PHILLIPS ACADEMY ANDOVER
TEAM Sustainability Steering Committee Ferd Alonso Clyfe Beckwith Elizabeth Davis Jenny Elliot Allison Guerette Nancy Jeton Larry Muench Raj Mundra Patricia Russell Rachel Skiffer Russell Stott
Assistant Head for Operations & Finance Assistant Head for Teaching and Learning Associate Director of Facilities Assistant Head for Residential Life / Dean of Students Campus Sustainability Coordinator Special Assistant to Head of School Director of Facilities Dean of Studies Dean of Studies (through FY2017) Dean of Strategic Planning (through FY2018) Senior Manager – Campus Design, Sustainability, & Grounds (through FY2019)
Climate Action Plan Working Group Willa B. Abel Nancy E. Alpert Elizabeth Davis Jeffrey C. Domina Alexandra Driscoll Allison Guerette Tom S. Hodgson Agatha G. Kip Karin Knudson Brendan Mackinson Gilbert R. Major Russell Stott
Consultants The Green Engineer Riverstone Sustainability 2
Instructor, Biology (through FY2017) Director of Information Technology Associate Director of Facilities Dean of Faculty Assistant Director, PALS Program Campus Sustainability Coordinator Instructor, Philosophy and Religious Studies (through FY2017) Nutritionist, Registered Dietician Instructor and Chair in Mathematics, Statistics, and Computer Science (through FY2019) Instructor, Chemistry Senior Manager, Operations and Maintenance Senior Manager – Campus Design, Sustainability, & Grounds (through FY2019)
CONTENTS Introduction
4
The Campus Footprint
6
Targets
8
Principles
9
Goals and Strategies by Principle
10
Case Studies
16
Launching the Climate Action Plan
18
Conclusion
21
3
INTRODUCTION
As we educate the next generation of environmental decision-makers, the Phillips Academy Climate Action Plan presents a whole school approach to engage on climate change. Our overarching goal is to reduce energy use, greenhouse gas emissions, water use, and waste on campus in a financially sustainable way. On November 10, 2018, the Phillips Academy Board of Trustees adopted this Climate Action Plan (an institutional directive born from our 2014 Strategic Plan), which puts forth a community-wide approach for reducing greenhouse gas emissions, water usage, and waste on campus. It is a crucial step in further stewarding natural resources by leveraging school values and building on a number of initiatives already in progress. Addressing the challenge of climate change involves educating our entire school community, adopting sustainable practices as policy, increasing the energy efficiency of campus buildings, and embracing renewable fuels and technologies. If we are successful in our efforts toward a “whole school approach,” students will leave Phillips Academy with a greater understanding of the effects of climate change, as well as their roles as citizen advocates for a more climatefriendly future.
A TRACK RECORD OF SUCCESS In 2006, Phillips Academy adopted its Environmental Policy Statement (see box). The statement promotes environmental stewardship, calling for conservation of natural resources, reduction of waste, and education on environmental issues. In 2016, the Trustees endorsed a Campus Master Plan that, coupled with the 2015 Athletic Facilities Master Plan, guides the vision for buildings and grounds across 700 acres. It names “environment and sustainability” as one of its five guiding principles.
4
Monchrief Cochran Bird Sanctuary
ENVIRONMENTAL POLICY STATEMENT We, the Phillips Academy community, embrace environmental sustainability as a natural extension of our non sibi ideal. We affirm our responsibility to serve and to lead as stewards of the natural world and to promote environmental awareness, global thinking, and local action. In our academy operations, Phillips Academy will strive to: • Conserve and protect natural resources and support their sustainable use. • Conduct affairs in ways that safeguard the environmental health and safety of students, faculty, staff, and the widespread and diverse communities our actions affect. In our educational mission, Phillips Academy will strive to: • Ensure that all members of the academy have opportunities to learn about the environmental and health issues that are relevant to their roles in the community. • Encourage teaching, research, and service that deepen understanding of the environment. • Conduct teaching, research, and service in an environmentally responsible way. • Provide a forum for the academy community to discuss and study environmental issues in their relationship to other social issues. Our commitment to environmental stewardship requires an ongoing, evolving process – one that challenges us to find new ways to cooperate in setting measurable and achievable goals, assigning responsibilities, and evaluating progress.
