on Water and Food/Water Land and Ecosystems (CPWF/WLE), May 2014
Nexgen Technology Address:
Nexgen Technology
No :66,4th cross,Venkata nagar,
Near SBI ATM,
Puducherry.
Email Id: praveen@nexgenproject.com.
www.nexgenproject.com
Mobile: 9751442511,9791938249
Telephone: 0413-2211159.
NEXGEN TECHNOLOGY as an efficient Software Training Center located at Pondicherry with IT Training on IEEE Projects in Android,IEEE IT B.Tech Student Projects, Android Projects Training with Placements Pondicherry, IEEE projects in pondicherry, final IEEE Projects in Pondicherry , MCA, BTech, BCA Projects in Pondicherry, Bulk IEEE PROJECTS IN Pondicherry.So far we have reached almost all engineering colleges located in Pondicherry and around 90km
Practice Creativity Based Leadership Skills In my experience, learning about creativity and leadership skills to actually put in practice requires a discipline of a star athlete or a musician or a scholar with motivation marshaled from within anchored with the rock of one’s own inspirations in life.
Dal 6 al 9 Luglio 2015 si è svolto a Praga il XXVI° Congresso Vocazionale Europeo sul tema: “Come accompagnare i giovani al sacerdozio e alla vita consacrata nella famiglia oggi”.
Tra i relatori anche i coniugi Attilio Danese e Giulia Paola Di Nicola, entrambi saggisti e docenti presso l'Università di Chieti (Italia), i quali hanno proposto una "lettura della situazione socioculturale della famiglia in Europa: criteri e orientamenti per un'educazione alla fede e un'accoglienza vocazionale". A partire dai alcuni dati sociologici e antropologici, Danese e Di Nicola hanno individuato le ragioni soggiacenti all'attuale crisi del matrimonio e dell'istituzione familiare cosicché - hanno spiegato -, individuate le cause, i giovani possano essere aiutati a ripensare al matrimonio nella qualità e nelle motivazioni di questa scelta".
Whеn it соmеѕ tо selling a junk car fоr саѕh, оr аnу оthеr tуре of vеhісlе for that mаttеr, knowing the steps ahead оf tіmе саn bеnеfіt уоur саr selling experience trеmеndоuѕlу. Whеn іt'ѕ time to ѕеll уоur junk car, rely on these lessons tо gеt the mоѕt саѕh possible.
STE technology is now technically and commercially mature.
It enables hybridization with conventional sources; it contributes to energy security; it is a source of new jobs; and it is environmentally-friendly.
Most Stylish Homes After creating many landmark projects across the skyline of Mumbai, Nirmal Lifestyle are about to bring out their most stylish project yet. Turquoise in MulundWest, brings to the esteemed buyers the most stylish homes in Mumbai. Maintaining the path-breaking standards of Nirmal Lifestyle, Turquoise is home to masterfully crafted and intelligently designed 2 & 3 BHK plush apartments. Each space is a created space designed to provide the best home experience.
SERC Presentation "Growing a Student Environmental Resource Center at UC Berkeley" for ASUC Senate Leadership Institute 2014. Featuring The Green Initiative Fund (TGIF).
Pennsylvania Invests $1 Million in Environmental Education Programs StatewideFuture Education Magazine
Pennsylvania's commitment to environmental education received a significant boost as the Department of Environmental Protection (DEP) announced nearly $1 million in funding for 56 programs across the state.
The University of Vermont’s Office of Sustainability aims to foster sustainable development and promote environmental responsibility at every level of the university. In 2010, the Office of Sustainability launched an initiative to incorporate collective intelligence and idea management into the Office’s processes and began by seeking out ideas for their Clean Energy Fund.
Read more about how the University of Vermont increased user participation by 72% through changing their submission process and received 68 new ideas from students to help create a greener campus.
The partnership between hedge funds and university and college endowments continues to grow. For many educational institutions, hedge funds are an important tool used to diversify their portfolios, manage risk and produce reliable returns. Hedge fund investments help these institutions fund financial aid, scholarships, operations, research, academics and athletic programs.
This session focuses on recognizing community needs outside the academic environment that allow the institution to creatively develop strategies to facilitate program development and funding. By broadening the concept of the communities served, four exemplary institutions have achieved national stature as resources for government training programs (STEMP), promoting community environmental activism, facilitating lifelong learning, and blurring the line between academic and community environments.
