Sustainability Framework

For its sustainability framework, EMU has chosen a system developed by the nationally recognized leader in sustainability in higher education, the Association for the Advancement of Sustainability in Higher Education (AASHE). AASHE developed, over the last couple of decades, the Sustainability Tracking, Assessment and Rating System (STARS) system, which is a sustainability crediting system used by over 800 institutions on six continents to calculate their sustainability rating.

Full criteria, credit rationale, applicability to the institution, scoring, reporting fields, measurement, term definitions and examples of the STARS system are provided in the full STARS technical manual v 2.1 found at: STARS Manuals and Tools. Below is a short summary of each of the STARS criteria that can be used to gain points in the rating system. The total STARS rating score determines one of four STARS ratings available: Bronze (25 or above), Silver (45 or above), Gold (65 or above) and Platinum (85 or above). Each rating level represents a significant and widely recognized increase in an institution’s commitment to sustainability.

STARS category: Academics (40 points available)

  • AC 1: Academic Courses (14 points available) Expand dropdown

    Criteria Description: Institution has conducted an inventory during the previous three years to identify its sustainability course offerings for current and prospective students, both as a percentage of all courses and all departments offering sustainability courses.

    The following courses are sustainability-focused and are regularly offered by the university:

  • AC 2: Learning Outcomes (8 points available)

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    Criteria Description: Institution’s students graduate from degree programs that include sustainability as a learning outcome, or include multiple sustainability learning outcomes based on the percentage of graduates from such programs.

    The Student Learning Outcomes of the Environmental Science and Society (ENVI) interdisciplinary major include the following:

    • Demonstrate an understanding of major environmental issues and their potential solutions.
    • Demonstrate an understanding of the importance of diverse worldviews in public and scholarly discourses on environmental issues.
    • Demonstrate an understanding of concepts, principles, and theoretical frameworks for analyzing the ethical aspects of environmental issues.
    • Demonstrate the ability to identify the formal and informal societal constraints on addressing environmental problems.
    • Communicate integrated perspectives on complex environmental problems or issues to both professional and lay audiences.

    The Student Learning Outcomes of the Construction Management major include the following:

    • Understand the basic principles of sustainable construction.

     

  • AC3: Undergraduate Program (3 points available)

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    Criteria Description: Institutions have at least one sustainability-focused degree program, or the equivalent for undergraduate students. Partial credit would be granted for sustainability-focused minor, concentration or certificate.

    The following undergraduate programs are sustainability-focused or have sustainability as a learning outcome:

    Environmental Science and Society (ENVI), Interdisciplinary major: Students develop an understanding of major environmental issues and their potential solutions by appreciating the importance of scientific methods, ethical values and principles, diverse worldviews, and social and political constraints, which are relevant to addressing these issues. Students learn about the complex connections between natural and built environments, and between these environments and our social and cultural institutions.

    Construction Management (CM) major: The Construction Management (CM) program focuses on teaching the technical and business skills required to prepare men and women for middle- and upper-level management in the construction industry. Coursework is structured to teach students problem-solving skills needed through hands-on learning. Emphases are placed on construction cost estimating, scheduling, contracts, construction law, project management, surveying, sustainability, material testing and safety management. All students are required to complete a co-op work placement course.

    Sustainability minor: Provides students with a broad-based and interdisciplinary introduction to the growing field of sustainability. It explores the diverse origins and philosophies of sustainability studies while simultaneously providing hands-on exposure to the application of the field's "triple bottom-line" valuation system which takes into account environmental, economic, and social equity factors when measuring a project's potential success and/or failure.

  • AC4: Graduate Program (3 points available)

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    Criteria Description: Institutions have at least one sustainability-focused degree program, or the equivalent for graduate students. Partial credit would be granted for sustainability-focused minor, concentration or certificate.

    The following graduate programs are sustainability-focused or have sustainability as a learning outcome:

    Master of Arts in Social Foundations and Community Education (Ecojustice and Education Concentration): is an interdisciplinary graduate program. A primary interest of social foundations of education is to affirm the importance of social and ecological justice, democracy, and equity as these affect and are affected by the social, cultural, historical, and political contexts of schooling.

    Sustainable Construction Graduate Certificate: Assists those with an undergraduate degree in a construction related area to update their skills in the emerging, critical area of sustainability in construction and design. The program provides the adult learner with the knowledge base for understanding the management processes of the construction industry related to sustainability, including the initiating, planning, execution, control and close-out of "green" construction projects

  • AC5: Immersive Experience (2 points available) Expand dropdown

    Criteria Description: Institution offers at least one immersive, sustainability-focused educational study program. The program is one week or more in length and may take place off-campus, overseas or on-campus.

    1. Becoming Global Citizens in Ecuador 

    Ecuador is one of the most bio-diverse countries you can visit. This program takes students to Quito, the country's capital, which was one of the first World Cultural Heritage Sites. Described as the "most beautiful big city in South America," students find everything from stunning views to amazing food, with plenty to see and do during your time there.

    This program explores Ecuador from a multi-disciplinary perspective (not just education), with a particular emphasis on the idea of developing global citizens. Students examine current challenges and opportunities as they watch films, read articles and stories, meet guest speakers and travel on local excursions. They'll compare and contrast the higher education system in Ecuador with the U.S. as you reflect upon these issues from a global perspective.


    2. Environment & Ecology of Ecuador

    Tour the small country of Ecuador over two weeks this summer. This country is right on the equator and has everything from snow-capped volcanoes to sandy beaches to lush tropical rainforests. The highlight of this program is a trip deep into the tropical rainforest to experience the sights, sounds and smells of nature that has been barely touched by humans. While the focus of this program is tropical ecology, students also experience and tour modern Ecuador in the capital city of Quito.


    3. Our World Fellows Program: Entrepreneurship

    The Our World Fellows Program (OWFP) is a summer program administered by Atlantic Impact for students at Eastern Michigan University. This is an extraordinary opportunity for EMU students to lead, inspire, and transform the lives of Detroit High School students from at-risk schools and communities. Each year, Atlantic Impact runs global travel experiences for students in low income urban high schools. To enhance the students’ experiences, we pair each youth with an EMU student mentor, creating a once in a lifetime experience for each pair.

    In addition to having an incredible immersion in the culture, history, and life of Barbados, EMU students will also be provided training and gain leadership experience by learning how to effectively work with and improve life outcomes for students from low income communities. This is a great opportunity for any student interested in education, social work, social entrepreneurship, or public and nonprofit administration.

    Organization Information
    Atlantic Impact is a 501(c)(3) nonprofit organization that partners with high-poverty high schools to provide local and global travel opportunities for students. Our organization believes that it is possible to transform educational outcomes for low income and at-risk students through travel and exposure programs. Schools that make educational trips part of their academic offerings produce students with better grades, higher graduation rates from high school and college, and more positive perceptions of their potential. Unfortunately, over 50% of schools have cut back on educational field trips due to a lack of funds. Atlantic Impact partners high need schools to close this gap.

    4. International Service Learning for Social Workers


    This one-week program runs over Winter Break and provides a unique service learning experience in the rural fishing village of Bluefields, Jamaica. Students experience the culture and food of the region while working with the local population. In addition to daily volunteer work in the local community students participate in several day excursions including a visit to a local plantation and ecological preserve.

    5. Technology and Innovation in Cuba


    This unique program explores technology and innovation in the country. Technology in Cuba ranges from the low-tech recycling/repurposing of materials to keep old U.S. cars on the road to a high-level biomedical technology sector that is on the cutting edge of medicine. Students have an opportunity to walk the streets of old Havana and see distinctive applications of technology first-hand. They immerse themselves in this unique cultural experience while learning about the creativity and innovation of Cuba’s technology sector and taking in the beauty of this island nation.

  • AC6: Sustainability Literacy Assessment (4 points available) Expand dropdown

    Criteria Description: Institution conducts an assessment of the sustainability literacy of its students. The sustainability literacy assessment focuses on knowledge of sustainability topics and challenges.

    EMU has not performed a Sustainability Literacy Assessment.

  • AC7: Incentives for Developing Courses (2 points available) Expand dropdown

    Criteria Description: Institution has an ongoing program or programs that offer incentives for faculty in multiple disciplines or departments to develop new sustainability courses and/or incorporate sustainability into existing courses or departments. 

    EMU does not have incentives specifically for developing Sustainability courses.

  • AC8: Campus as a Living Laboratory (4 points available) Expand dropdown

    Criteria Description: Institution is utilizing its infrastructure and operations for multidisciplinary student learning and applied research that contributes to understanding campus sustainability challenges or advancing sustainability on campus.

    Campus Engagement

    Students in ENVI 305W designed a "restoration plan" for a stand of trees near a planned new dormitory building to enhance biodiversity on campus (through native plantings and providing habitat for insects etc.), campus community appreciation of biodiversity and native species (through signage and involvement of student groups and other orgs on campus), and campus community use of the space (through installation of an 'outdoor classroom' intended for use by courses in any discipline).

    In NURS 450 Community Health Nursing students completed virtual reality simulation experiences at Halle Library. The virtual reality experiences addressed social determinants of health with a focus on the Asian American community, and providing culturally competent care.  The students have also been involved in flu vaccine clinics through the EMU Center for Health Disparities, Innovations, and Studies.