CLIMATE ACTION PLANNING PROCESS Phillips Academy began the multi-year process of developing a Climate Action Plan in spring 2016. The Academy worked with The Green Engineer and Riverstone Sustainability to inventory and benchmark energy, water, and waste across campus. Audits of selected buildings and of the Central Plant, which produces steam to heat campus buildings and generates electricity as a by-product, allowed the team to better understand current operations and opportunities for reductions. The primary steps taken to develop this plan were:
1
Benchmark emissions, water use, and waste across campus
2
Audit buildings to better understand energy and water use
“Non sibi—imprinted on the school
3
Study Central Plant operations and technology efficiency
seal—speaks to the generosity of
4
Generate suite of energy, water, and waste measures
spirit to which Andover students,
5
Analyze cost and benefit of measures
faculty and staff, and alumni
6
Propose moderate and aggressive investment and GHG emissions, water, and waste reduction scenarios
aspire. This ethic asks us to think
7
Gain consensus on achievable targets with associated mitigation strategies, management plans, financial mechanisms, and systems for tracking progress
CLIMATE ACTION PLAN WORKING GROUP
SUSTAINABILITY STEERING COMMITTEE
The Climate Action Plan Working Group was convened during the FY17 school year and was made up of faculty and staff. Its charge was to provide recommendations and develop programs for reducing energy use, conserving water, and reducing and diverting waste on campus.
The Sustainability Steering Committee (SSC) includes senior administration representing facilities, finance and administration, Dean of Studies Office, and residential life. The SSC has oversight over sustainability education and engagement, green building, renewable energy, and sustainable dining and materials procurement.
beyond ourselves to the needs of the community.” —Strategic Plan 2014
The Working Group, SSC, and students in the EcoAction Club, collaborated to set targets for emissions reductions, water conservation, and waste reduction and diversion. These groups also developed three principles with associated strategies to guide campus climate action. These targets, principles, and strategies are described in the remainder of this plan.
5
THE CAMPUS CLIMATE FOOTPRINT
GREENHOUSE GASES AND ENERGY USE Phillips Academy has tracked Scope 1 direct emissions, Scope 2 indirect emissions, energy use, and total building square footage since 2005.
GHG Emissions by Source FY2018
Scope 1 emissions are greenhouse gases emitted on campus. The largest source of Scope 1 emissions is the Central Plant’s combustion of natural gas to provide steam for heating and hot water for many buildings on campus. Other sources are combustion from building-level boilers, the campus-owned vehicle fleet, and escaped emissions from refrigerants.
Electricity
Scope 2 indirect emissions are greenhouse gas emissions from purchased electricity produced offsite.
Mobile (Fleet)
Cogen
29%
1%
49%
Fugitive (Refridg)
2
%
Phillips Academy does not currently track Scope 3 indirect emissions, which include employee commuting, business travel, off-site waste management, and energy distribution and transmission losses.
Other stationary combustion*
19%
*Primarily building-level heating
Percent Change (%)
Change in GHG Emissions, Energy and Square Feet FY2005-2018 3 2.5 2 1.5 1 0.5 0 -0.5 -1 -1.5 -2 -2.5 -3
2005
2006
2007
2008
2009 2010
2011
Square Feet
6
The Great Elm
2012
Energy
2013 GHG
2014
2015
2016
2017
2018
WATER USE Phillips Academy has tracked water usage since 2005 in the following categories:
Process Water Use
Water Usage FY2005-2018 35
Irrigation Water Use
15%
10%
30 Millions of Gallons
Service Water Use – Tap water, indoor flush and flow fixtures, outdoor spigots on homes, and laundry units
Annual Water Use FY2018
Process Water Use – Building cooling and heating, Central Plant, natatorium, and laboratory use
25 20 15 10
Irrigation Water Use – Landscaping and athletic field maintenance
5 0
75%
2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 2016 2017 2018
Service Water Use
WASTE GENERATION AND DIVERSION
Waste Characterization FY2018 Wood Metal
5%
Electronics
2%
2%
Trash and Recycling FY2009-2018
Donatable Goods
700 600
42%
17%
Trash
800 600
2%
Trash
Compost
Recycling
900
Tons
Phillips Academy has been tracking the total weight and method of disposal for its waste and recycling since 2009. In that time period, the Academy has seen a slight decrease in the total waste generated, but a more than 50 percent increase in the recycling rate.
