We suggest three basic steps to choosing your ask:
1. Review Your Options:
We have already drafted four sample policy proposals for you, which you must know about or else you wouldn’t have
found this memo! The four sample proposals are for the following:
• Clean energy purchases that allow the campus to get more of its electricity from clean sources and less from
dirty sources.
• On-campus clean energy, such as installing solar panels and wind turbines on campus.
• Clean transportation, such as increasing incentives for students and staff to use mass transit rather than cars to
get to school.
• Energy conservation, such as using more energy efficient light bulbs or building more energy efficient dorms.
Within each policy, we have created three different “asks that you can choose from: “Gold”, “Silver”, and “Bronze”.
The Bronze standard in each policy reflects what many experts think is a very basic, simple set of steps that most schools should be able to do quite easily. The Gold standard reflects the most ambitious that many experts think is still reasonable for a school that is really supportive of going the extra mile. And, of course, Silver is somewhere in the middle.
PLEASE, do not take these rankings literally – you should feel free to “mix and match” these as you think most appropriate, or throw out the bronze, silver, gold thing altogether if you think it makes most sense.
If you’re still lost, we have a lot of experts on hand to help you out, so contact jessy@energyaction.net if you need
more help.
2. Meet with the “Top Six” people on campus After you have eyeballed a couple of options that your group is excited to push for, you should reality check your goal by meeting with the “Top 6” people on campus who’s support you will ultimately need and see how they react to your idea.
A sample meeting agenda and more on who you should meet with is located in the appendix of the Campus Climate Challenge toolkit.
Your goals should be to see if your policy idea passes their laugh test (if not, do they have a better idea?), and to figure out who the decision maker is and what will persuade them to accept your ask. Don’t make this too complicated. Here are the types of people you should probably meet with: the campus facilities director, the chair of the sustainability committee (if one exists), and environmental studies or engineering professor who is concerned with the issue, the Vice President for Business Affairs, the Student Government President, and other environmental or political groups.
Step 3: Decide on a policy
After you’ve done your meetings, it’s time to decide what policy you will advocate for. This decision should be based on your conversations with key players (what is most feasible politically?), and the types of projects that your campus would be realistically able to implement when limiting factors such as resources, available space, and weather patterns are taken into consideration.
PROPOSAL FOR CLEAN ENERGY AT X UNIVERSITY
______________________________________________________
Date:
To: Contact Person, Position, XXX University
From: Organization Name (list more than one if its a coalition effort)
_______________________________________________________
SUMMARY:
In order to both stabilize and reduce its energy costs, and to take leadership in averting the worst effects of global warming, the University should adopt a plan to reduce its global warming
pollution as close to zero as possible, as soon as possible.
We propose that X University start on this path by adopting a ______ Standard Clean
Energy Policy, which would involve XXXXXX. We think this is the most ambitious
goal that we can realistically implement by the end of the school year. In addition to
reducing University global warming pollution, this policy will help stabilize and
eventually reduce the school’s energy costs.
We also recommend that the University initiate a process to adopt a long range plan to
reduce the University’s global warming pollution to zero, through the a campus-wide
inventory of its global warming pollution and a report outlining the steps and timeline
needed to become climate neutral.
Three reports are attached as addendums: first is New Energy For Campuses1, the second
is the Association for the Advancement of Sustainability in Higher Education (AASHE)’s
“2005 Review of Campus Sustainability”2, and the third is the EPA’s Guide to
Purchasing Green Power3.
THE PROBLEM:
The effects of global warming are by now well known. The early effects of global
warming, such as higher average temperatures, glacial retreat, and the increased
incidence of extreme weather, are already in evidence. More serious effects, such as
species extinction and large-scale ecological disruption, are yet to come, but could be
averted if we take action now. Global warming pollution from the burning of fossil fuels
for energy is the primary contributor to global warming. Therefore, reducing our use of
fossil fuels as an energy source is the most important step we can take right now to
actively work against global warming.
In addition, the cost of using fossil fuels is on the rise. X UNIVERSITY currently spends
$XX each year on energy costs, a XX% increase from just XX years ago, which is
projected to increase by XX% over the next XX years. In the US, the price of a barrel of
oil has increased by about 60 percent in the last year and has doubled over the last two
years.4 With worldwide demand for oil rising and future oil and other fossil fuel
resources uncertain, experts predict the price of oil to rise even further. 5
1
New Energy for Campuses is a report published by the Campus Climate Challenge (which YOUR STUDENTGROUP is a part of)
and the Apollo Alliance that details the various strategies for reducing greenhouse gas emissions and provides a host of examples of
schools that are already implementing these types of changes. (www.climatechallenge.org)
2
AASHE’s report is one of the most comprehensive summaries of university-based energy programs.
(http://www.aashe.org/highlights/digest.php)
3
Can also be found at http://www.epa.gov/greenpower/buygreenpower/guide.htm
4
U.S. Department of Energy, Energy Information Administration, Weekly World and U.S. Spot
Clean Transportation Policy proposal – page 4 of 8
X University’s financial self-interest is to become independent from fossil fuels as an
energy source. And, as a public institution devoted to teaching the state’s next generation
of leaders and incubating solutions to society’s most pressing problems, X University can
and should provide leadership in implementing global warming solutions.
THE SOLUTION:
The long-term solution to the problem is to reduce our global warming pollution as close
to zero as possible through an integrated strategy of increasing our use of clean energy
sources such as wind and solar power, and reducing our overall use of energy through
both greater efficiency and conservation.
A Clean Energy Policy is a key way for the X University to begin the process of reducing
its global warming pollution. A Clean Energy Policy is a formal commitment from the
University to source some or all of its energy needs from renewable sources instead of
energy generated from burning fossil fuels. This could include generating renewable
energy on site, buying renewable energy from our utility, or purchasing Renewable
Energy Certificates (RECs) from national suppliers. The benefits to the University may
include lowered energy costs, particularly if some of the clean energy is generated on site,
and some insulation from fluctuating energy prices6, as well as reducing the school’s
impact on global warming.
There are three options to choose from:
• The Gold standard - 100% clean energy use by the end of this school year. This
would yield huge environmental benefits and position X University as a leader in
the sustainability field. Western Washington University and Evergreen State
College, among others, have met this goal.7
• The Silver standard - 60% of University energy requirements from clean sources
by the end of the school year.
• The Bronze standard – 30% of our energy from clean sources by 2010, with a
significant clean energy purchase beginning in the next academic year.