Project Managing and Implementing STARS 2.1 processMieko Ozeki
Co-Presented at Northeast Campus Sustainability Consortium Conference on April 1, 2016 and Smart & Sustainable Campuses Conference on April 4, 2016 with Aaron Witham.
STARS submission requires a coordinated data collection effort across dozens of departments and individuals. This workshop walks through the project management process of implementing the data collection, reporting, and submission process. The University of Vermont’s Office of Sustainability will demonstrate the process, principles, and tools they use to implement the STARS 2.1 process. A starter kit will be demonstrated during this session.
AASHE 2014 Mind Mapping: A Systems Thinking Application for Change ManagementMieko Ozeki
A pre-conference workshop, co-facilitated at AASHE 2014 by Mieko Ozeki and Jenna Ringelheim. A growing number of students, faculty, and staff are increasingly concerned about their environmental impacts and demand immediate action to be taken. Despite good intentions, these same people can act in haste rather than strategically implementing a long term solution. This session will guide participants through the process of mind mapping, based on the frameworks of systems thinking, design thinking, and project management, to identify opportunities for collaboration and mitigating/managing risk. Workshop participants will learn about the process of mind mapping, a technique for visually diagramming information. They will be given an example of how a campus applies this technique to looking at a specific issues, develop and implement an action plan during the session. Mind mapping is a strategic planning process for implementing sustainability into institutional operations, academics, and planning, administration, and engagement. It applies systems thinking, design thinking, and project management. Participants will draft a mind map, scope statement, and task list that focuses on a current issue he/she is working on at their institution. The workshop provides sustainability officers with the space and time to think and construct a strategy for addressing an issue on campus. The workshop time is 15% presentation and 85% discussing/constructing a mindmap with partners. Be prepared for this work session and bring two problems we can work on together through this process.
The Role of Sustainability in Career and Workforce DevelopmentMieko Ozeki
Presented at AASHE 2014 in Portland, OR in October 2014. Sustainability offices are in a unique position on campus. With the ability to work across departmental boundaries of campus on sustainability initiatives, our offices can provide professional development opportunities for students to work on while meeting project and program objectives. Internship programs give students the chance to develop their hard and soft skills, gain work experience, and cultivate a body of work for their portfolio; all within the relatively protected setting of an academic environment. This session focuses on how we can serve as workforce trainers and career development facilitators, suggesting best practices for designing and implementing an internship program within your office.
AASHE 2014 Student Summit- Preparing for the Real World: Kickstarting Your Su...Mieko Ozeki
While students will still have to determine the exact career they would like to pursue, and maybe pick out what they will wear on interview day, at the end of the workshop they should hopefully have the rest covered. Attendees will assess their hard and soft skills, discover what work they enjoy, determine the assets they need to build, learn how to build a professional portfolio and learn how to create their own brand to set them apart. We hope to have students walk out of the presentation confident that they can handle the next steps to land their first job out of college. No matter their major, job experience, and extracurriculars, students will leave with a better appreciation of their strengths and understand there are multiple paths to be followed on the way to their dream green job. Attendees will learn about themselves through interactive activities, including mind mapping and writing their own compelling and engaging story. Attendees are encouraged to assess and reflect on their own personal experiences and passions to uncover what makes them unique and valuable. They will then be able to build their own personal portfolios and establish an undeniable online and physical presence. We even offer a brief introduction to the general sustainability field, as well as suggest on-campus tools and search engines to find green jobs.
Strengthening Relationships by Removing Blame: Constructive Relationships wit...Mieko Ozeki
Workshop presented at New England Campus Sustainability Forum in Boston, MA on September 20, 2013. This workshop focused on constructive conversations and applying systems thinking through mind-mapping.
AASHE 2013 Green Fund Implementation Guide by Campus Green Fund CollaborativeMieko Ozeki
presented at AASHE 2013 by the Campus Green Fund Collaborative:
McKenzie Beverage, Butler University
Karen Blaney, University of Texas at Austin
Kevin Ordean, Northern Arizona University
Mieko A Ozeki, University of Vermont
Katherine Walsh, UC Berkeley
Lilith Wyatt, McGill University
AASHE 2013 workshop facilitated by Mieko Ozeki, Sustainability Projects Coordinator at the University of Vermont, and Daniel Roth, Associate Director for Sustainability at Cornell University.
Strengthening Relationships by Removing Blame: Constructive Relationships wit...Mieko Ozeki
Co-presented by Mieko Ozeki, Sustainability Projects Coordinator at the University of Vermont, and Dallase Scott, Sustainability Program Manager at GreenerU.