Year
500 400 300 200 100
Single Stream Recycling
30%
0
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
Year
7
TARGETS
Targets were set for emissions, water, and waste reduction following rigorous benchmarking and analysis of the campus footprint. Baselines were chosen based on the availability of historical data.
EMISSIONS
reduction in Metric tons of CO2e
3
GHG Projections (MTC02e)
From 2005-2018, Phillips Academy reduced CO2e emissions by 18.5%.
8
WASTE
WATER
reduction in gallons of wa ter used
1
wast e defined as 90% diversion
From 2005-2018, the amount of water used on Phillips Academy campus has remained relatively constant.
From 2009-2018, Phillips Academy more than doubled the amount of trash it diverted through its recycling program.
GHG Mitigation 2005-2030 by Principle 20,000
16,211
3,001 245
15,000
662
508
457
Principle 2
Principle 3: Energy
10,000
11,338
5,000 --
FY05 Emissions
FY05-18 Reductions
Principle 1: Education
Principle 2
(Existing Infrastructure)
(New Buildings)
2030 Emissions
PRINCIPLES
Principles were established through an iterative process by the Climate Action Plan Working Group and Sustainability Steering Committee
1 EDUCATION EDUCATE AND ENGAGE THE ENTIRE COMMUNITY ON CLIMATE CHANGE AND INCORPORATE SUSTAINABILITY THROUGHOUT THE ACADEMY.
2 INFRASTRUCTURE INCREASE THE SUSTAINABILITY OF CAMPUS BUILDINGS AND INFRASTRUCTURE; CONSERVE ENERGY, REDUCE WATER USE, DECREASE AND DIVERT WASTE.
3 ENERGY GENERATE AND USE CLEANER AND RENEWABLE ENERGY ON CAMPUS. Memorial Bell Tower
9
1
OVERVIEW EDUCATION
Phillips Academy is educating the next generation of environmental decision-makers – entrepreneurs, business leaders, scientists, policy-makers, voters, and consumers. Educating about climate change and inspiring innovative solutions will help shape the global response to this issue. Education and engagement on climate change will also lead to community action to conserve energy and water and reduce waste. “Principle 1- Education” calls for programs to model sustainable behaviors and incorporate climate change and sustainable development into campus classrooms, programming, and other activities. Principle 1 also establishes subgoals for interdisciplinary climate change education and sustainable dining and procurement.
10
Moncrieff Cochran Bird Sanctuary
GOALS 1. Foster all students’ working knowledge of climate change 2. Engage entire community in sustainability programming
STRATEGIES ENERGY • Establish an eco-representative program for residence halls and day student cohorts • Establish an adult eco-representative program for departments and offices
SUBGOALS 1. Establish a campus center for climate change research, study, and teaching 2. Install and operate a campus learning garden 3. Track the sustainability of purchases campus-wide, and set standards and targets for purchasing environmentallypreferred products 4. Establish sustainable dining principles and goals, a roadmap for achieving them, and mechanisms for tracking progress 5. Develop an implementation plan to ban plastic water bottles and other one-time use items on campus
• Offer courses focusing on climate change and sustainable development
2
REDUCTION IN GREENHOUSE GAS EMISSIONS
2
WATER USE REDUCTION
%
• Offer programming to engage the entire community, e.g., Green Cup Challenge
WATER • Conduct water conservation programs for dormitories, offices, departments, and faculty homes • Challenge community to take shorter showers and turn off the tap when brushing teeth and shaving • Offer a “Green Cup Challenge” for water
%
WASTE • Conduct recycling and waste reduction programs for dormitories, offices, departments, and faculty homes • Host community waste audits • Offer a “Green Cup Challenge” for waste
15
% WASTE DIVERTED 11
2
OVERVIEW INFRASTRUCTURE
Phillips Academy comprises 700 acres of land, 156 buildings, and miles of underground utilities. The Campus Master Plan proposes an increase to the built square footage of the campus. “Principle 2- Infrastructure” emphasizes the importance of growing the campus with sustainability and environment as key priorities established in the Campus Master Plan. It calls for improvements to existing buildings that will help the campus conserve energy and water and reduce waste. Principle 2 also establishes subgoals for the campus – green building standards and a campus–wide building energy management system.