Here are some examples of Universities that have introduced clean energy policies:
Evergreen State College – The Evergreen Clean Energy Initiative created and promoted
a plan passed by a student referendum that increased student fees by $1.00 per credit to
offset the additional cost of purchasing clean energy. The additional fee will go to
purchase Green Tags as well as invest in on-site energy production equipment and
renewable energy research. Western Washington University, University of California at
Santa Cruz and Central Oregon Community College have all adopted similar student fee -
based Clean Energy Policies.
Bowdoin College – Bowdoin has recently committed itself to a Clean Energy Policy
based on purchasing clean energy and investment in on-campus energy production.
Oil Prices, updated 29 June 2005. Based on U.S. spot oil price for week of June 24, 2005 compared to corresponding weeks in 2004
and 2003.
5
Making Sense of America’s oil Needs: A Sustainable State Based Response to Dwindling Oil Supplies – National Association of
PIRGs August 2005.
6
For Example, according to the American Wind Association, wind energy has decreased in cost 90% over the last 20 years, in
comparison with the increase in fossil fuel prices. The Concerned Union of Scientists Renewable Energy Technology projects that
installation and running costs of wind technology will continue to fall.
7
See http://www.epa.gov/greenpower/partners/hi_ed_challenge.htm
Clean Transportation Policy proposal – page 5 of 8
Bowdoin will purchase Renewable Energy Certificates (RECs, also known as “green
tags”) from a local, low-impact hydroelectric facility close to campus in Lisbon Falls,
ME. The Treasurer and Board of Trustees for the college have made a financial
commitment to fund the entire clean energy purchase from the college’s existing budget.
Bowdoin is investing in on-site energy production including a geothermal energy project,
which will power two new dormitories, a new concert hall and art museum as well as a
project in which another dormitory is heated with biodiesel waste from the dining hall.
California State University System – CSU has recently strengthened a clean energy
policy by increasing the size of clean energy purchases from 15% percent to 20% of
energy consumed on campus by 2010. This is a significant considering the size of the
institution. With 23 campuses scattered across the state of California 20% of the
university systems energy use represents a considerable amount.
Duke University – The Fuqua School of Business at Duke University has recently
committed itself to purchasing Renewable Energy Certificates or “Green Tags” to offset
100% of the school’s energy use. Funding for the purchase will come from the school’s
existing energy budget as well as from savings from several of the university’s energy
conservation projects.
OUR PROPOSAL
We propose that X University start on this path by adopting a ______ Standard Clean
Energy Policy, which would involve XXXXXX. We are advocating for the _______
standard because we believe that it is both sufficiently realistic and ambitious.
The policy X University adopts should be suited to its individual energy needs, while
satisfying the following general criteria:
1 – The target we commit to should be the most ambitious that it is feasible for X
University to achieve by the end of this school year.
2- Energy should come from clean, renewable sources. These sources include
photovoltaic (solar), wind, geothermal and small hydropower energy production methods
which insure adequate levels of energy production with minimum or no harm to the
environment. This does not include energy produced through burning municipal solid
waste or wood- waste and energy from large-scale hydroelectric generation. For more
information on each type of renewable energy, please visit www.rnp.org
3 – Renewable energy should be from recent, high standard facilities.
Purchasing from a recent facility encourages development in the renewable energy
industry. Facilities should also achieve standards mandated for renewable energy by the
state government, or if your state government has not set standards, by Green-e, an
organization which monitors renewable energy providers.8
If renewable power from local, recent and accredited facilities is not available within the
university or college’s region, purchasing Renewable Energy Certificates is an acceptable
means for purchasing clean energy. An individual Renewable Energy/“Green” Certificate
or “Green Tag” represents roughly one megawatt-hour of renewable energy produced by
8
For further information on State renewable energy standards, visit www.dsire.org. For information on Green.e standards, visit
www.green.e.org.
Clean Transportation Policy proposal – page 6 of 8
a given facility in the United States. Green Certificates allow you to invest in clean,
renewable energy even when your current energy provider does not produce or transport
clean energy directly.
Duke University, The University of California at Santa Cruz, Bowdoin College and
Evergreen State College in Washington are some of the schools opting to purchase RECs
in amounts reflecting their current level of energy use.9
4 – If possible, the price paid for clean energy should change to reflect the falling
costs of clean energy. Ask your energy provider whether a contract could be created that
allows the price for clean energy to fall as the costs of clean energy falls. As more
renewable energy infrastructure is built and initial debts paid off, the costs for producing
clean energy should go down. However, any agreement should contain a maximum price
in order to ensure the university does not go over budget.
5 –Funds for clean energy purchases should come from the existing energy budget
whenever possible. There are many options open for funding clean energy purchase.
However, funding for renewable energy should come from current energy allocations and
sources to the maximum extent possible, reflecting X University’s commitment to make
clean energy an institutionalized part of its energy purchasing.
There are additional ways XX University could find funding for a clean energy policy.
For example, savings from conservation efforts can be used to pay for the initial cost of
switching to clean energy. Allegheny College in Pennsylvania recently used the savings
from energy conservation to help offset the additional cost of wind energy for its
campus.10
Many states across the US now offer tax deductions for projects promoting clean energy
production such as through wind and solar devices. As of 2005, the federal government
offers an incentive payment under the Renewable Energy Production Incentive (REPI) to
municipal, not-for-profit, and cooperatively owned energy facilities for up to 10 years.
For more information on your state’s current clean energy tax incentives, please visit
www.dsireusa.org. For information concerning the federal Renewable Energy Production
Incentive, please visit www.eere.energy.gov/wip/program/repi.html.
6 – If funding for renewable energy must come from student fees, the process of
adopting the plan should be democratic and the funds from student fees student
controlled. Any decision to use student fees to supplement the funding for clean energy
should preferably come via the approval of the student body through a campus wide
referendum. Referendums have been held at Evergreen State College in Washington,
Central Oregon Community College and many other schools to verify the approval of the
student body before instituting student fees for renewable energy purchases.