    In ANTH 337 students choose research based on their own interest in a particular domain of applied anthropology, they investigate a specific issue relevant to contemporary human problems. For example, a student researched faculty-student mentorship in the case of EMU’s Anthropology program: this student did interviews and surveys with anthropology students and faculty as well as an academic advisor at the Francine Parker Advising Center.

    Public Engagement

    In MGMT 202 Business Communications, student groups provide supporting evidence from credible business articles, demographics, statistics, website review, personal interviews with the employees/members/customers of the chosen company (including local companies), e-mail communications from a company to warrant the company to receive the Green America’s “Green Business Certification”. (Company cannot already be certified.)

    Air and Climate

    For both ESSC 101 and 311 we use the campus weather station for measuring various weather parameters and performing calculations. This includes calculating relative humidity and vertical temperature lapse rates.

    Buildings

    The campus and its built and natural environments, as well as the whole built and natural environments beyond are the biggest laboratories for our sustainability teaching in sustainable construction and Construction Management Programs.

    Energy; Waste; Coordination and Planning

    For GEOG 150 Thinking Sustainably students often do projects using the campus as a living laboratory. Example includes Energy production on campus (co-gen plant) and potential for alternative energy on campus.

    Food and Dining

    In PHIL 224 Ethics & Food, the students are required to keep track of all of the food waste they see on campus over a period of one week.  They then meet in small groups to discuss their observations and suggest ways that EMU might reduce food waste.

    Grounds

    Students in ENVI 305W designed a "restoration plan" for a stand of trees near a planned new dormitory building to enhance biodiversity on campus (through native plantings and providing habitat for insects etc.), campus community appreciation of biodiversity and native species (through signage and involvement of student groups and other orgs on campus), and campus community use of the space (through installation of an 'outdoor classroom' intended for use by courses in any discipline).

    Water

    In ESSC 448 Hydrogeology, students take a field trip to Fish Lake to learn how to measure groundwater levels in wells and perform slug tests to determine aquifer hydraulic conductivity.

    Diversity and Affordability; Wellbeing and Work

    In NURS 450 Community Health Nursing students completed virtual reality simulation experiences at Halle Library. The virtual reality experiences addressed social determinants of health with a focus on the Asian American community, and providing culturally competent care.  The students have also been involved in flu vaccine clinics through the EMU Center for Health Disparities, Innovations, and Studies.

    In ANTH 337 students choose research based on their own interest in a particular domain of applied anthropology, they investigate a specific issue relevant to contemporary human problems. For example, a student researched LGBTQ+ mental health issues, which were worsened during the COVID-19 pandemic on the EMU campus: this student conducted interviews with LGBTQ+ students with mental health problems at EMU and evaluated the relevant services provided by EMU’s Counseling and Psychological Services.

     

     

  • AC9: Research and Scholarship (12 points available) Expand dropdown

    Criteria Description: Institution has conducted an inventory during the previous three years to identify its sustainability research activities and initiatives and makes the inventory publicly available. Activities are measured as a percentage of all faculty, staff, and departments engaged in sustainability research.

    2.3% of research employees conduct sustainability research. The following faculty have done research that is sustainability-related prior to 2022:

    Andrea Zakrajsek, Health Sciences
     
    Mirza, M., Zakrajsek, A.G., & Gohil, A.R.  (2018).  Assessment of the environments in AT use:  Accessibility, universal design and sustainability.  In Scherer, M. J. & Federici, S. (Eds.), Assistive Technology Assessment Handbook (2nd ed, pp.71-88).  Boca Raton, FL:  CRC Press, Taylor & Francis Group. Gossett, A., Mirza, M., Barnds, A., & Feidt, D. (2009).  Beyond access:  A case study on the intersection between accessibility, sustainability and universal design.  Disability and Rehabilitation:  Assistive Technology, 4(6), 439-450. 

    Ben ILOZOR, Engineering and Technology

    Ilozor, B.D. and Kama, M.H. (2012) Renewable energy sources for generation of electrical power in developing and emerging nations. African Journal of Economic and Sustainable Development (AJESD), 1(1), pp. 67-79.    • Sparkling, A. and Ilozor, B.D. (2011) Cost Justifications for Investing in LEED Projects. McNair Scholars Research Journal, 4, pp. 87-98.  • Ilozor, B.D. (2009) Differential management of waste by construction sectors: A case study in Michigan, USA. Construction Management and Economics, 27(8), pp. 763-770.   • Ilozor, B.D. (2008) Architectural & building features disparity and preservation of structural & fabrics integrity. Journal of Engineering, Design and Technology, 6(1), pp. 33-46.  • Ilozor, B.D. Ilozor, D.B and Okoroh, M.I. (2003) Sick building syndrome: Indoor quality and performance implications. The 24th Conference of the Air Infiltration and Ventilation Centre, Washington DC, USA.  etc.

    Shiri Vivek, Marketing; Dr. Sufian Qrunfleh from Accounting, Finance, and Information Systems; Dr. Muhammad Ahmed from Engineering Technology


    Developing a reportable, universal measure of sustainability practices in organizations. also, coaching school students in sustainability related problem solving and innovations


    Katy Greenwald, Biology

    Sutherland, J., Mifsud, D., Stapleton, M., Spear, S. F., & Greenwald, K. (2020). Environmental DNA Assessment Reveals Restoration Success for Mudpuppies (Necturus maculosus). Herpetologica, 76(4), 366-374. Undergrad Honors Thesis: Spalding, B. (2020). Painted turtle (Chrysemys picta) home range and habitat use in a dam impoundment.

    Jonathan Hall, Biology

    Hall, J.C. (2021). Food security in the era of COVID-19: wild food provisioning during a global pandemic. Culture, Agriculture, Food and Environment, 43(2): 114-122. https://doi.org/10.1111/CUAG.12275


    Chris Gellasch, Geography and Geology
     
    *Bergren, M., *Foster, K., and C.A. Gellasch. 2021. “Source Tracking of Inorganic Chemical Contaminants in Millers Creek, Ann Arbor.” (poster)  Geological Society of America Abstracts with Programs. Vol 53, No. 6, doi: 10.1130/abs/2021AM-369092 


    J. Michael Scoville, History & Philosophy
     
    Publications: 1) “On the Concept of Independent Nature.” Accepted for publication in Environmental Philosophy. 2) “A Defense of Integrity as a Conservation Concept.” (2016). Ethics & the Environment 21(2): 79-117. 3) “Framing Food Justice.” (2015). In J. M. Dieterle (Ed.), Just Food: Philosophy, Justice and Food (pp. 3-20). New York, NY: Rowman & Littlefield International. 4) “Historical Environmental Values.” (2013). Environmental Ethics 35(1): 7-25. Selected presentations: 1) “Can Environmental Philosophy Do Without the Concept of Nature?,” The International Association for Environmental Philosophy, Salt Lake City, Utah, October 2016. 2) “Assessing the Critique of the Appeal to ‘Nature’ in Environmental Ethics,” American Philosophical Association (Central Division), International Society of Environmental Ethics Group Session, Chicago, IL, March 2016. 3) “Conceptualizing the Nature that Matters, and Why,” Scholarship of Sustainability Series, University of Illinois, Urbana, IL, February 2016 (invited). 4) “Framing Climate Ethics,” Scholarship of Sustainability Series, University of Illinois, Urbana, IL, April 2015 (invited). 5) “Climate Justice,” Scholarship of Sustainability Series, University of Illinois, Urbana, IL, April 2014 (invited). 6) “The Welfare Pluralist Account of Sustainability,” American Philosophical Association (Central Division), International Society of Environmental Ethics Group Session, Chicago, IL, February 2014. 7) “Welfare Pluralism and Sustainability,” International Social Philosophy Conference, Quinnipiac University, Hamden, CT, July 2013. 8) “Envisioning Sustainability,” Scholarship of Sustainability Series, University of Illinois, Urbana, IL, January 2013 (invited). 9) “If We Can, Should We? Ethics and the Global Environment,” Star Lecture Series 2012-2013, Eastern Michigan University, Ypsilanti, MI, November 2012 (invited). 10) “Justice and the Environment,” Campus Series on the Scholarship of Sustainability, University of Illinois, Urbana, IL, March 2012 (invited). 

    Emily Grman and Skip Price, Biology

    several talks at regional and national meetings, plus Grman, E, J Allen+, E Galloway+, J McBride+, JT Bauer, PA Price. 2020. Inoculation with remnant prairie soils increased the growth of three native prairie legumes but not necessarily their associations with beneficial soil microbes. Restoration Ecology 28:S393-S399. doi.org/10.1111/rec.13126.


    Thomas Kovacs, Geography and Geology; Kimberly Barrett from the Department of Sociology, Anthropology, and Criminology


    Kovacs, Thomas and Barrett, Kimberly, "Michigan Climate Assessment 2019: Considering Michigan's Future in a Changing Climate" (2020). Michigan Climate Assessment. 1. https://commons.emich.edu/michigan_climate2019/1

  • AC10: Support for Research (4 points available) Expand dropdown

    Criteria Description: Institution encourages and/or supports sustainability research through encouraging students and/or faculty in multiple disciplines or academic programs to conduct research in sustainability, written policies and procedures that give positive recognition to interdisciplinary, transdisciplinary, and multidisciplinary research during faculty promotion and/or tenure decisions, and library support for sustainability research and learning.