12
Flagstaff Courtyard
GOALS 1. Target LEED certification for new buildings and major renovations 2. Address efficiency of existing building stock 3. Make energy and water conservation and waste reduction easier for building occupants
STRATEGIES ENERGY • Establish green standards and life cycle accounting to ensure sustainability is an early and prominent priority of project development and design • Target a portion of existing building stock on an annual basis for weatherization, pipe insulation, LED lighting, and high efficiency energy systems
6
REDUCTION IN GREENHOUSE GAS EMISSIONS
2
WATER USE REDUCTION
%
• Install electric vehicle charging stations and electrify the campus vehicle fleet
SUBGOALS 1. Develop and adopt green building standards for use by the Office of Physical Plant and all outside contractors 2. Work towards a campus-wide building energy management system and dedicated energy manager
WATER • Target a portion of existing building stock on an annual basis to install low flow water fixtures • Explore “smart” irrigation systems
%
WASTE • Install consistent bins and labels • Offer recycling for additional waste streams • Expand composting programs
15
% WASTE DIVERTED 13
3
OVERVIEW ENERGY
Phillips Academy uses both fossil fuels and renewable energy to heat, cool, and provide electricity to campus buildings. • The Central Plant uses primarily natural gas to produce steam to heat and provide hot water to many campus buildings. • The Central Plant is a cogeneration facility, producing electricity as a by-product of the steam-making process. • Solar panels on the Snyder Center, Abbot Gymnasium, and Phelps House provide additional renewable energy to campus. “Principle 3- Energy” addresses the energy that is currently used on campus at the Central Plant and in individual buildings and calls for the generation of additional renewable electricity onsite. It also proposes the electrification of the campus vehicle fleet. Principle 3 subgoals address financial mechanisms for greening campus energy, namely purchasing renewable electricity and the associated Renewable Energy Credits (RECs) from the New England power grid.
14
Snyder Center Solar Array
GOALS
STRATEGIES
1. Decrease emissions and water use associated with electricity use, heating, and cooling on campus
ENERGY
2. Generate renewable energy on campus
• Increase efficiency of Central Plant, steam distribution system, and cooling plants on campus • Install solar panels on all new buildings and appropriate existing buildings • Identify an on-campus or off-site location for a small-scale solar farm
3
REDUCTION IN GREENHOUSE GAS EMISSIONS
2
WATER USE REDUCTION
%
SUBGOALS 1. Commit to purchasing 100 percent of electricity from renewable energy and retain the associated RECs*
WATER • Explore replacement of water cooled chillers with air cooled heat pumps
2. Purchase and retire the equivalent renewable energy credits (RECs) for electricity purchased through a power purchase agreement (PPA) or net metering credit arrangement*
• Increase efficiency of steam production and distribution • Enhance the existing steam trap maintenance program
%
*Emissions reductions associated with RECs were not used to project a pathway to our emissions target
15
CASE STUDIES
1 EDUCATION GREEN CUP CHALLENGE
LEED
In February, 2017, Phillips Academy residence halls participated in their ninth annual Green Cup Challenge to reduce electricity use. Cumulatively, residence halls reduced electricity use by 6.5 percent, saving over 9,000 kWh of electricity, $1,200 in electricity bills, and nearly three metric tons of carbon dioxide equivalent.
The US Green Building Council’s Leadership in Energy and Environmental Design (LEED) program provides certification for building projects that incorporate sustainable design, construction, and operations. LEED ratings are certified, silver, gold, and platinum, representing increasing levels of stringency. There are three LEED buildings on campus.
In preparation for the Green Cup Challenge, the EcoAction Club launched an education campaign about the connection between energy use and climate change. The club encouraged residence halls to: turn off lights when leaving a room; take the stairs instead of the elevator; set up sleep mode on computers; and unplug electronic devices when not in use.
Phelps House
• Snyder Center is LEED platinum. It features an acre of solar panels on the roof, producing electricity for the Snyder Center and the adjacent ice arena. • Rebecca M. Sykes Wellness Center is LEED Gold and has 19 geothermal wells connected to heat pumps that heat and cool the building. • Paresky Commons is LEED Silver, in part due to its innovative pre and post consumer composting system.
TRAYLESS DINING
LIBRARY WASTE BINS
Paresky Dining Commons underwent a major renovation in 2009. The renovation resulted in sustainable building features and operations, including trayless dining.
In 2016, new blue bins for mixed recycling and black bins for trash with pictorial labels were installed in Oliver Wendell Holmes Library. Pre and post audits of a week’s worth of waste demonstrated that recycling increased 10 percent and contamination decreased 30 percent with the easy-to-use bins and labels.