7 – Consider a plan for switching to on-site energy production over time. Currently,
purchasing clean energy from large-scale providers is the easiest way to begin supplying
the campus with clean energy.11 However, in the long run, the institution may find that it
is more efficient and cheaper to produce all or a considerable portion of the power they
9
For more information on these and other suppliers, please visit www.eere.energy.gov/greenpower/markets/certificates.shtml?page=2
10
New Energy for Campuses Report, p 7
11
New Energy for Campuses p 4
need right on campus. Creating a plan and possibly a savings fund for on-site renewable
energy now could help facilitate investment in on-site production in the future and make
it easier for X University to make the switch to renewable on-site. Individual schools
across the western United States have already instituted similar plans including:
- Evergreen State College in Washington where 10% of a student fee devoted to
purchasing clean energy will be invested in a fund to promote building on-site
infrastructure and fund research into renewable energy. For more information,
please visit http://academic.evergreen.edu/groups/greenfut/CLEANENERGY.htm
- California State University has created a “Green Energy” Policy in which the
university plans to not only purchase clean energy but also to invest in on-campus
generation of energy to foster energy independence. For more information, please
visit http://www.calstate.edu/pa/news/2005/green.shtml
- Central Oregon Community College in Bend, Oregon has adopted a plan in which
a student supported student fee will be placed into a sustainability fund which will
go to financing the purchase of clean energy and invest in on campus production.
8 – Initiate a parallel process to adopt a long range plan to reduce the University’s
global warming pollution to zero. Although this process should not hold up the
immediate adoption of a Clean Energy Purchase Policy, we recommend that the
university start this process by doing a campus-wide inventory of its global warming
pollution and a report outlining the steps and timeline needed to go global warming free.
The organization Clean Air-Cool Planet has excellent resources for universities wishing
to begin this process.
FIRST STEPS TOWARD MOVING TO CLEAN POWER:
Keeping in mind the criteria above, X University can take 5 basic steps in gathering
information and building a successful policy:
1. Determine how many megawatts of energy must be purchased/generated to meet
the ________% target. Use this information to determine what renewable energy
options are feasible (i.e. On-Site Production vs. Purchasing from a large supplier,
etc.).
2. Contact the area utility and determine if acceptable local clean energy purchase
options exist. If none exist, then determine the best Green Tags/Certificates
program that will best fit the institution’s preferences and the framework outlined
above.
3. Determine how best to fund the clean energy purchase. Determine whether the
existing budget can fund the clean energy purchase or whether other sources of
funding will have to be located.
4. Create the final policy using all the institution specific information and gain
approval from the student body if necessary.
5. Negotiate a final contract with the utility or REC suppliers.
RESOURCES
For more information about global warming, different renewable energy options,
methods and strategies for adopting a Clean Energy Policy and more examples of other
institutions who have switched to clean energy, consider using the following resources:
Association for the Advancement of Sustainability in Higher Education (AASHE). -
A membership-based association of colleges and universities working to advance
sustainability in all sectors of higher education in the U.S. and Canada.
http://www.aashe.org
Clean Air – Cool Planet - A non-profit organization dedicated to providing information
and solutions for corporations, campuses and communities interested in stopping
global warming.
http://www.cleanair-coolplanet.org/
United States Department of Energy - For a list of energy providers across the country,
please visit the U.S. Department of Energy’s Green Power Network website at
www.eere.gov/greenpower.
World Resources Institute – An environmental think tank dedicated to creating
practical methods for solving environmental problems around the world.
http://www.wri.org/
LIST CONTACT INFORMATION HERE
A PROPOSAL FOR ON-CAMPUS CLEAN ENERGY PRODUCTION AT
X UNIVERSITY
________________________________________________________________________
Date:
To: Contact Person, Position, X University
From: XXPIRG, Other Coalition Partners
________________________________________________________________________
SUMMARY
In order to both stabilize and reduce its energy costs, and to take leadership in averting
the worst effects of global warming, the University should adopt a plan to reduce its
global warming pollution down to zero as quickly as possible.
We propose that X University start on this path by adopting a ______ Standard On-
Campus Clean Energy Production Policy, which would involve XXXXXX. We think
this is the most ambitious goal that we can realistically implement by the end of the
school year.
We also recommend that the University initiate a process to adopt a long range plan to
reduce the University’s global warming pollution to zero or as close as possible, through
a campus-wide inventory of its global warming pollution and a report outlining the steps
and timeline needed to become climate neutral.
Attached as addendums are: New Energy For Campuses1, the Association for the
Advancement of Sustainability in Higher Education (AASHE)’s “2005 Review of
Campus Sustainability”2, and and the third is the EPA’s Guide to Purchasing Green
Power3.
THE PROBLEM
The effects of global warming are by now well known. The early effects of global
warming, such as higher average temperatures, glacial retreat, and the increased
incidence of extreme weather, are already in evidence. More serious effects, such as
species extinction and large-scale ecological disruption, are yet to come, but could be
averted if we take action now. Global warming pollution from the burning of fossil fuels
for energy is the primary contributor to global warming. Therefore, reducing our use of
fossil fuels as an energy source is the most important step we can take right now to
actively work against global warming.
In addition, the cost of using fossil fuels is on the rise. X UNIVERSITY currently spends
$XX each year on buying energy, a XX% increase from just XX years ago, which is
projected to increase by XX% over the next XX years. In the US, the price of a barrel of
1
New Energy for Campuses is a report published by the Campus Climate Challenge (which YOUR STUDENTGROUP is a part of)
and the Apollo Alliance that details the various strategies for reducing greenhouse gas emissions and provides a host of examples of
schools that are already implementing these types of changes. (www.climatechallenge.org)
2
AASHE’s report is one of the most comprehensive summaries of university-based energy programs.
(http://www.aashe.org/highlights/digest.php)
3
Can also be found at http://www.epa.gov/greenpower/buygreenpower/guide.htm
oil has increased by about 60 percent in the last year and has doubled over the last two
years.4 With worldwide demand for oil rising and future oil and other fossil fuel
resources uncertain, experts predict the price of oil will rise even further. 5
X University’s financial self-interest is to reduce its dependency on fossil fuels as much
as possible. And, as a public institution devoted to teaching the state’s next generation of
leaders and incubating solutions to society’s most pressing problems, X University can
and should provide leadership in implementing global warming solutions.
THE SOLUTION:
The long-term solution to the problem is to reduce our global warming pollution as close
to zero as possible through an integrated strategy of increasing our use of clean energy
sources such as wind and solar power, and reducing our overall use of energy through
both greater efficiency and conservation.
An On-Campus Clean Energy Production Policy is a key way for the X University to
begin the process of reducing its global warming pollution. An On-Campus Clean Energy
Production Policy is a commitment from the University to generate part of its energy
needs from clean renewable sources located on or near campus. Generating energy on
campus will help reduce the University’s reliance on fossil fuels, reduce the University’s
energy bills over the medium and long run, and educate the University population about
renewable energy.