    EMU does not have a support mechanism in place specifically for sustainability research

  • AC11: Open Access to Research (2 points available) Expand dropdown

    Criteria Description: Institution has a published open access policy that ensures that versions of future scholarly articles by faculty and staff are deposited in a designated open access repository.

    EMU does not have a published open access policy. However, it does have an open access repository available called Digital Commons @ EMU

    Digital Commons @ EMU is a digital showcase of scholarly and creative works produced by Eastern Michigan University students, faculty, and staff. Research and scholarly output included here has been selected and deposited by the individual university departments and centers. Administered by the University Library, Digital Commons @ EMU is created to organize, preserve, and increase the impact of scholarly and creative work at the Eastern Michigan University.

    Institutional Repositories (IRs) bring together all of a University's research under one umbrella, with an aim to preserve and provide access to that research. IRs are an excellent vehicle for working papers or copies of published articles and conference papers. Presentations, senior theses, and other works not published elsewhere can also be published in the IR.

STARS category: Engagement (21 points available)

  • EN 1: Student Educators Program (4 points available) Expand dropdown

    Criteria Description: Institution coordinates an ongoing peer-to-peer sustainability outreach and education program for students enrolled for credit.

    EMU does not have a student sustainability educators program.

  • EN 2: Student Orientation (2 points available) Expand dropdown

    Criteria Description: Institution includes sustainability prominently in its student orientation activities and programming.

    EMU does not include sustainability in student orientation.

  • EN 3: Student Life (2 points available) Expand dropdown

    Criteria Description: Institution has co-curricular sustainability programs and initiatives such as: student groups; gardens, farms, community supported agriculture, and urban agriculture projects; student-run enterprises that include sustainability as part of their mission statement; conferences, speaker series, symposia; cultural art events, installations, or performances; wilderness or outdoor programs; sustainability-themed semesters, or first-year experiences; programs to learn sustainable life skills; sustainability-focused student employment; and/or graduation pledges.

    EMU has the following student groups that have co-curricular sustainability programs and initiatives:

    GREEN: Gathering Resources to Educate about our Environment and Nature (GREEN) is a student organization working to provide educational, interactive, and
    environmentally-beneficial opportunities for Eastern Michigan University and
    the surrounding community. They run and are involved in a variety of events
    throughout the year including GREEN Week, Greening of Detroit, Hazardous
    Waste Drop-off and much more. Also, home of the Giving Garden, a student ran
    garden on campus where students grow food for themselves or to donate, get
    involved this summer!

    GeoClub: The Geo Club at EMU is a group dedicated to learning, discussing, observing, and having fun with Earth Science, Geography, and Geology. We have regular meetings to discuss up-coming events and topics. Events include fundraisers, field trips, mixers, scientific lectures, movie nights, and much more! Topics are limitless! How to become a member: First, Geo Club welcomes any and all students of ANY major, not just Geology and Earth Science majors.

    Net Impact: Net Impact empowers a new generation to drive social and environmental change throughout their careers. EMU's volunteer-led chapter drives change by creating a like-minded community and providing events and programs that support members who aim to use business as a force for environmental and social impact.

    VegPlanet: This is a plant-based diet student group, educating and raising awareness of the environmental impacts of animal agriculture, in addition to health and ethical viewpoints. Weekly meetings take place at 6 PM. in Pray Harrold, spanning topics of climate change, pollution, antibiotic resistance, environmental justice and more! We also participate in recipe exchanges, documentary nights, and restaurant outings!

    Students for EcoJustice Education and Activism: The purpose of this nonprofit organization is to bring together students who are passionate about analyzing deep cultural roots of ecological and social crises and work towards reclaiming our cultural and ecological commons. In order to revitalize our commons, which have been devalued by industrialization, they create a space to address these issues using art, activism, discussion, action and education for the holistic sustainability.

    EMU has the following garden where students can learn about sustainable food systems

    The Giving Garden is an area on campus where students, staff, faculty and
    Ypsilanti residents to rent plots and garden. Their mission is to empower
    individuals through gardening and upholding five guiding principles:
    sustainability, organic agriculture, community and place, education, and
    respect. The garden donates portions of their food to Swoops food pantry and is
    actively involved in the community. They partner with the GREEN student
    organization and are part of the vision volunteer center.

    EMU has the following student-run sustainability enterprise

    Swoops: Swoop's Student Food Pantry is a campus-based organization that is run by a leadership board consisting of EMU faculty, staff, students and alumni volunteers. Haley Moraniec, a social work alum, recognized the need on campus and took the initiative to research both the issues and what other universities had accomplished. She then wrote a proposal and developed the food pantry. Its mission is to provide EMU students in need with food assistance and additional resources to positively affect well-being and college success. Its goals are to:

    a) Create a sustainable resource for students to temporarily help meet food needs of students on campus.

    b) To meet emergency, non-food needs of students.
    Distribute food discreetly in easily accessible and safe environments on-campus.
    To provide students with resources to assist them in accessing services in the area.

    c) To involve community partners to assure the sustainability of the pantry.

    EMU has events related to sustainability that have students as the intended audience

    The Environmental Science and Society organization provides ample opportunities for students to attend and participate with these events. Eastern Michigan University also provides an opportunity for undergraduate students to present research at the Undergraduate Research Symposium. Many of the students that participate present on relevant sustainability and environmental issues.

    EMU has programs through which students can learn sustainable life skills

    It is important for students to be involved at the university and/or professional field. Eastern Michigan University requires Learning Beyond the Classroom (LBC) Credit as part of the Gen Ed. program, which can be fulfilled in many different ways. It is important to be active because a university education is about more than just classes. Students involved in activities outside of the classroom have higher retention rates and more positive educational experiences. Learning Beyond the Classroom encourages you to: obtain hands-on experience, gain important skills for future professions, and bridges classroom knowledge with out-of-classroom experiences.

  • EN 4: Outreach Materials and Publications (2 points available) Expand dropdown

    Criteria Description: Institution produces outreach materials and/or publications that foster sustainability learning and knowledge.

    EMU has a central sustainability website.

  • EN 5: Outreach Campaign (4 points available) Expand dropdown

    Criteria Description: Institution holds at least one sustainability-related outreach campaign directed at students and/or employees that yields measurable, positive results in advancing sustainability.

    EMU has no current or future plans to create a sustainability-focused advertising or marketing campaign.

  • EN 6: Assessing Sustainability Culture (1 point available) Expand dropdown

    Criteria Description: Institution conducts an assessment of campus sustainability culture.

    EMU has not conducted an assessment on campus sustainability culture.

  • EN 7: Employee Educators Program (3 points available) Expand dropdown

    Criteria Description: Institution administers or oversees an ongoing staff/faculty peer-to-peer sustainability outreach and education program.

    EMU does not have an ongoing staff/faculty peer-to-peer sustainability outreach and educator program.

  • EN 8: Employee Orientation (1 point available) Expand dropdown

    Criteria Description: Institution covers sustainability topics in new employee orientation and/or in outreach and guidance materials distributed to new employees, including faculty and staff.

    EMU does not cover sustainability topics in new employee orientation and/or outreach and guidance materials.

  • EN 9: Staff Professional Development (2 points available) Expand dropdown

    Criteria Description: Institution makes available professional development and training opportunities in sustainability to all staff at least once per year.

    EMU does not have staff professional development and training opportunities in sustainability.

  • EN 10: Community Partnerships (3 points available) Expand dropdown

    Criteria Description: Institution has one or more formal community partnership(s) with school districts, government agencies, nonprofit organizations, NGOs, businesses and/or other external entities, to work together to advance sustainability.

    EMU has a couple of formal community partnership to advance sustainability:

    1) The Southeast Michigan Stewardship (SEMIS) Coalition facilitates school-community partnerships to develop students as citizen-stewards of healthy ecological-social systems. One of the core elements of our mission is coalition building—facilitating connections that unite educators, activists, organizations, practitioners, community members and youth who are dedicated to transforming education and protecting the future of our human and natural commons. Our work is empowered when we learn from each other and grow from a place of shared energy and insight. Community partners include Ann Arbor Public Schools, the James and Grace Lee Boggs School (Detroit), Detroit Public Schools Community District, Early College Alliance (Ypsilanti), John Paul II Elementary Catholic School (Lincoln Park), Summers-Knoll School (Ann Arbor) and Ypsilanti Community Schools.

    2) The Family Empowerment Program (FEP) housed at Eastern Michigan University and coordinated by on-site social workers is a key point for social, health and economic access, education support and community navigation for families living in all Ypsilanti Housing Commission (YHC) communities. Through partnerships and programming, the FEP has developed a social services program whose purpose is to substantially improve the educational, health, and economic outcomes for all 568 individuals currently living in YHC communities.

  • EN 11: Inter-Campus Collaboration (3 points available) Expand dropdown

    Criteria Description: Institution collaborates with other colleges and universities in a number of possible ways to support and help build the campus sustainability community.

    EMU participates in the West Michigan Sustainability Business forum (WMiSBF) Campus Sustainability Collective. The Forum is Michigan’s leading organization for beyond-compliance sustainability practitioners, with a membership program serving our region’s most recognizable brands, largest employers and most innovative entrepreneurs, advocates, and educators. The forum strives to meet emerging needs while leveraging the efforts of an increasingly robust community of vendors and educational initiatives working toward similar goals.