Trayless dining saves water and energy and discourages taking more food than is needed. Students have been inspired to further reduce food waste in the dining hall through “clean plate” challenges.
16
2 INFRASTRUCTURE
3 ENERGY UTILIZING WASTE HEAT At the same time, a new field house - the Snyder Center - was being designed, the adjacent ice arena needed to replace the refrigeration system used in the ice-making process. The new heat pump refrigeration system was designed to allow for the capture and reuse of the resulting waste heat that would normally be vented outside. The waste heat is pumped underground to the Snyder Center and used to heat the building. Additional features at the Snyder Center further minimize thermal energy demand. For example, 27 destratification fans circulate the warm air that rises in the high-ceilinged track area downwards in cooler months, reducing the need to operate the large building air handlers.
WASTE HEAT RECOVERY AND REUSE - SNYDER CENTER GEO-EXCHANGE
PV ARRAY
NET-ZERO ENERGY
2
NET-POSITIVE ENERGY
ICE ARENA
3
WASTE HEAT 50% ENERGY EFFICIENCY IMPROVEMENT
1
SNYDER CENTER
1
Waste heat from ice-making at the ice arena is used to heat Snyder Center
2
A 1778 panel rooftop solar array produces electricity for the building and ice arena.
3
Energy systems were designed for eventual pairing with a future geothermal well field.
IMAGE BY PERKINS + WILL NET-POSITIVE ENERGY
17
LAUNCHING THE CLIMATE ACTION PLAN
18
Peabody Museum Class
WHOLE SCHOOL APPROACH
Greenhouse Gas (GHG) Emissions
The three climate action plan principles work in concert to achieve meaningful reductions of
(MTC02e)
20,000
18.5% Reduction
15,000
30% Reduction
10,000 5,000
greenhouse gas emissions, water use, and waste
0
from 2019-2030.
2005
2018
2030
Water Use (Actual and Targeted) 33
will lead implemention of this multi-faceted Climate Action Plan, the entire Phillips Academy community must participate to reach the school’s aggressive targets.
Million Gallons Water
While the Sustainability Steering Commitee
32
30
10% Reduction
29 28 27
Many of the programs and building practices will require culture shifts; therefore, work done to educate, engage, and encourage when the plan is first launched will lead to success throughout the plan period. Regular assessment and refocusing will help to achieve and sustain the reductions needed to achieve targets by 2030.
4% Reduction
31
2005
Waste Diversion 900 800 700
60% Diversion 24% Diversion
Tons
500 400
2030
90% Diversion Plus Reduction in Total Waste Trash
Trash
600
The Phillips Academy Climate Action Plan is a major step to make the campus more sustainable and mitigate its contribution to climate change. Over the plan period (FY 2019-2030), the school will need to plan for a continued climate action and longer term, more aggressive targets. This entails identifying additional areas to conserve energy and water and reduce and divert waste. It also will require a long-term planning process to move the campus away from conventional fossil fuels and toward renewable energy sources.
2017
Trash
Recycling Recycling
300 200 100 0
Recycling 2005
2018
2030
19
ACHIEVING OUR TARGETS
Progress to Date
Water Use
Waste Diversion
-19%
-4%
+60%
1
Education
-2%
-2%
+15%
2
Infrastructure
-6%
-2%
+15%
3
Energy
-3%
-2%
30% Reduction of GHGs
10% Reduction of Water Use
2030 TARGET
20 Armillary Sphere on the Great Lawn
GHG Emissions
90% Waste Diversion (Zero Waste)
CONCLUSION The Climate Action Plan affirms Phillips Academy’s commitment to address climate change by reducing energy use and greenhouse gas emissions, conserving water, and reducing and diverting waste. Addressing climate change embodies the non sibi (not for self) ideal that has steered campus decision making since the school was founded in 1778. We are setting high standards for our community. By reaching our 2030 targets, we will reduce about 5,000 metric tons of CO2e annually (the equivalent of removing 1,100 cars from the road). We will reduce water usage by three million gallons per year. We will reduce waste going to landfills and incinerators by about 550 tons per year. In addition to education and engagement, the school will lead by example by making changes to the campus infrastructure and energy supply. We believe these local impacts will have global reach. We are empowering today’s students to help the world mitigate and adapt to a changing climate.
Cochran Chapel
21
SPRING 2019
PHILLIPS ACADEMY ANDOVER
WWW.ANDOVER.EDU