UVM's Comprehensive Renewable Energy Feasibility Study
Aashe article a deeper look the role of green funds on campuses-m.ozeki
1. a deeper look
the role of
green funds
on campuses
by Mieko A. Ozeki
CourtesyoftheUniversityofLouisville.
AASHE 2011 Higher Education Sustainability Review • Page 43
2. A History of Green Funds on Campuses
Over the past decade, “green funds” have
become a popular funding mechanism for
financing sustainability projects in higher education.
The University of Colorado Boulder was one of the
first institutions to implement a green fund in 1973
and for close to 40 years this fund has supported the
operations of the university’s Environmental Center.
A green fund is a dedicated fund for campus
sustainability projects such as renewable energy
installations, energy retrofits, educational outreach
and hiring sustainability personnel. Student fees,
alumni donations, department budgets and grants are
the main sources of funding for green funds.
According to a “North American Campus Green
Funds Index” (NACGFI) that I created in 2010 and
continue to update, there are currently more than
176 active campus green funds at 154 institutions of
higher education in the U.S. and Canada (this does
not include a type of green fund known as “green
revolving loan funds,” which are tracked separately.
{Editors Note: For more information about green
revolving loan funds, see the Billion Dollar Green
Challenge information in the Bulletin Lens section on
page 9.}
Most of these funds receive revenue from dedicated
student fees and a large proportion of these funds are
at public institutions. Green funds at private
institutions are drawn from student fees, alumni
donations, department budgets or third-party grants.
At Swarthmore College (Pennsylvania), for example,
the New York Times funds a $500 annual grant for
students to design and implement campus
sustainability projects.
Since 2008, I’ve managed the University of
Vermont’s green fund, called the Clean Energy Fund,
and worked with our 11-person committee to select
renewable energy projects on campus. A dedicated
fee of $10 per student per semester generates more
than $225,000 per year toward this green fund for
renewable energy research, education and
infrastructure on campus.
The creation of this fund was driven by students
in 2005 after they learned that while the university
invested a portion of its general funds toward energy
efficiency projects, there was no dedicated budget
for renewable energy on campus. One of our most
notable green fund successes to date was the
installation of 17 solar trackers in 2010 that now
supplies 20 percent of the electric power needed
for the renovated George D. Aiken Center, home to
the Rubenstein School of Environment and Natural
Resources.
The NACGFI shows a significant jump in campus
green fund approvals in 2007 as the American
College & University Presidents’ Climate
Commitment (ACUPCC) took effect on a number of
campuses across the country. In 2008, however, both
green funds and campus sustainability initiatives in
general encountered a bump in the road due to the
global recession, which put a damper on new
initiatives. Approvals of new green funds dropped
by 44 percent in 2008 (18 funds approved) from the
prior year, when 33 funds were approved.
In 2009, the approval of campus green funds
rebounded, with 36 new funds. In 2011, several
Florida state colleges took part in the Florida Youth
for Environmental Sustainability Coalition’s Student
Green Fund Campaign. The University of South
Florida approved a student green fee that will
generate more than $1 million annually toward a
green fund for energy efficiency and renewable
energy projects.
Green Fund Focus Areas
Green funds can focus on one area of campus
sustainability like renewable energy, recycling,
public transit, or bicycle transportation. However,
most green funds support a variety of campus
projects, from organic gardens, light bulb swaps, and
water bottle filling stations, to the launch of Eco-Rep
programs.
Bulletin stories in 2011 reveal that solar installations
were the most popular green fund-supported campus
sustainability project that year, followed closely by
sustainable agriculture and food security initiatives.
continued on the next page
AASHE 2011 Higher Education Sustainability Review • Page 44
3. Some institutions have multiple green funds,
including the University of Colorado Boulder;
University of Illinois at Urbana-Champaign;
University of California, Santa Cruz; and University
of Kansas. These funds address different areas of
campus sustainability as well as student projects.
The Role of Green Funds
Green funds have a beneficial impact on college cam-
puses, both as a learning tool (e.g., lessons learned
from their establishment and management) and as an
economic stimulus to the institution. This financial
mechanism can also have a cumulative impact in a
region or state when multiple campuses participate.
A presentation at Ball State University’s (Indiana)
Greening of the Campus IX Conference in March
2012 provides a good example: Seven public
institutions and two private institutions implemented
campus green funds in Tennessee. Most of the funds
are sourced from student fees and since the inception
of the first fund in 2004 at Sewanee: University of
the South, roughly $10 million has been generated
for sustainability projects on college campuses in
Tennessee. A majority of the funds went toward three
categories of sustainability projects: green power
purchases from local utilities, energy efficiency
investments, and on-site renewable energy
installations.