On campus energy generation options could include solar, wind, geothermal, or biomass,
depending on the campus location. Here is a brief summary of the available technologies:
Solar:
Solar power is one of the cleanest energy technologies available. It is silent, creates no air
emissions, and once in place, requires very little maintenance. There are many different
methods for capturing solar power, from passive space heating, to large photovalic arrays
which produce electricity. It isn’t possible to list out the numerous types of solar energy
devices and their applications here, but there is plenty of information about the solar
devices and integration of solar systems into buildings available. Visit the US
Department of Energy at www.eere.energy.gov/solar/ for an overview of solar
technology, or Natural Resources Canada at www.canren.gc.ca for a more comprehensive
list of available devices.
Wind:
Wind power is usually a little cheaper to install than solar, and is also extremely clean.
The effectiveness of a turbine will vary depending on its location, and in general the
bigger the project, the better the return on investment. A common way to harness wind
power is to install a turbine on site – turbines can vary enormously in size and generation
4
U.S. Department of Energy, Energy Information Administration, Weekly World and U.S. Spot
Oil Prices, updated 29 June 2005. Based on U.S. spot oil price for week of June 24, 2005 compared to corresponding weeks in 2004
and 2003.
5
Making Sense of America’s oil Needs: A Sustainable State Based Response to Dwindling Oil Supplies – National Association of
PIRGs August 2005.
power, depending on the space and terrain available. Another efficient option is to
contract with a wind developer to fund the construction of one turbine at their facility and
receive the power generated by it. This will only work if there is a project underway
locally already. For information on wind power please visit the American Wind Energy
Association at www.awea.org.
Geothermal:
Geothermal heating systems reduce the energy demands on HVAC systems by
transferring heat from the soil to the building in winter, and from the building to the soil
in summer, using an anti-freeze type liquid. This process is efficient and practical for
most parts of the USA, and should be included in plans for new construction.6
Biofuels:
Ethanol, biodiesel and other biomass-based fuels can make a significant contribution to
reducing global warming pollution—if they are produced sustainably. However,
environmental damage can result if the transition to biofuels is managed poorly. Indeed,
under some circumstances, production and use of biofuels could lead to greater global
warming emissions than the petroleum products they are designed to replace.
To maximize the environmental benefits of biofuels, policies must be in place to ensure
that they protect air quality and are produced sustainably.7
OPTIONS FOR AN ON-CAMPUS CLEAN ENERGY PRODUCTION POLICY
With such a good selection of renewable energy technologies available, there is
something suitable for every campus to base its On-Campus Clean Energy Production
Policy on. We recommend three policy standards to choose from:
• The Bronze standard –The University will have at least one source of renewable
energy installed on campus by next year (for example one solar panel on one
building, one small wind turbine)
• The Silver standard – The University will have at least one source of renewable
energy installed on campus by next year, and commit to a plan to have X% of its
energy requirements generated on site by XXXX.
• The Gold standard – The University will
o have at least one source of renewable energy installed on campus by next
year,
o commit to a plan to generate XX% of its energy requirements on site by
XXXX.
o commit to construct one model self sustaining building (no energy from
the grid) on campus by XXXX. 8
Here a few examples of on campus energy production at American universities:
• Butte Glenn Community College has installed one of the largest on-
campus-solar projects in the country, constructing a 1.06 MW solar array.
6
New Energy for Campuses p3
7
A primer on this topic can be found on page 27 of Rising to the Challenge: Six Steps to Reduce Global Warming Pollution, National
Association of State PIRGs (www.USPIRG.org)
8
Visit www.eere.energy.gov/solar_decathlon/solar_decathlon_2007.html for information about the DOE Solar Decathalon
competition in which University students compete to design a completely solar powered house
The College installed 5,700 solar panels on a 4-acre field. This project
saves the college an estimated $300,000 annually and prevents 1,238
pounds of carbon dioxide, 870 pounds of nitrous oxide, and 21 pounds of
sulfur dioxide from entering the Earth’s warming atmosphere.
• St. Olaf College is constructing a 1.6 MW wind turbine that will power
one-third of its campus. The wind turbine will cost St. Olaf approximately
$1.9 million, but the College is receiving partial funding from Xcel
energy.
• Oregon Institute of Technology has been using geothermal energy since
1964, heating 11 buildings with geothermal wells, which also meet some
of their cooling requirements in summer.
OUR PROPOSAL
We propose that X University start on the path to zero global warming by adopting a
______ Standard On campus Energy Production Policy, which would involve XXXXXX.
We are advocating for the _______ standard because we believe that it is both
sufficiently realistic and ambitious. Whichever policy X University decides to adopt, it
should satisfy the following general criteria:
1. The target we commit to should be the most ambitious that it is feasible for X
University to achieve by the end of this school year.
2. Reduce grid energy use now. The policy should move X University to on
campus generated energy in some degree starting in the next academic year,
regardless of what the long term plans are.
3. Involve students, but the bottom line responsibility for executing the policy
should be University facilities staff. If possible, students should be involved in
the University plan to generate energy on campus. This will teach a conservation
ethic as well as achieving actual emission reduction.
4. Funds for on campus energy infrastructure should come from the existing
energy budget whenever possible. There are many options open for funding this
type of project. However, funding should come from current energy or building
allocations and sources to the maximum extent possible, reflecting X University’s
commitment to make on campus energy production an institutionalized part of its
ongoing energy planning.
5. If funding for on campus energy infrastructure must come from student fees,
the process of adopting the plan should be democratic and the funds from
student fees student controlled. Any decision to use student fees to supplement
the funding for on campus energy projects should preferably come via the
approval of the student body through a campus wide referendum. Referendums
have been held at Evergreen State College in Washington, Central Oregon
Community College and many other schools to verify the approval of the student
body before instituting student fees for renewable energy purchases.
6. Initiate a parallel process to adopt a long range plan to reduce the
University’s global warming pollution to zero within one generation.
Although this process should not hold up the immediate adoption of on campus
energy, we recommend that the university start this process by doing a campus-
wide inventory of its global warming pollution and a report outlining the steps
and timeline needed to go global warming free. The organization Clean Air-Cool
Planet has excellent resources for universities wishing to begin this process.
BENEFITS
An On Campus Alternative Energy Production Initiative at X University will:
• Reduce global warming pollution. Moving to clean renewable energy will reduce
the University’s GHG emissions.
