Academics

1. Planned Integration of Education for Justice Themes in Courses and Curriculum. Central to the mission of Jesuit and Ignatian education is the goal of educating men and women for others - people who are prepared to engage in justice-related topics relevant to their personal and professional growth and relevant to the welfare of individuals and society. We would hope that appropriate themes under the "Education for Justice" directive will be incorporated broadly across University academic programs, curricula and courses.

   The Education for Justice Task Force has identified four justice-related areas to pursue in advancing this aspect of the educational mission: social injustice, global issues, the environment, and peace. In this plan we focus on "The Case for Sustainability" as the first of these theme to be incorporated into programs, curricula, and courses.

   We support a systemic and integrated approach to integrated sustainability issues into the curriculum. In keeping with the University's assessment efforts, we recognize that sustainability in the curriculum must also be linked to student learning outcome goals and experiential goals. We also encourage a shared and cooperative effort among faculty as they develop experiences for students. Establishing education for justice goals at the course level are important first steps in reaching broader objectives. They should not substitute for the broader goals, but the broader goals cannot be met without the involvement of faculty in these first steps.

2. Faculty Development Seminars. We recognize that appropriate faculty development is a necessary prerequisite for effective faculty involvement. In order to advance "The Case for Sustainability", we propose a set of faculty development initiatives similar to those pursued at other institutions of higher learning. One set of development opportunities would involve a series of faculty workshops held for those interested in incorporating sustainability themes into their courses.

   We would look to these opportunities to develop faculty awareness of the complexity and the breadth of sustainability-related issues in modern society. We would hope that these faculty members will not only incorporate some themes into their courses, where appropriate, but also serve to lead their colleagues to a heightened awareness of the issues surrounding the importance of education and action related to sustainability.

   Summer workshops would be voluntary and represent a key first step in the project on Education for Justice: The Case for Sustainability. By developing a level of faculty expertise and interest, our hope is to spur significant changes in courses and curriculum, and concomitant changes in student learning about sustainability issues and their role in addressing these issues.

3. National Leader in Faculty Development. With appropriate collaboration and University-wide support, one can imagine The University of Scranton as the host site for regional or national Education for Justice development workshops with an array of expert speakers and guests. We look to Education for Justice: The Case for Sustainability as a critically important first step in the journey to situate The University of Scranton as a leader in educating students, and as a place that develops and encourages those who wish to serve as leaders in this and other education for justice projects.

Physical Plant

1. Recycling Program. Evaluate our recycling initiative on campus and make improvements where we can. Include in this renewed program an emphasis on recycling of computer equipment and integration of recycled materials and sustainable building products.

2. University Architectural & Engineering Services. Contract with architectural and engineering firms that employ sustainability in design and selection of materials and equipment for use in University buildings. Encourage the use of recyclable materials in all projects. Encourage the use of geothermal technology and heat recovery in heating and cooling systems. Increase building density when possible (i.e. multiple story buildings as opposed to low rise construction). Encourage the use of passive solar systems and solar shielding through building orientation.

3. Transportation. Investigate ways to use the newest hybrid vehicles as University fleet cars. Fr. Pilarz as agreed to lead by example by purchasing a Prius at the conclusion his current lease.

4. Staff Education. Commit to sending individuals from the physical plant staff to educational seminars nationwide in order to remain current on sustainable issues.

5. Future Building. Incorporate sustainable materials and methods of construction in new or renovated University facilities. Include the requirement for EnergyStar rated equipment in all project plans. Identify projects that provide savings in energy consumption such as lighting retrofits, variable speed drives, etc. Investigate the integration of new technology to further reduce our dependence on energy provided by fossil fuels. Investigate ways to use natural lighting in new facilities. Investigate ways to use solar and wind power for augmenting electrical systems. Use more energy efficient windows (i.e. triple glazed) in facilities. Increase insulation values in building envelopes in renovation projects. Investigate the use of recovered storm water and grey water systems for irrigation and landscaping. Incorporate the use of landscaping materials to assist in tempering buildings and minimizing the amount of storm water in the storm water systems.

6. Environmental Purchasing Criteria. Give preference to products that use fewer hazardous materials, are more energy efficient, generate less waste, incorporate more recycled materials, and are themselves more easily recycled.

7. Water Conservation. In the summer of 2005, implement a program for water consumption that will save approximately $90,000 annually in water use, sewer costs, and thermal energy costs.

8. Dining. Most of the discarded food in the cafeterias is discarded by students in the "all-you-can-eat" 3rd floor. The most effective way to lessen this waste is through communication and education. Students believe they have paid for the food and can waste it if they'd like. Some student groups have collected the wasted food and drinks in an effort to show other students the actual impact of their choices. We need to continue to limit portion sizes in an effort to urge students to return for seconds after eating an initial serving.

9. Composting. While excess food waste can never be totally eliminated, it could be put to better use through a coordinated composting program. The University has already worked with local and state officials in a beta composting effort off-site and has started discussions regarding an on-site composting initiative.

Community Education

1. Trustee Day. Fr. Pilarz has committed Trustee Day 2005 to a discussion on sustainability. The day offers a unique opportunity to gain exposure for this issue at the highest levels of the University community. It is, therefore, a fitting time to announce the University's campus-wide sustainability plan.

2. Awareness Campaign. Both leading up to Trustee Day and on a sustained basis afterward we envision delivering an awareness campaign on the importance of this issue. We envision enlisting student clubs in this effort, including an effort to demonstrate commitment to this through the wearing of bracelets.

3. Student Programming. The issue of sustainability would be built into student programming.

4. Speaker Series. Once or twice per academic year, we envision hosting an outside speaker on the issue of sustainability. Both the entire University community and the greater Scranton community would be invited to attend and participate. These sessions will serve as a way to educate people on this issue and keep it top-of-mind. These speaker events could coincide with Earth Day.