     

    EMU is also a member of the Association for the Advancement of Sustainability in Higher Education (AASHE).

  • EN 12: Continuing Education (5 points available) Expand dropdown

    Criteria Description: Institution has conducted an inventory during the previous three years to identify its continuing education courses that address sustainability.

    EMU does not have any sustainability-related courses in its continuing education program. All sustainability-related courses are offered for credit.

  • EN 13: Community Service (5 points available) Expand dropdown

    Criteria Description: Institution engages its student body in community service, as measured by the percentage of students who participate in community service and the average hours contributed.

    Hundreds of EMU students participate in community service through EMU's Volunteers Incorporating Service Into Our Neighborhoods (VISION) program. VISION is dedicated to helping students, as well as staff, become actively engaged in service. It is our goal to address global and local issues and meet community needs. VISION is a great resource to help you meet your LBC requirement, earn pre-student teaching hours, become involved in the EMU community, and meet other wonderful people.

  • EN 14: Participation in Public Policy (2 points available) Expand dropdown

    Criteria Description: Institution advocates for public policies that support campus sustainability or that otherwise advance sustainability.

    EMU does not advocate for public policies that support campus sustainability.

  • EN 15: Trademark Licensing (2 points available) Expand dropdown

    Criteria Description: Institution is a member of the Fair Labor Association (FLA) and/or the Worker Rights Consortium (WRC).

    EMU is not a member of the Workers Rights Consortium or the Fair Labor Association.

STARS category: Operations (69–72 points available)

  • OP 1: Emissions Inventory and Disclosure (3 points available) Expand dropdown

    Criteria Description:

    Part 1. Greenhouse gas emissions inventory
    Institution has completed an inventory to quantify its Scope 1 and Scope 2 greenhouse gas (GHG) emissions. The inventory may also include Scope 3 GHG emissions.

    Greenhouse gas emissions are separated by emissions produced onsite (scope 1) versus emissions produced offsite for energy we consume (scope 2). Our greenhouse gas scope 1 emissions are reduced through our cogeneration plant, but we have a large amount of scope 2 emissions. For the calendar year 2020 EMU's scope 1 emissions were 37,691.6 metric tons of carbon dioxide equivalent. EMU's scope 2 emissions were 54891.0 metric tons of carbon dioxide equivalent (16940 metric tons from imported electricity and 37951 metric tons from imported thermal energy). EMU did not measure its scope 3 emissions.

    Part 2. Air pollutant emissions inventory
    Institution has completed an inventory to quantify its air pollutant emissions. The inventory includes at least nitrogen oxides (NOx) and sulfur oxides (SOx). It may also include other standard categories of toxic air emissions - e.g., carbon monoxide (CO), particulate matter (PM), hazardous air pollutants (HAPs), and so on - from one or more of the following:

    Major stationary sources (e.g., combustion-based energy plants, boilers, furnaces, and generators)
    Area sources (minor stationary sources such as paint booths, book preservation operations, and wastewater treatment plants)
    Mobile sources (e.g., campus fleet, other motorized vehicles, and lawn care equipment)
    Commuting
    Off-site electricity production

    EMU's air pollutions emissions from major stationary sources only were as follows:

    Nitrogen oxides 12.32 tons

    Sulfur oxides 0.69 tons

    Carbon Monoxide 12.51 tons

    Particulate Matter 5.9 tons

    Lead, Hazardous air pollutants, ozone-depleting compounds 0.0 tons

  • OP 2: Greenhouse Gas Emissions (8 points available) Expand dropdown

    Criteria Description: Two criteria:

    • Part 1: Institution has written policies or guidelines to improve outdoor air quality and minimize air pollutant emissions from mobile sources on campus.
    • Part 2: Institution has completed an inventory of significant air emissions from stationary sources on campus or else verified that no such emissions are produced. 

    Part 1. GHG emissions per person
    Institution has reduced its adjusted net Scope 1 and Scope 2 GHG emissions per weighted campus user compared to a baseline.

    EMU did not have baseline emission data to compare to. Calendar year 2020 will be EMU's baseline emissions.

    Part 2. GHG emissions per unit of floor area
    Institution’s annual adjusted net Scope 1 and Scope 2 GHG emissions are less than the minimum performance threshold of 0.02 MTCO2e per gross square foot of floor area.

    EMU emits 0.017 MTCO2e per gross square foot of floor area, which are less than the minimum performance threshold.

  • OP 3: Building Design and Construction (3 points available) Expand dropdown

    Criteria Description: Institution-owned buildings that were constructed or underwent major renovations in the previous five years were designed and built in accordance with a published green building code, policy/guideline, and/or rating system.

    EMU constructed or majorly renovated the following buildings between 2012 and 2022:

    Mark Jefferson: LEED Gold. 180,802 sf
    Strong Hall: LEED Certified. 105,688 sf
    Pray Harrold: LEED Certified. 237,108 sf

  • OP 4: Building Operation and Maintenance (5 points available) Expand dropdown

    Criteria Description: Institution's buildings are operated and maintained in accordance with a sustainable management policy/program and/or a green building rating system focused on the operations and maintenance of existing buildings, e.g. LEED®:  Building Operations + Maintenance (O+M).

    EMU does not operate and maintain in accordance with a sustainable management policy/program and/or a green building rating system.

  • OP 5: Building Energy Efficiency (6 points available) Expand dropdown
    Criteria Description:

    Part 1. Reduction in source energy use per unit of floor area
    Institution has reduced its total source energy consumption per gross square meter or foot of floor area compared to a baseline.

    Part 2. Site energy use per unit of floor area
    Institution’s annual site energy consumption is less than the minimum performance threshold of 389 Btu per gross square meter per Celsius degree day (65 Btu per gross square foot per Fahrenheit degree day).

    EMU had a 9% reduction in total source energy consumption per unit of floor area from baseline. Baseline year used was the 2018 calendar year. Performance year was the 2020 calendar year.

  • OP 6: Clean and Renewable Energy (4 points available) Expand dropdown

    Criteria Description: Institution supports the development and use of clean and renewable energy sources.

    EMU uses no clean or renewable energy.

  • OP 7: Food and Beverage Purchasing (6 points available) Expand dropdown

    Criteria Description: Institution and/or its primary dining services contractor conducts an inventory to identify food and beverage purchases that are third party verified, and/or local and community based.

    Percentage of total annual food and beverage expenditures on products that are sustainably or ethically produced: 0.13%

    Percentage of total annual food and beverage expenditures on plant-based foods: 18.08%

    The university sustainability commission maintains a spreadsheet of this data and is available upon request. The methodology for obtaining these data and dates of these data are as follows: Invoices are being compiled for March and September 2018, and each item purchased is recorded in the STARS Food and Beverage Purchasing Inventory model. We are reaching out to vendors directly and asking them which of their food and beverage products fall within the parameters set by AASHE STARS for either local or third party verified criteria. The two months selected account for seasonal variation, as September is a bountiful produce season in which EMU's campus is serving students in dining locations, and March is exactly six months after, in a very poor growing season during which our service numbers are similar. Thus, these months provide an even representation of locally-purchased items.

    We purchase produce locally when it is in season. Additionally, we participate in the Farm to Freezer program, in which we purchase Michigan and other locally-produced fruits and vegetables that are flash frozen at their time of harvest to retain nutrients and can last and be served past their seasonality.

    Additionally, we have a few examples of third-party verified items; such as the purchase of cage-free shell eggs and Fair Food Program tomatoes.

    We embrace the Menus of Change program from the Culinary Institute of America by participating in plant-forward menuing.

    Please see https://dineoncampus.com/emu/sustainability-commitment for more information.

  • OP 8: Sustainable Dining (2 points available) Expand dropdown

    Criteria Description: Institution’s dining services support sustainable food systems and/or minimizes food and dining waste.

    Eastern Michigan University Dining Services worked with Growing Hope during the first two years (fall 2016 to winter 2018) of the contract to bring farmer’s markets on campus with their mobile farm stand. Starting in 2018, we started hosting our own pop-up farmer’s market on main campus at the Student Center and at our university’s day care, the Children’s Institute. At these market, we purchase local produce (less than 250 mile radius or state of Michigan) from our produce vendor, Coastal Produce, and sell the produce at-cost to customers. 

    Eastern Michigan University's dining services contractor (Chartwells) used to work with Growing Hope during the first two years (fall 2016 to winter 2018) of the contract to bring farmer’s markets on campus with their mobile farm stand. Chartwells no longer utilize this service, as since they started hosting their own pop-up farmer’s market on main campus at the Student Center and at our university’s day care, the Children’s Institute in the fall of 2018. Chartwells does have concession contracts with various local food trucks such as Ypsilanti's Chihuahua Chili. 

    Eastern Michigan University Dining Services hosts and markets a variety of low-impact dining events and campaigns including, but not limited to the following: Meatless Mondays, Green Week (i.e. Meatless Monday, Teaching Kitchens, wellness tables), Farm to Fork luncheon, residential dining Farm in the Spotlight, EMU Veg Planet teaching kitchen, local Pop-Up Farmer’s Markets, and ZeroWaste events through the county for sustainability-minded customers and events (i.e. Southeast Michigan Stewardship Coalition, Southeast Michigan Local Food Summit, etc.). 