• Cut long-term energy costs. The University of Illinois is constructing wind
turbines on campus and expects a payback time for the initial infrastructure
investment of less than 10 years.9 In many parts of the country, renewable energy
is already cheaper than conventional sources of energy.10
• Control energy prices. X University will gain more control over its energy prices
through use of reliable, renewable energy sources, avoiding the fluctuations of the
oil market. Generating renewable energy on campus will also allow for more
accurate long term planning (and higher efficiency) than sourcing renewable
energy from the commercial grid allows.
• Establish Leadership. Leading by example on this issue fits squarely within X
University’s public service mission. Global warming is emerging as an
international crisis, affecting all peoples and nations. Bold leadership is needed
from the University to demonstrate the vast range of solutions that we as a society
can utilize to tackle and solve this problem. In the process, a new generation of
leaders will be educated.
FUNDING SOURCES
There are numerous funding sources for such an initiative, including:
• State Funding. Public universities can seek state funding for their projects, from
state-controlled funds reserved for the funding of energy programs. More
information on the steps public universities should take can be found on p.13 in
New Energy for Campuses. For example, as part of California’s legislation, Butte
Glenn Community College was eligible to receive $3.7 million rebate from
Pacific gas and Electric towards the construction of their solar array, a significant
portion of the total cost of $7.4 million.
• Clean Energy Fund. The University can establish a revolving loan fund (if they
do not already have one in place), in which startup money would be allocated to
this fund from other funds, grants or gifts.
• Student Surcharge. As a last resort, universities may opt to dedicate a portion of
student fees to clean energy projects. The student body at the University of North
Carolina, Chapel Hill, approved a $4 per student surcharge in 2003 to subsidize a
Renewable Energy Special Projects Committee.
9
A Review of Campus Sustainability 2005. AASHE Digest, March 2006.
10
American Wind Energy Association, http://www.awea.org
• Responsible Endowments. Large endowments held by the University may be
used to fund such an energy initiative. In recent years a growing number of
universities have begun aligning endowment assets with their environmental
values and using portions of the endowments to fulfill their environmental goals.
• Gifts and Grants. Gifts from senior classes and alumni can be used to jumpstart
an On Campus Alternative Energy Production Initiative.
TIMELINE FOR IMPLEMENTATION:
Insert appropriate timeline for your campus.
CONTACTS:
INSERT STUDENT/STAFF CONTACTS HERE
PROPOSAL FOR X UNIVERSITY TO ADOPT AN ENERGY CONSERVATION
INITIATIVE
________________________________________________________________________
Date
To: Contact Person, Position, X University
From: XXPIRG, Other Coalition Partners
________________________________________________________________________
SUMMARY
In order to both stabilize and reduce its energy costs, and to take leadership in averting
the worst effects of global warming, X University should adopt a plan to reduce its global
warming pollution down to zero as quickly as possible.
We propose that X University start on this path by adopting a ______ Standard Energy
Conservation Initiative, which would involve XXXX. We think is the most ambitious
goal that we can realistically implement by the end of the school year.
We also recommend that the University initiate a process to adopt a long range plan to
reduce the University’s global warming pollution to zero as quickly as possible, through a
campus wide inventory of its global warming pollution and a report outlining the steps
and timeline needed to get global warming pollution down to zero.
Attached as addendums are: New Energy For Campuses1, the Association for the
Advancement of Sustainability in Higher Education (AASHE)’s “2005 Review of
Campus Sustainability”2, and an Energy Star Building checklist.
THE PROBLEM:
The effects of global warming are by now well known. The early effects of global
warming, such as higher average temperatures, glacial retreat, and the increased
incidence of extreme weather, are already in evidence. More serious effects, such as
species extinction and large-scale ecological disruption, are yet to come, but could be
averted if we take action now. Global warming pollution from the burning of fossil fuels
for energy are the primary contributor to global warming. Therefore, reducing our use of
fossil fuels as an energy source is the most important step we can take right now to
actively work against global warming.
In addition, the cost of using fossil fuels is on the rise. X UNIVERSITY currently spends
$XX each year on energy costs, a XX% increase from just XX years ago, which is
projected to increase by XX% over the next XX years. In the US, the price of a barrel of
oil has increased by about 60 percent in the last year and has doubled over the last two
1
New Energy for Campuses is a report published by the Campus Climate Challenge (which YOUR STUDENTGROUP is a part of)
and the Apollo Alliance that details the various strategies for reducing greenhouse gas emissions and provides a host of examples of
schools that are already implementing these types of changes. (www.climatechallenge.org)
2
AASHE’s report is one of the most comprehensive summaries of university-based energy programs.
(http://www.aashe.org/highlights/digest.php)
Energy Conservation Policy proposal – Page 4 of 10
years.3 With worldwide demand for oil rising and future oil and other fossil fuel
resources uncertain, experts predict the price of oil to rise even further. 4
In sum, it is in the University’s financial self-interest to become independent from fossil
fuels as an energy source. And, as a public institution devoted to teaching the state’s next
generation of leaders and incubating solutions to society’s most pressing problems,
X University can and should provide leadership in implementing global warming
solutions.
THE SOLUTION:
The long term solution to the problem is to reduce our global warming pollution as close
to zero as possible through an integrated strategy of increasing our use of clean energy
sources such as wind and solar power, and reducing our overall use of energy through
both greater efficiency, and conservation.
An Energy Conservation Initiative is a key way for the X University to begin this
process. An Energy Conservation Initiative is a commitment by the University to reduce
its energy consumption. The best way to go about this is in the framework of a
comprehensive plan with a goal and deadline. Here are some ideas on ways to frame a
conservation plan:
Individual Actions
X University can start on the path to energy efficiency through a number of simple
actions, such as retrofitting traditional lighting with energy efficient lighting, or setting all
university computers on shut down mode at night.
Attached to this document is the U.S. EPA’s Energy Star Checklist, which includes a
menu of options, arranged in a logical order, from which energy conservation initiatives
can be chosen. Implementing even one of these would improve our energy efficiency
and decrease our global warming impact. Energy Star also has other options available at
http://www.energystar.gov/index.cfm?c=higher_ed.bus_highereducation.
Do an internal energy audit
The Facilities staff at X University could conduct an audit of the campus emissions and
energy use, and then form a plan for how to achieve a target energy use reduction.
Although a one-time energy audit is very beneficial, we recommend that the University
can incorporate ongoing energy auditing and re-commissioning into the University’s
normal maintenance procedures.