A vast majority of the green funds have an annual
budget of less than $400,000. This means most
projects are small, one-time investments or programs
with minimal operations costs. Green funds are not
always designed to be permanent funding streams for
sustainability projects. They may play a useful role
for campus communities to implement pilot projects
and learn about new technologies or opportunities,
but may not necessarily be intended to be long-
lasting funds. Eventually some will sunset or become
a budget line item in an institution’s general fund.
At the University of Vermont, our solar photovoltaic
installation project taught campus members about
renewable energy rebates, net metering and
accounting for savings derived from energy
production. The campus community also learned
about developing processes and procedures for
situations that fall outside business-as-usual
operations. The Clean Energy Fund is currently
undergoing a programmatic review for the Board of
Trustees to assess the efficacy of this fund. We
anticipate the CEF to continue operation with a
strategic approach toward implementing renewable
energy projects upon completion of a comprehensive
campus renewable energy feasibility study in
summer 2012.
Implementation
In interviews with sustainability officers who manage
student green fund programs, I learned that
successful implementation of green funds depends on
the following factors:
• Fund Design
• Fund Management
• Education and Outreach
• Program Evaluation
Fund Design
The approval of a green fund does not ensure
success; in fact it opens possibilities for
misunderstanding by the campus community.
Mischaracterizations of a fund’s intent, whether by
title or by award criteria, can result in a perception
of “greenwashing.” The purpose of the fund must be
clearly defined for stakeholders to engage, trust, and
support sustainability efforts on campus. In the long
term, it would be best to align funded projects with
the academic, operational, and strategic planning
goals at an institution (i.e., climate action plans and/
or sustainability plans).
Fund Management
A management plan and fund manager are necessary
for the continuity and longevity of a green fund
program. Green funds are an unusual funding
structure for institutions, either as a revenue
collection source (especially from student fees) or an
internal grant program, because the mechanism does
not align well with basic accounting practices.
Careful management and monitoring of project funds
are important, as the campus community will
scrutinize the outcomes and spending from these
grant programs. A fund manager helps navigate
continued on the next page
AASHE 2011 Higher Education Sustainability Review • Page 45
4. institutional structures to make project
implementation possible, in addition to holding
institutional knowledge of the fund.
Education and Outreach
Education and outreach about green funds facilitate
student, faculty and staff involvement in
sustainability on campus. Many students are unaware
that they pay a green fee. This can be a challenge for
green fund committees interested in soliciting project
ideas from students. Education and outreach efforts
are key to making campus stakeholders aware of the
green fund’s purpose and how to apply for funding,
as well as updating people on projects. Outreach
should be consistent and can be done through
presentations, teaching, tabling, social media and
website campaigns.
Project and Program Evaluations
Periodic progress reports from project leaders are an
important evaluation tool to measure the impact of a
green fund on an institution’s sustainability efforts.
Institutions should audit the use of these funds and
review the portfolio of projects they have funded.
Frequent evaluations allow institutions to adjust
funding structures to meet with logistical, economic
and political realities on campus, as well as align
projects to institutional priorities.
As a practice, given the ad hoc nature of their
formation and existence, campus green funds bring
awareness to the lack of stable funding for
sustainability efforts. Green funds are an excellent
financial mechanism to get students, faculty and staff
engaged in sustainability efforts at their
campuses, and the passage of student green fees
creates opportunities for the campus community to
work on sustainability projects that would not
otherwise receive general operating or department
funding.
At some point, however, the funding needs to be
made permanent. Green funds do show
administrators that the campus community cares
about these issues in the most visible and tangible
way, and they invigorate the call for higher education
to take the next step toward sustainability and climate
mitigation and adaptation.
Mieko A. Ozeki has served as sustainability projects
coordinator for the University of Vermont since 2008. As a
fulfillment of requirements for a Master of Liberal Arts in
Sustainability and Environmental Management from
Harvard Extension School, she reviewed the national
context and institutional characteristics of 80 colleges
and universities in the U.S. that currently collected at
least one student green fee for the 2010 research paper,
“Student Green Fund Implementation in U.S. Colleges
and Universities from 1973-2010.” She expanded on this
research to create the North American Campus Green
Funds Index. ◊
AASHE 2011 Higher Education Sustainability Review • Page 46