    Eastern Michigan University Dining Services has undergone great efforts to increase the selection of plant-based choices on campus. Management staff have been trained by the Dining Services' registered dietitian and lead culinary staff have went through the United States Humane Society’s ForwardFood training. At every retail location, at least one vegetarian option, if not vegan, is offered. At the residential dining location, The Commons, a variety of vegan menu items are offered. At breakfast, a custom tofu scramble option is available at the grill’s omelette station along with fresh fruit, cereal, soy milk, toast, sunflower butter, and jelly. At lunch and dinner, almost every meal features a vegan entrée built with a plant-based protein (i.e. white bean cassoulet, barbecue seitan, etc.). In addition, students can request vegan Daiya pizza, vegetarian spicy black bean burgers, and vegan Tofurkey hot dogs. All options are labeled on menu call out cards, and EMU Dining Services' website and smart phone application as vegan or vegetarian, where appropriate.

    Where appropriate, Eastern Michigan University Dining Services labels all vegan and vegetarian menu options with a coinciding logo. This is also available on EMU Dining Services’ website and smart phone application. “Local” logos are labeled occasionally.

    Eastern Michigan University Dining Services is partnered with Food Recovery Network (FRN). FRN has helped Dining Services donate over 5000lbs of recovered food in the last 5 years. In addition, EMU Dining Services utilizes the Compass Group program, Waste Not, to measure, track, and decrease food waste. Educational campaigns and marketing such as Stop Food Waste Day, #LoveFoodNotWaste, and #CleanYourPlateChallenge.

    Residential and Retail Dining have standardized recipes and clearly indicated portion sizes. In all-you-care-to-eat dining establishments self-service has suggested portion sizes and matching serving utensils. We do not use trays and utilize marketing campaigns to promote decreased consumer food waste (i.e. #ProjectCleanPlate, etc.).

    We donate food through Food Recovery Network (i.e. Ypsilanti Parkridge Community Center, Ypsilanti Meals on Wheels, etc.), EMU SWOOP's Pantry, and Food Gathers. 

    Eastern Michigan University Dining Services recycles deep-fryer oil and utilize Washtenaw County's Zero Waste program for sustainability-minded catering events (upon request) to divert food waste.  

    Composting for pre-consumer waste is currently not available om campus. Occasionally we give pre-consumer scraps to the EMU Giving Garden. At Zero Waste catering events we do collect the pre-consumer scraps to be composted by Washtenaw County. Composting for post-consumer waste is currently not available om campus. At Zero Waste catering events we do collect the post-consumer scraps to be composted by Washtenaw County. 

    In our residential dining setting reusable silverware is used. In our retail settings, disposable, non-biodegradable silverware is used. 

    There is incentives to use reusable drink containers. At Starbucks, customers receive a $0.10 discount if they use a reusable cup. We also have a promotion for students who purchase a Starbucks reusable cup can get three free cups of coffee at our convenience store locations. 

    Eastern Michigan University also has the following sustainability-related initiatives not covered above: Teaching Kitchen, Halal options, and diverse menus in residential dining hall (Asian, Jamaican, southern, Latin, African).

    See the following website for information on Eastern Michigan University's Dining Services sustainable dining programs: https://www.dineoncampus.com/emu

  • OP 9: Landscape Management (2 points available) Expand dropdown

    Criteria Description: Institution’s grounds include areas that are managed in accordance with an Integrated Pest Management (IPM) program; and/or an organic land care standard or landscape management program that has eliminated the use of inorganic fertilizers and chemical pesticides, fungicides and herbicides in favor of ecologically preferable materials.

    Eastern Michigan University manages 359 of its 800 acre campus using conventional landscape management practices (which may include some IPM principles or techniques). This excludes the following areas: 47 acres of roads and sidewalks, 33 acres of building footprints, 48 acres of parking lots and a small wetland area on the western side of campus, which is not managed. EMU also composts on-site wastes, using yard wastes primarily and unusable fruit and vegetable waste from the Universities' Student Food Pantry on rare occasion. EMU does not have a specific Integrated Pest Management (IPM) plan nor does it have an organic land care standard or sustainable landscape management program.

    The Grounds Department participates in composting of on-site wastes, using yard wastes primarily and unusable fruit and vegetable waste from the Universities' Student Food Pantry (Swoops).

  • OP 10: Biodiversity (1–2 points available) Expand dropdown

    Criteria Description: The institution conducts an assessment to identify endangered and vulnerable species or environmentally sensitive areas on institution-owned or –managed land. The institution has plans or programs in place to protect or positively affect the species, habitats and/or environmentally sensitive areas identified. 

    Eastern Michigan University manages Fish Lake Environmental Education Center, which includes 240 acres of woodland and wetland. Fish Lake is an area of conservation importance due to the presence of three threatened vascular plant species, Lycopus virginicus, Polemonium reptans, Potentilla canadensis; and one endangered vascular plant specie, Populus heterophylla. Further, the area has higher recorded rates of vascular plant biodiversity than the adjacent Lapeer State Game Area, as documented in a study conducted by Dr. Bunker and Dr. Hanes of the Eastern Michigan University Biology Department. A more thorough description is available from the Sustainability Commission.

    EMU has not conducted an assessment or assessments to identify environmentally sensitive areas or to identify endangered and vulnerable species (including migratory species) with habitats on institution-owned or –managed land.

  • OP 11: Sustainable Procurement (3 points available) Expand dropdown

    Criteria Description: Three criteria:

    • Part 1: Institution has written policies, guidelines or directives that seek to support sustainable purchasing across commodity categories institution-wide.
    • Part 2: Institution employs Life Cycle Cost Analysis (LCCA) as a matter of policy and practice when evaluating energy- and water-using products, system and building components.
    • Part 3: Institution has published sustainability criteria to be applied when evaluating products and services in one or more of the following categories: chemical intensive products and services, construction and renovation, IT, Food services, garments and linens, professional services, transportation and fuels, wood and paper, etc.

    Part 1 Institution-wide Sustainable Procurement Policies

    Within all Requests For Proposals is the following request:

    Provide information regarding the extent of your corporate sustainability program.  Provide detail about your company’s current and future commitments; fiscal summary of sustainability impacts; and how utilizing your company’s services/products will improve the University’s Association for the Advancement of Sustainability in Higher Education (AASHE) Sustainability Tracking Assessment and Rating System (STARS) score.

    Part 2 and 3

    EMU does not employ a Life Cycle Cost Analysis (LCCA) as a matter of policy nor does it publish sustainability criteria to be applied when evaluating products and services.

  • OP 12: Electronics Purchasing (1 point available) Expand dropdown

    Criteria Description: Institution purchases EPEAT registered products for desktop and notebook/laptop computers, displays, thin clients, tablets/slates, televisions and imaging equipment (copiers, digital duplicators, facsimile machines, mailing machines, multifunction devices, printers and scanners). 

    For the fiscal year July 1, 2017 - June 30, 2018, EMU spent $606,652.5 on electronics. Of that amount the following amounts were purchased within each certification level:

    EPEAT Gold registered and/or third party certified at the highest achievable level under a multi-attribute sustainability standard $596.40

    EPEAT Silver registered and/or third party certified at mid-level under a multi-attribute sustainability standard $6618.03

    EPEAT Bronze registered and/or third party certified at minimum level under a multi-attribute sustainability standard $0

    Labeled under a single-attribute standard (e.g. Energy Star) $200,412.63

  • OP 13: Cleaning and Janitorial Purchasing (1 point available) Expand dropdown
    Criteria Description: Institution’s main cleaning or housekeeping department(s) and/or contractor(s) purchase cleaning and janitorial paper products that meet one or more of the following criteria:
    • Forest Stewardship Council (FSC) certified
    • Green Seal certified
    • UL ECOLOGO certified
    • U.S. EPA Safer Choice labeled (formerly Design for the Environment)
    • Local equivalents for institutions outside the U.S. and Canada

    For the 2018 calendar year EMU purchased $63,118.86 on cleaning products. Of that total $10,035.93 was certified green cleaning products.

    For the 2018 calendar year EMU purchased $124,852.5 of janitorial paper products. Of that total $123,789.47 was certified green janitorial products.

    The total percentage of cleaning and janitorial paper products that are third party certified to meet recognized sustainability standards is 71.2%.

  • OP 14: Office Paper Purchasing (1 point available) Expand dropdown

    Criteria Description: Institution purchases office paper with post-consumer recycled, agricultural residue, and/or Forest Stewardship Council (FSC) certified content.

    For the 2018 calendar year EMU purchased $102,736 of office paper. Of that total the following levels of post-consumer recycled, agricultural residue, and/or FSC certified content office paper were purchased: 

    10-29 percent $12,647
    30-49 percent $9191
    50-69 percent $268
    70-89 percent (or FSC Mix label) $0
    90-100 percent (or FSC Recycled/100% label) $37

  • OP 15: Campus Fleet (1 point available) Expand dropdown

    Criteria Description: Institution supports alternative fuel and power technology by including in its motorized vehicle fleet vehicles that are: gasoline-electric hybrid, diesel-electric hybrid, plug-in hybrid, 100 percent electric (including electric assist utility bicycles and tricycles), fueled with Compressed Natural Gas (CNG), hydrogen fueled, fueled with B20 or higher biofuel for more than four months of the year, and/or fueled with locally produced, low-level (e.g., B5) biofuel for more than four months of the year (e.g., fuel contains cooking oil recovered and recycled on campus or in the local community)

    On February 2022 the campus fleet consisted of 239 vehicles. Of that,

    198 are gasoline-only,

    36 are diesel-only, and

    5 are 100% electric

  • OP 16: Commute Modal Split (2 points available) Expand dropdown

    Criteria Description: Institution's students and employees (faculty, staff, and administrators) commute to and from campus using more sustainable commuting options such as: walking, bicycling, vanpooling or carpooling, taking public transportation, riding motorcycles or scooters, riding a campus shuttle, or a combination of these options.