There are a number of organizations to help the University do this, including Clean Air-
Cool Planet (http://www.cleanair-coolplanet.org) and the U.S. EPA’s Energy Star
Program (http://www.energystar.gov/index.cfm?c=higher_ed.bus_highereducation).
Hire an ESCO
An ESCO or Energy Services Company is a great way to achieve energy conservation
goals. These companies will come to campus, conduct an audit, estimate the value of the
3
U.S. Department of Energy, Energy Information Administration, Weekly World and U.S. Spot
Oil Prices, updated 29 June 2005. Based on U.S. spot oil price for week of June 24, 2005 compared to corresponding weeks in 2004
and 2003.
4
Making Sense of America’s oil Needs: A Sustainable State Based Response to Dwindling Oil Supplies – National Association of
PIRGs August 2005.
savings available, and make a proposal for a package of efficiency upgrades. The
University pays for the service from the savings on energy costs guaranteed by the
ESCO, with nothing to pay up front. If the savings do not cover the cost, the ESCO bears
the risk. Usually the ESCO will act as the project manager, and will also provide
maintenance and training for staff to run the project properly. This method removes the
difficulties of lack of start up capital or expertise/staff time within X University. For
more information please visit the National Association of Energy Service Companies at
www.naesco.org.
Comply with Building Efficiency Standards (For new building design and renovations)
As the greatest part of our energy is consumed by buildings, it makes sense to focus our
conservation efforts on buildings.
One way of creating a comprehensive plan is to aim to have the buildings on campus
comply with existing energy standards. This can be done in a variety of ways. The best
way is for the University can make compliance with any of the energy efficiency
standards below part of the published guidelines by which they contract with architectural
and engineering services. However, the University could also decide to test these
standards out on one or more buildings on a trial basis, and then decide whether or not to
“roll out” these standards more comprehensively.
The two best standards are:
• ASHRAE 90.1. For the most comprehensive energy standards, we suggest The
American Society of Heating, Refrigerating and Air-Conditioning Engineers
standards (ASHRAE 90.1). Design guidelines could be adapted to require
compliance with these standards.
• LEED. The US Green Building Council's LEED standards can be used as an
accountability framework for addressing key environmental and human health
concerns when upgrading existing buildings and planning new construction. The
LEED framework should be used with careful attention paid to energy
conservation. All LEED projects should aspire to achieve at least 80% of the total
energy performance credits which should be achievable through integrated design,
good energy modelling and the judicious application of life cycle costing. The
LEED standard also includes many other aspects of building's environmental
impacts. We suggest aiming for a minimum average of 26 points on the LEED
scale across the building portfolio. It is also possible to have buildings certified by
USGBC, if they achieve at least 32 points on the LEED scale. For more
information please visit www.usgbc.org.
POLICY OPTIONS
Below are three types of policy options we suggest XXUniversity choose from:
• Bronze Standard – Implement one or more items from the Energy Star Checklist
(or a comparable list) starting next year.
• Silver Standard
o Implement one or more items from the Energy Star Checklist (or a
comparable list) starting next year.
o Conduct a university-wide energy audit OR hire an ESCO to conduct
efficiency upgrades.
o Include one of the aforementioned building efficiency standards into one
or more University buildings, either existing or planned.
• Gold Standard
o Implement one or more items from the Energy Star Checklist (or a
comparable list) starting next year.
o Conduct a university-wide energy audit and include ongoing auditing and
re-commissioning into formal maintenance procedures.
o Include one of the aforementioned building efficiency standards into all
existing and planned University buildings by a set timetable OR hire an
ESCO to conduct efficiency upgrades.
o Include one of the aforementioned building efficiency standards into part
of the published guidelines by which the University contracts with
architectural and engineering services.
Here are a few examples of Universities that have already adopted energy conservation
plans:
• In the Foothill-De Anza Community College District, Environmental Studies
programs are attracting top students from around the area, due to its ongoing
innovative energy conservation efforts. In addition to the financial benefits, the
energy conservation program serves as an excellent educational tool, helping
train students in green building and alternative energy production.
• During the 2005-06 school year, the University of Wisconsin-Madison adopted a
plan to reduce its energy consumption 20 percent by 2010, gaining national
recognition.5
• University of California-Berkeley gained recognition from the California Public
Utilities Commission for its ongoing energy efficiency campaign, which
includes lighting retrofits, “light bulb exchanges” and competitions among
dorms. These small steps yielded big energy savings for the school.
There are many more examples in the attached reports.
OUR PROPOSAL
We propose that X University start on this path by adopting a ______ Standard Energy
Conservation Initiative, which would involve XXXXXX. We are advocating for the
_______ standard because we believe that it is both sufficiently realistic and ambitious.
By adopting an energy conservation plan, X University will benefit in several ways:
• Reduce energy costs. In the case of the Foothill-De Anza Community College
District, an initial $3 million investment led to installations that save Foothill-De
Anza about $800,000 a year.6
• Reduce global warming pollution. Tufts University estimates that staff and
students powering down their computers 1-5 hours per day would avoid 590 tons
of annual carbon emissions.7
5
For more information on UW Madison’s activities, please visit www.conserve.wisc.edu/
6
http://www.fhda.edu/celebrating_solar_power_and_energy_efficiency
7
New Energy For Campuses, p 6
• Gain national recognition for its leadership in energy efficiency, encouraging
higher enrollment, top faculty in environmental science, and research money for
further initiatives. In addition, a new generation of leaders will be trained. For
example, Concordia University earned the EPA Green Power Leadership Club
Award for its work on renewable power.8
CONTACTS
INSERT STUDENT/STAFF CONTACTS HERE
Clean Transportation Policy proposal – page 3 of 8 PROPOSAL FOR CLEAN ENERGY AT X UNIVERSITY
______________________________________________________________
Date:
To: Contact Person, Position, XXX University
From: Organizaton Name (list more than one if its a coalition effort)
______________________________________________________________
SUMMARY:
In order to both stabilize and reduce its energy costs, and to take leadership in averting the worst
effects of global warming, the University should adopt a plan to reduce its global warming
pollution as close to zero as possible, as soon as possible.
We propose that X University start on this path by adopting a ______ Standard Clean
Energy Policy, which would involve XXXXXX. We think this is the most ambitious
goal that we can realistically implement by the end of the school year. In addition to
reducing University global warming pollution, this policy will help stabilize and
eventually reduce the school’s energy costs.