    Part 1 Student Commuter Modal Split

    62% of students use some form of sustainable commuting options*

    *We estimate our commute modal split by tracking parking registration.  Total full-time equivalent undergraduate and graduate student enrollment for Fall 2021 is 11,807.  The university houses 2,354 undergraduate and graduate students on-campus (17% of the student body; 20% of Student FTE) (Housing and Residence Life, Fall 2021).  Those students who register their vehicles for commuter parking on campus are assumed to commute by single occupancy vehicles.  For the Fall 2021 semester, the university registered 3,671 commuter permits for undergraduate and graduate students (ParkEMU, Fall 2021 Data).  In addition, there are 859 metered/pay parking spots on campus.  While certainly not all of these are utilized by student commuters, if we assume that all of these spaces are indeed used by commuting students, then together with commuter registrations, we estimate that 38% of students commute via single occupancy vehicle (3671+859/11,807).  This means that 62% of students use some form of more sustainable commuting options.  We assume that those students residing on campus all walk to classes (17% of student body; 20% of Student FTE).  We have anecdotal evidence that students carpool, but no reportable data.  The university is surrounded on all sides by residential areas that contain numerous options for off-campus student housing, including apartment buildings and multiple family rental dwellings, from which students can walk to class.  The university is served also by highly effective regional public transportation, offering students additional sustainable means of commuting to classes.

    Part 2 Faculty Commuter Modal Split

    20% of faculty use some form of sustainable commuting options*

    *We estimate our commute modal split for faculty and staff by tracking parking registration. The number of Full-Time (1,455) and Part-Time (490) employees at the university totals 1,945.  Those faculty and staff who register their vehicles for commuter parking on campus are assumed to commute by single occupancy vehicles.   There were 1,547 staff/faculty permits registered for the Fall 2021 semester (ParkEMU, Fall 2021 Data), meaning that 80% of faculty/staff are estimated to commute by single occupancy vehicle.  Therefore, 20% of faculty/staff use more sustainable commuting options.  The university campus is surrounded on all four sides by residential areas that house some employees and from which some walk to campus.  The university is well-served also by regional public transportation, offering faculty and staff more sustainable means of commuting.  Rather than the Full-Time Equivalency number of employees, we use total number of employees in computing our ratio under the premise that the total number of employees divided by number of permits registered offers a more accurate depiction of commuting patterns.  Since it might be expected that full time employees commute more frequently than do part-time employees, our parking registration data overestimate the frequency of part-time commuting because part-time employees have the same registration as full-time employees, but then do not commute as frequently.

  • OP 17: Support for Sustainable Transportation (2 points available) Expand dropdown

    Criteria Description: Institution has implemented one or more strategies to encourage more sustainable modes of transportation and reduce the impact of student and employee commuting.

    EMU has an initiative to encourage more sustainable modes of transportation and/or reduce the impact of student and employee commuting. The college of Engineering invested $300,000 into electric car shuttles, also known as the Olli, which was funded by the GameAbove alumni foundation. This purchase is in relationship to the opening of a new space for the college at the American Center for Mobility for research and development. Now known as Eagle Shuttles, they will transport students and faculty around campus, as well as to nearby locations within the Ypsilanti community in a much more efficient manner.

  • OP 18: Waste Minimization and Diversion (8 points available) Expand dropdown

    Criteria Description: Three criteria:

    • Part 1: Institution has implemented source reduction strategies to reduce the total amount of waste generated (materials diverted + materials disposed) per weighted campus user compared to a baseline.
    • Part 2: Institution’s total annual waste generation (materials diverted and disposed) is less than the minimum performance threshold of 0.50 tons (0.45 tonnes) per weighted campus user.
    • Part 3: Institution diverts materials from the landfill or incinerator by recycling, composting, donating or re-selling.

    Part 1 and 2 Waste Per Person

    Waste inventory for the periods July 1 2018-June 30 2019 and January 1 2021-December 31, 2021 are as follows:

    2018-2019 academic year

    • Materials recycled =  239.81 Tons
    • Materials composted = 351.61 Tons
    • Materials donated or re-sold = 0 Tons
    • Materials disposed through post-recycling residual conversion = 0 Tons
    • Materials disposed in a solid waste landfill or incinerator = 1174.72 Tons
    • Total waste generated = 1766.14 Tons
    • Weighted Campus User = 12696.5
      • Number of students resident on-site = 3596
      • Number of employees resident on-site = 6
      • Number of other individuals resident on-site = 0
      • Total full-time equivalent student enrollment = 11807
      • Full-time equivalent of employees = 1753
      • Full-time equivalent of students enrolled exclusively in distance education = 1180
    • Total waste generated per weighted campus user = 0.1391 Tons

    2021 calendar year

    • Materials recycled =  156.56 Tons
    • Materials composted = 394.09 Tons
    • Materials donated or re-sold = 0 Tons
    • Materials disposed through post-recycling residual conversion = 0 Tons
    • Materials disposed in a solid waste landfill or incinerator = 582.17 Tons
    • Total waste generated = 1132.82 Tons
    • Weighted Campus Users = 8350.25
      • Number of students resident on-site = 2354
      • Number of employees resident on-site = 6
      • Number of other individuals resident on-site = 0
      • Total full-time equivalent student enrollment = 11807
      • Full-time equivalent of employees = 1618
      • Full-time equivalent of students enrolled exclusively in distance education = 3078
    • Total waste generated per weighted campus user = 0.1357 Tons

    Percentage reduction in total waste generated per weighted campus user from baseline year ('18-'19) = 2.47%

    Part 3 Waste diverted from the landfill or incinerator

    48.61%

    The following are recycled at EMU:

    Paper, plastics, glass, metals, and other recyclable containers; Food; Cooking oil; Plant Materials; Resident Hall Move in/Move out waste; scrap metal.

     

  • OP 19: Construction and Demolition Waste Diversion (1 point available) Expand dropdown

    Criteria Description: Institution diverts non-hazardous construction and demolition waste from the landfill and/or incinerator.

    59.1% of construction and demolition materials diverted from the landfill or incinerator through recycling, donation and/or other forms of recovery. This includes 1126 tons of Construction and demolition materials recycled, donated, or otherwise recovered and 780 tons of Construction and demolition materials landfilled or incinerated.

    This data covers the Strong Hall renovation and includes the following programs, policies, infrastructure investments, outreach efforts, and/or other factors that contributed to the diversion rate for construction and demolition waste:

    Strong Hall renovation completed in 2019 respectively were certified as a Leadership in Energy and Environmental Design (LEED®) v. 4.0 certification. Many of the finish materials have been locally based and selected from renewable sources. The landscaping consists of native plants and is designed to reduce paving and increase plant materials.

    • Eastern Michigan University includes waste diversion specifications within capital project effort and contracts.
    • LEED Certified or above projects have attained waste diversion certification requirements
    • Fixtures, Furnishings and Equipment waste also diverted at end of useful life and through replacements in capital projects.

  • OP 20: Hazardous Waste Management (1 point available)

    Expand dropdown

    Criteria Description: Institution has strategies in place to safely dispose of all hazardous, special (e.g., coal ash), universal, and non-regulated chemical waste and seeks to minimize the presence of these materials on campus.

    Part 1. Hazardous waste minimization and disposal

    Reduction of Hazardous Waste

    1. The EMU Chemical Hygiene Plan (CHP) recommends researchers only purchase the amount of chemicals needed and to use all of the chemicals. This also applies to other areas purchasing chemicals (Plant, Rec/IM, etc.)

    2. EMU does not order larger containers of chemicals for lower costs if you will not use all of the chemicals. Only order what you need.

    3. All containers of chemicals are labeled to reduce the number of unknowns for disposal.

    4. EMU uses less hazardous or non-hazardous chemicals for your experiments and projects whenever possible.

    5. EMU does not accept donations of chemicals from outside groups or as part of a donation of equipment.

    Disposal of Hazardous Waste

    The University uses only licensed hazardous waste disposal companies to remove the hazardous and non-regulated chemical waste generated. The bulbs, batteries and ballasts are removed by a licensed transporter for universal waste. The waste is taken to their processing facility for recycling. Some batteries are sent to Call 2 Recycling for recycling.

    Reuse or redistribution of laboratory chemicals occurs on a departmental level.

    Part 2. Electronic waste diversion

    EMU partners with ElectroCycle in disposing of campus e-waste. Departments notify Central Receiving to assist with pick-up or drop off e-waste as necessary. Central Receiving has multiple bins and when full, we notify our partner to schedule a pick-up. For larger e-waste pick-ups, our partner will deliver bins to the department and will pick-up when ready.

    EMU has had no major hazardous material release incidents in the past 3 year (2018-2019 to 2020-2021) reporting cycle.