We also recommend that the University initiate a process to adopt a long range plan to
reduce the University’s global warming pollution to zero, through the a campus-wide
inventory of its global warming pollution and a report outlining the steps and timeline
needed to become climate neutral.
Three reports are attached as addendums: first is New Energy For Campuses1, the second
is the Association for the Advancement of Sustainability in Higher Education (AASHE)’s
“2005 Review of Campus Sustainability”2, and the third is the EPA’s Guide to
Purchasing Green Power3.
THE PROBLEM:
The effects of global warming are by now well known. The early effects of global
warming, such as higher average temperatures, glacial retreat, and the increased
incidence of extreme weather, are already in evidence. More serious effects, such as
species extinction and large-scale ecological disruption, are yet to come, but could be
averted if we take action now. Global warming pollution from the burning of fossil fuels
for energy is the primary contributor to global warming. Therefore, reducing our use of
fossil fuels as an energy source is the most important step we can take right now to
actively work against global warming.
In addition, the cost of using fossil fuels is on the rise. X UNIVERSITY currently spends
$XX each year on energy costs, a XX% increase from just XX years ago, which is
projected to increase by XX% over the next XX years. In the US, the price of a barrel of
oil has increased by about 60 percent in the last year and has doubled over the last two
years.4 With worldwide demand for oil rising and future oil and other fossil fuel
resources uncertain, experts predict the price of oil to rise even further. 5
1
New Energy for Campuses is a report published by the Campus Climate Challenge (which YOUR STUDENTGROUP is a part of)
and the Apollo Alliance that details the various strategies for reducing greenhouse gas emissions and provides a host of examples of
schools that are already implementing these types of changes. (www.climatechallenge.org)
2
AASHE’s report is one of the most comprehensive summaries of university-based energy programs.
(http://www.aashe.org/highlights/digest.php)
3
Can also be found at http://www.epa.gov/greenpower/buygreenpower/guide.htm
4
U.S. Department of Energy, Energy Information Administration, Weekly World and U.S. Spot
Clean Transportation Policy proposal – page 4 of 8
X University’s financial self-interest is to become independent from fossil fuels as an
energy source. And, as a public institution devoted to teaching the state’s next generation
of leaders and incubating solutions to society’s most pressing problems, X University can
and should provide leadership in implementing global warming solutions.
THE SOLUTION:
The long-term solution to the problem is to reduce our global warming pollution as close
to zero as possible through an integrated strategy of increasing our use of clean energy
sources such as wind and solar power, and reducing our overall use of energy through
both greater efficiency and conservation.
A Clean Energy Policy is a key way for the X University to begin the process of reducing
its global warming pollution. A Clean Energy Policy is a formal commitment from the
University to source some or all of its energy needs from renewable sources instead of
energy generated from burning fossil fuels. This could include generating renewable
energy on site, buying renewable energy from our utility, or purchasing Renewable
Energy Certificates (RECs) from national suppliers. The benefits to the University may
include lowered energy costs, particularly if some of the clean energy is generated on site,
and some insulation from fluctuating energy prices6, as well as reducing the school’s
impact on global warming.
There are three options to choose from:
• The Gold standard - 100% clean energy use by the end of this school year. This
would yield huge environmental benefits and position X University as a leader in
the sustainability field. Western Washington University and Evergreen State
College, among others, have met this goal.7
• The Silver standard - 60% of University energy requirements from clean sources
by the end of the school year.
• The Bronze standard – 30% of our energy from clean sources by 2010, with a
significant clean energy purchase beginning in the next academic year.
Here are some examples of Universities that have introduced clean energy policies:
Evergreen State College – The Evergreen Clean Energy Initiative created and promoted
a plan passed by a student referendum that increased student fees by $1.00 per credit to
offset the additional cost of purchasing clean energy. The additional fee will go to
purchase Green Tags as well as invest in on-site energy production equipment and
renewable energy research. Western Washington University, University of California at
Santa Cruz and Central Oregon Community College have all adopted similar student fee -
based Clean Energy Policies.
Bowdoin College – Bowdoin has recently committed itself to a Clean Energy Policy
based on purchasing clean energy and investment in on-campus energy production.
Oil Prices, updated 29 June 2005. Based on U.S. spot oil price for week of June 24, 2005 compared to corresponding weeks in 2004
and 2003.
5
Making Sense of America’s oil Needs: A Sustainable State Based Response to Dwindling Oil Supplies – National Association of
PIRGs August 2005.
6
For Example, according to the American Wind Association, wind energy has decreased in cost 90% over the last 20 years, in
comparison with the increase in fossil fuel prices. The Concerned Union of Scientists Renewable Energy Technology projects that
installation and running costs of wind technology will continue to fall.
7
See http://www.epa.gov/greenpower/partners/hi_ed_challenge.htm
Clean Transportation Policy proposal – page 5 of 8
Bowdoin will purchase Renewable Energy Certificates (RECs, also known as “green
tags”) from a local, low-impact hydroelectric facility close to campus in Lisbon Falls,
ME. The Treasurer and Board of Trustees for the college have made a financial
commitment to fund the entire clean energy purchase from the college’s existing budget.
Bowdoin is investing in on-site energy production including a geothermal energy project,
which will power two new dormitories, a new concert hall and art museum as well as a
project in which another dormitory is heated with biodiesel waste from the dining hall.
California State University System – CSU has recently strengthened a clean energy
policy by increasing the size of clean energy purchases from 15% percent to 20% of
energy consumed on campus by 2010. This is a significant considering the size of the
institution. With 23 campuses scattered across the state of California 20% of the
university systems energy use represents a considerable amount.
Duke University – The Fuqua School of Business at Duke University has recently
committed itself to purchasing Renewable Energy Certificates or “Green Tags” to offset
100% of the school’s energy use. Funding for the purchase will come from the school’s
existing energy budget as well as from savings from several of the university’s energy
conservation projects.
OUR PROPOSAL
We propose that X University start on this path by adopting a ______ Standard Clean
Energy Policy, which would involve XXXXXX. We are advocating for the _______
standard because we believe that it is both sufficiently realistic and ambitious.
The policy X University adopts should be suited to its individual energy needs, while
satisfying the following general criteria:
1 – The target we commit to should be the most ambitious that it is feasible for X
University to achieve by the end of this school year.
2- Energy should come from clean, renewable sources. These sources include
photovoltaic (solar), wind, geothermal and small hydropower energy production methods
which insure adequate levels of energy production with minimum or no harm to the
environment. This does not include energy produced through burning municipal solid
waste or wood- waste and energy from large-scale hydroelectric generation. For more
information on each type of renewable energy, please visit www.rnp.org
3 – Renewable energy should be from recent, high standard facilities.
Purchasing from a recent facility encourages development in the renewable energy
industry. Facilities should also achieve standards mandated for renewable energy by the
state government, or if your state government has not set standards, by Green-e, an
organization which monitors renewable energy providers.8
If renewable power from local, recent and accredited facilities is not available within the
university or college’s region, purchasing Renewable Energy Certificates is an acceptable
means for purchasing clean energy. An individual Renewable Energy/“Green” Certificate
or “Green Tag” represents roughly one megawatt-hour of renewable energy produced by
8
For further information on State renewable energy standards, visit www.dsire.org. For information on Green.e standards, visit
www.green.e.org.
Clean Transportation Policy proposal – page 6 of 8
a given facility in the United States. Green Certificates allow you to invest in clean,
renewable energy even when your current energy provider does not produce or transport
clean energy directly.
Duke University, The University of California at Santa Cruz, Bowdoin College and
Evergreen State College in Washington are some of the schools opting to purchase RECs
in amounts reflecting their current level of energy use.9
4 – If possible, the price paid for clean energy should change to reflect the falling
costs of clean energy. Ask your energy provider whether a contract could be created that
allows the price for clean energy to fall as the costs of clean energy falls. As more
renewable energy infrastructure is built and initial debts paid off, the costs for producing
clean energy should go down. However, any agreement should contain a maximum price
in order to ensure the university does not go over budget.
5 –Funds for clean energy purchases should come from the existing energy budget
whenever possible. There are many options open for funding clean energy purchase.
However, funding for renewable energy should come from current energy allocations and
sources to the maximum extent possible, reflecting X University’s commitment to make
clean energy an institutionalized part of its energy purchasing.
There are additional ways XX University could find funding for a clean energy policy.
For example, savings from conservation efforts can be used to pay for the initial cost of
switching to clean energy. Allegheny College in Pennsylvania recently used the savings
from energy conservation to help offset the additional cost of wind energy for its
campus.10
Many states across the US now offer tax deductions for projects promoting clean energy
production such as through wind and solar devices. As of 2005, the federal government
offers an incentive payment under the Renewable Energy Production Incentive (REPI) to
municipal, not-for-profit, and cooperatively owned energy facilities for up to 10 years.
For more information on your state’s current clean energy tax incentives, please visit
www.dsireusa.org. For information concerning the federal Renewable Energy Production
Incentive, please visit www.eere.energy.gov/wip/program/repi.html.
6 – If funding for renewable energy must come from student fees, the process of
adopting the plan should be democratic and the funds from student fees student
controlled. Any decision to use student fees to supplement the funding for clean energy
should preferably come via the approval of the student body through a campus wide
referendum. Referendums have been held at Evergreen State College in Washington,
Central Oregon Community College and many other schools to verify the approval of the
student body before instituting student fees for renewable energy purchases.
7 – Consider a plan for switching to on-site energy production over time. Currently,
purchasing clean energy from large-scale providers is the easiest way to begin supplying
the campus with clean energy.11 However, in the long run, the institution may find that it
is more efficient and cheaper to produce all or a considerable portion of the power they
9
For more information on these and other suppliers, please visit www.eere.energy.gov/greenpower/markets/certificates.shtml?page=2
10
New Energy for Campuses Report, p 7
11
New Energy for Campuses p 4
need right on campus. Creating a plan and possibly a savings fund for on-site renewable
energy now could help facilitate investment in on-site production in the future and make
it easier for X University to make the switch to renewable on-site. Individual schools
across the western United States have already instituted similar plans including:
- Evergreen State College in Washington where 10% of a student fee devoted to
purchasing clean energy will be invested in a fund to promote building on-site
infrastructure and fund research into renewable energy. For more information,
please visit http://academic.evergreen.edu/groups/greenfut/CLEANENERGY.htm
- California State University has created a “Green Energy” Policy in which the
university plans to not only purchase clean energy but also to invest in on-campus
generation of energy to foster energy independence. For more information, please
visit http://www.calstate.edu/pa/news/2005/green.shtml
- Central Oregon Community College in Bend, Oregon has adopted a plan in which
a student supported student fee will be placed into a sustainability fund which will
go to financing the purchase of clean energy and invest in on campus production.
8 – Initiate a parallel process to adopt a long range plan to reduce the University’s
global warming pollution to zero. Although this process should not hold up the
immediate adoption of a Clean Energy Purchase Policy, we recommend that the
university start this process by doing a campus-wide inventory of its global warming
pollution and a report outlining the steps and timeline needed to go global warming free.
The organization Clean Air-Cool Planet has excellent resources for universities wishing
to begin this process.
FIRST STEPS TOWARD MOVING TO CLEAN POWER:
Keeping in mind the criteria above, X University can take 5 basic steps in gathering
information and building a successful policy:
1. Determine how many megawatts of energy must be purchased/generated to meet
the ________% target. Use this information to determine what renewable energy
options are feasible (i.e. On-Site Production vs. Purchasing from a large supplier,
etc.).
2. Contact the area utility and determine if acceptable local clean energy purchase
options exist. If none exist, then determine the best Green Tags/Certificates
program that will best fit the institution’s preferences and the framework outlined
above.
3. Determine how best to fund the clean energy purchase. Determine whether the
existing budget can fund the clean energy purchase or whether other sources of
funding will have to be located.
4. Create the final policy using all the institution specific information and gain
approval from the student body if necessary.
5. Negotiate a final contract with the utility or REC suppliers.
RESOURCES
For more information about global warming, different renewable energy options,
methods and strategies for adopting a Clean Energy Policy and more examples of other
institutions who have switched to clean energy, consider using the following resources:
Association for the Advancement of Sustainability in Higher Education (AASHE). -
A membership-based association of colleges and universities working to advance
sustainability in all sectors of higher education in the U.S. and Canada.
http://www.aashe.org
Clean Air – Cool Planet - A non-profit organization dedicated to providing information
and solutions for corporations, campuses and communities interested in stopping
global warming.
http://www.cleanair-coolplanet.org/
United States Department of Energy - For a list of energy providers across the country,
please visit the U.S. Department of Energy’s Green Power Network website at
www.eere.gov/greenpower.
World Resources Institute – An environmental think tank dedicated to creating
practical methods for solving environmental problems around the world.
http://www.wri.org/
LIST CONTACT INFORMATION HERE