     

  • OP 21: Water Use (4–6 points available) Expand dropdown

    Criteria Description: Three criteria:

    • Part 1: Institution has reduced its potable water use per weighted campus user compared to a baseline.
    • Part 2: Institution has reduced its potable water use per gross square foot/meter of floor area compared to a baseline.
    • Part 3: Institution has reduced its total water use (potable + non-potable) per acre/hectare of vegetated grounds compared to a baseline.

    Part 1. Reduction in potable water use per person

    Reductions could not be calculated because we only have data for the 2020 calendar year.

    Total water withdraw was 94,422,709.0 gallons of which 85,145,445.0 gallons was for potable use.

    The weighted campus user is based on Fall 2021 IPEDS and IRIM data., The period for water use and weighted users do not match and only provides an estimate that is low because the number of users in 2021. was probably larger than 2020.

    Weighted campus users = (A + B + C) + 0.75 [ (D - A) + (E - B) – F ]

    A = Number of students resident on-site = 2354
    B = Number of employees resident on-site = 6
    C = Number of other individuals resident on-site = 0
    D = Total full-time equivalent student enrollment = 11807
    E = Full-time equivalent of employees = 1618
    F = Full-time equivalent of students enrolled exclusively in distance education = 3078

    Potable water use per weighted campus user = 10.2 gallons

    Part 2. Reduction in potable water use per unit of floor area

    Reductions could not be calculated because we only have data for the 2020 calendar year.

    Potable water use per unit of floor area = 16.8 gallons per gross square foot

     Part 3. Reduction in total water withdrawal per unit of vegetated grounds

    Reductions could not be calculated because we only have data for the 2020 calendar year.

    Total water withdrawal per unit of vegetated grounds = 1656.5 gallons per acre

  • OP 22: Rainwater Management (2 points available) Expand dropdown

    Criteria Description: Criteria: Institution uses green infrastructure and low impact development (LID) practices to help mitigate stormwater run-off impacts and treat rainwater as a resource rather than as a waste product.

    Eastern Michigan University (EMU) strives to preserve and improve the health of the Huron River and its associated watershed. EMU incorporates several rainwater management techniques in the form of Green Infrastructure and Low Impact Development (LID) to reduce the amount and slow the rate of stormwater flow from campus to the Huron River. These practices span across campus and include the following:

    5 Retention Ponds: Retention ponds have been built next to Green Lot 1, east of the parking lot across from EMU’s Indoor Practice Facility, East and South of the Student Center, and south of the Rec-IM Softball complex. There is also an underground retention area beneath the South Oakwood Lot, which spills into the retention pond South of the Student Center.

    4 Bioswales: Bioswales are built into the landscaping near the Bowen Parking, Mark Jefferson Science Complex and in two separate locations at Green Lot 2 to help filter storm water runoff. In addition, there is a fifth bioswale under construction next to Strong Hall, as part of the Strong Hall renovation project.

    A Rain Garden: EMU has a rain garden at Westview Apartments, which are part of EMU’s housing system.

    A Green Roof: EMU has implemented a green roof atop of the Mark Jefferson Science Complex.
     
    EMU's rainwater management policy, plan, and/or guidelines includes the following:

    -Compliance with MS4 stormwater program elements
    -National Pollutant Discharge Elimination System (NPDES) permits MIG619000; MIG04000
    -Storm Water Management Plan (SWMP)
    -Stormwater Management Post Construction Runoff Requirements
    -Stormwater Pollution Prevention Initiative (SWPPI)
    -Physical Plant Storm Water Pollution Prevention Plan (SWPPP)
    -Public Education Plan (PEP)
    -Illicit Discharge Elimination Plan (IDEP)
    -Good housekeeping requirements
    -Stormwater Emergency Response Plan
    -Water Quality Action Plan

    The NPDES permits are updated every 2 years and all documents are updated as required or needed based on changes done to campus.

STARS category: Planning and Administration (32 points available)

  • PA 1: Sustainability Coordination (1 point available) Expand dropdown

    Criteria Description: Institution has at least one sustainability committee, office, and/or officer tasked by the administration or governing body to advise on and implement policies and programs related to sustainability on campus. 

    The President's Sustainability Commission has adopted the Sustainability Tracking, Assessment and Rating System (STARS) as the framework for fostering sustainability at the university and measure, document and publicly communicate the university’s progress toward achieving each of the framework’s criteria. The Commission will develop a sustainability plan guided by this framework and our definition of sustainability to strategically plan and implement measures through policy recommendations directly to the president for continuous improvement of our campus sustainability and to our STARS rating.

    Current members of the commission (2021-2022 academic year)

    • Tom Kovacs: Chair of the Commission, Academic (Faculty)
    • Kate Greenwald: Academic (Biology)
    • Ronald Rich: Academic (Sociology, Criminology and Anthropology)
    • Anke Wolbert: Academic (Communication, Media and Theatre Arts)
    • Mary Jane Fallot: Engagement Chair (Alumni)
    • Sherry Owens: Engagement (Communications)
    • Luke Yates: Engagement (Engage @ EMU)
    • Lyla Ellens: Operations (Parking)
    • Chris Grant: Operations (Facilities)
    • Mike Valdes: Operations (Business and Finance)
    • Paula Sears: Operations (EMU Dining)
    • Eric Bruski: Operations (Student Representative)
    • Kevin Kucera: Planning and Administration Chair
    • Chris Finch: Planning and Administration (Children's Institute)
    • Alexandria Parsons (Student Representative)
    • Jessica Kwek (Student Representative) 
  • PA 2: Sustainability Planning (4 points available) Expand dropdown

    Criteria Description: Institution has published one or more written plans that include measurable sustainability objectives.

    EMU's current strategic plan has sustainability addressed under PRIORITY #3 ENGAGE & SERVE EMU AND REGIONAL COMMUNITIES. Specifically, goal 3.2h states,

    "Secure a Sustainability Tracking, Assessment, and Rating System (STARS) rating
     for the University from the Association for the Advancement of Sustainability in
     Higher Education (AASHE)

    The President’s Sustainability Commission identified this as the first --
    but important and measurable -- step to assess and improve campus
    sustainability metrics."

    Read the EMU Strategic Plan.

  • PA 3: Inclusive and Participatory Governance (3 points available) Expand dropdown

    Criteria Description: Institution has adopted a framework for engaging internal stakeholders (i.e., students, staff, faculty) in governance and/or external stakeholders (i.e. local community members).

    Part 1. Shared governance bodies

    Academic Staff: The University Faculty Senate consists of tenured and tenure-track representatives from each academic department and learning resources at EMU with its Executive Committee consisting of elected officers and committee chairs appointed by the Senate President. Part- and full time lecturers are not included in this nor in any other governing body.

    The Faculty Senate shall act as the representative voice of the Eastern Michigan University faculty (the EMU-AAUP Bargaining Unit) in academic matters that affect more than one college and in university matters beyond the Academic Division that are not rights and responsibilities of the EMU-AAUP. (Senate By-Laws, 2018).

    Students: ‘Student Government is a representative body of all students on campus at EMU. We were established to secure a powerful and focused voice to the administration regarding student concerns. We represent the voice of students on and off campus, to the University's Administration, Faculty, and Board of Regents. We also represent students' interests across the state of Michigan, at the State Capital, and across the Country.
    The bulk make-up of Student Government is the EMU Student Body Senate. The Senate consists of 17 individuals who work diligently through committees and resolutions to make the students' voice heard in the larger community. Part of Student Government is the Executive Board consisting of the Student Body President and Vice President, and the Directors who act as chairpersons of their respective committees and oversee Student Government initiatives.” (About us, emich.edu/student-government)

    Part 2. Campus stakeholder representation in governance

    8 individuals currently serve on the institution's highest governing body. Of those none are students or staff.

    Part 3. Gender equity in governance

    Of the 8 individuals currently serve on the institution's highest governing body, 3 are women.

    https://www.emich.edu/regents/

  • PA 4: Reporting Assurance Expand dropdown

    Criteria Description: Institution has completed an assurance process that provides independent affirmation that the information in its current STARS report is reported in accordance with credit criteria.

    Our 2022 STARS report was not submitted with reporting assurance.

  • PA 5: Diversity and Equity Coordination (2 points available) Expand dropdown

    Criteria Description: Institution has a diversity and equity committee, office and/or officer (or the equivalent) tasked by the administration or governing body to advise on and implement policies, programs, and trainings related to diversity, equity, inclusion and human rights on campus and/or the institution makes cultural competence trainings and activities available to students, staff and/or faculty.

    Part 1 Diversity and equity committee, office, and/or officer

    The university recently created the position of chief diversity officer (CDO) who reports directly to the president, The CDO’s responsibilities include, among other tasks, developing and implementing the University’s diversity, equity and inclusion strategic plan in alignment with the University’s Strategic Plan and leading the Office of Diversity and Community Involvement. The President’s Commission on Diversity and Inclusion recommended the creation of a chief diversity officer position. The Commission was launched in 2018 and charged with providing policy recommendations to the President to enhance diversity, equity, and inclusion on EMU’s campus. 

    Part 2 Cultural competence, anti-oppression, anti-racism, and/or social inclusion trainings and activities

    Student trainings are designed to engage students in issues of social justice, inclusion and reflecting on their own identity. Faculty and staff trainings are designed to prevent workplace harassment to help faculty and staff know what to do to protect ourselves and keep our workplace welcoming - to everyone.

    Cultural competency trainings are available at the following:
    https://www.emich.edu/dci/training/ (Students)
    https://emuetraining.bridgeapp.com/learner/library (Staff) The module, "Preventing Workplace Harassment" is required by all faculty and staff.

  • PA 6: Assessing Diversity and Equity (1 point available) Expand dropdown

    Criteria Description: Institution has engaged in a structured assessment process during the previous three years to improve diversity, equity, and inclusion on campus.

    Assessment Process and Framework

    A Biennial Campus Climate Assessment has been administered on an ongoing basis, the most recent was administered in 2019 and included:
    a)   A climate survey developed internally based on normative diversity and 
         inclusion climate constructs and administered locally.
    b)   A preliminary Stakeholders survey was conducted in September 2019.
    c)   Town Hall meetings, focus groups, and recorded story sessions were conducted 
         to provide contextual information, increase participation, and add a 
         dimension of qualitative data to increase understanding.

    The EMU Campus Climate survey was distributed to the EMU community using a targeted random sampling approach comprising 20% faculty and staff and 10% graduate and undergraduate students. In addition, through town hall meetings and other venues, members of minoritized social groups were encouraged to take the survey to oversample such perspectives and ensure sufficient data for analysis.
    The survey was open from October 22, 2019 to November 13, 2019.

    A Periodic Institutional Diversity Audit implementation plan has been developed, but not administered yet. The plan will be administered by appropriate offices as designated by the President, to gather data on the diversity, equity and inclusion profile of all university programs, protocols, policies, facilities, students, and personnel. This data will be a first step in determining the impact of institutional inequity on all phases of university operations, and in developing a path forward toward comprehensive institutional excellence. 

    Informed by the data secured from the Biennial Campus Climate Assessment and the Institutional Diversity Audit. The Strategic Action Plan for DEI will be developed through a process coordinated by the Office of Diversity, Equity and Inclusion in conjunction with appropriate administrative offices as designated by the President. The plan will include metrics by which to evaluate success in achieving designated DEI goals, as reflected in periodic audits and assessments.

    A diversity impact analysis will demonstrate how proposed recommendations regarding programming, re-organization, personnel, and budget will affect the pursuit of DEI within the unit in question. Its goal is to address the operation of implicit bias and systemic inequities by creating purposeful pro-active awareness of and integration of the impact on DEI of routine university decision-making. Appropriate offices, as designated by the President, will develop the Diversity Impact Analysis.

    EMU has also assessed employee diversity and employment equity. The Human Resource’s Long-Term Strategic Goals and 1 Year Human Resources Overarching Targets (Fiscal Year 2018-2019) are designed to touch on individual ideas, combining to create the 2018-2019 HR Priority Projects by Department

    A. HR’s Long-Term Strategic Goals
    1. Attract, retain and reward a talented and diverse workforce
    2. Communicate consistently and transparently
    3. Develop new and more effective ways of working
    4. Maximize our human capital 

    B. 1 Year HR Overarching Targets (Fiscal Year 2018-2019)
    1. Total Rewards and Wellness: provide comprehensive, modern, and competitive compensation and benefit programs and solutions to best meet the needs of employees, retirees, and their dependents. Foster employee well-being.
    2. Labor and Employee Relations: Improve HR access, availability and overall customer service to internal clients 
    3. Diversity and Affirmative Action: Increase the diversity awareness of faculty and staff by being a proactive and organically engaged function.
    4. HRIS: Drive towards an all-encompassing climate of self service and automation 
    5. Learning, Organizational Development and Talent: Implement a Talen Management strategy that will begin to transition the function from it’s current state to a transparent and accessible process resulting in improved employee engagement

    Assessment Findings

    The profile of participants who took the EMU Campus Climate survey are similar to a profile of the institution (based on existing data collected) suggesting a representative sample was collected. Overall, the data appears very positive, with very high numbers across students, staff, and faculty reporting feeling safe, high numbers reporting respect and a sense of belonging. More analysis will reveal where and how we need to respond as a community as well as in our units to enhance the experience of every member of this community to feel value, belonging, and safety.
    70% of respondents feel their race is respected
    75% feel their sexual orientation is respected
    80% that their gender is respected
    65-75% that their religion is respected
    75% that their age is respected
    75% feel that their disability is respected.

    Preliminary data is available at https://www.emich.edu/diversity/assessment/preliminary-data.php

  • PA 7: Support for Underrepresented Groups (3 points available) Expand dropdown

    Criteria Description: Institution has policies, programs or initiatives to support underrepresented groups and foster a more diverse and inclusive campus community.

    EMU has a publicly posted non-discrimination policy

    Eastern Michigan University does not discriminate on the basis of race, color, ethnic or national origin, sex, sexual orientation, gender identity, religion, age, ancestry, disability, military status, veteran status of other non-merit reason, in admissions, education programs or activities and employment and complies with all applicable federal and state laws regarding nondiscrimination and affirmative action, including Title IX of the Education Amendments of 1972 and Section 504 of the Rehabilitation Act of 1973, Title VII of the Civil Rights Act of 1964 and the Elliot-Larsen Civil Rights Act.

    EMU has a discrimination response protocol

    The Office of Ombuds serves as a resource for students regarding any complaint, grievance or appeal that may be academic or non-academic in nature. Students receive timely, objective and strategic information in a confidential manner to assist with the interpretation of policies and procedures. The role of the Ombuds is to ensure adherence to EMU policy, confirm due process as it relates to institutional protocol, assist with resolution and prevention of both academic and non-academic concerns, and to make appropriate data based recommendations to the Office of the Provost. The Ombuds works directly with students, faculty, and staff, providing consultation related to university policies and procedures. It has established itself as an objective, non-biased operation that continues to work towards developing a fair and equitable university community.

    Eastern Michigan University also allows for any members of the University Community, or an individual not affiliated with Eastern Michigan University to submit a report of an alleged violation of the Code of Community Responsibility. All reports of student misconduct must be submitted, in writing, to the Office of Wellness and Community Responsibility. Reports can also be written electronically at EMU's Public Incident Report. Actions may be imposed after a student is found responsible for a violation of the Code of Community Responsibility. An administrative action is generally combined with a restorative action in order to promote corrective behavior. The actions are determined by the community responsibility administrator, or the hearing board assigned to the case, and take into account the impact of the violation on the community, prior incidents and implemented actions. Actions issued may include, but are not limited to:

    Administrative Actions

    1. Formal reprimand
    2. Disciplinary Probation
    3. Suspension
    4. Deferred Suspension
    5. Permanent Dismissal
    6. Delay and/or Denial of Degree Award
    7. Revocation of Degree

    Restorative Actions

    1. Restitution
    2. Fines
    3. Community Service
    4. Educational Activities
    5. Restrictions

    Administrative Actions for Student Organizations

    1. Formal Reprimand
    2. Disciplinary Probation
    3. Suspension
    4. Deferred Suspension
    5. Permanent Termination of University Status
    EMU has the following programs to recruit students from underrepresented groups
    • Brotherhood/Sisterhood and TRIO Upward Bound that assist students of color and underrepresented groups succeed while in school. Brotherhood/Sisterhood have scholarships related to the program to help interested students pay for these programs. EMU Upward Bound works collaboratively with Ypsilanti Community High School during the school year and provides a month-long residential camp during the summer for its students that includes workshops, college trips and college coursework.

    EMU has the following programs to recruit staff from underrepresented groups

    For staff, the Affirmative Action Plan provides the following action-oriented recommendations during the recruiting process:

    • Recruitment and outreach efforts in partnership with organizations that support veterans
      and individuals with disabilities;
    • Recruitment and outreach efforts in partnership with organizations that support minorities
      and women with a particular focus on the job groups with placement goals.
    • Incorporate diversity touchpoints throughout the recruitment process to ensure pools contain a diverse pool of qualified applicants.
    • Development and deployment of internal training efforts to eliminate unconscious bias and
      encourage practices which support the attraction and recruitment of candidates from underutilized groups.
    • Dissemination of affirmative action data to key leaders and search committees in order to affectively recruit to those job groups and divisions where placement goals exist.
    EMU has the following mentoring, counseling, and peer support programs 
    Support for training underrepresented minorities as future faculty

    The Ronald E. McNair Post-Baccalaureate Achievement Program was begun in 1989 to offer support services to high-achieving students on their quest to attain the doctoral degree. Eastern Michigan University is one in a highly elite group of institutions, selected by the Department of Education, to host a McNair Program. As such, EMU McNair Scholars figure among the students in our nation with the greatest potential to become leaders in their academic disciplines.

    EMU has a publicly accessible map of gender neutral bathrooms
    EMU has housing options to accommodate the special needs of transgender and transitioning students
  • PA 8: Affordability and Access (4 points available) Expand dropdown

    Criteria Description:

    Institution is affordable and accessible to low-income students as demonstrated by one or more of the following indicators:

    A. Percentage of need met, on average, for students who were awarded any need-based aid

    B. Percentage of students graduating without student loan debt

    C. Percentage of entering students that are low-income

    D. Graduation/success rate for low-income students

    EMU tracks accessibility and affordability

    The percentage of entering students that are low-income = 41%

    The graduation/success rate for low-income students = 55.3%

    The percentage of need that was met for students who were awarded any need-based aid = 44%

    The percentage of students graduating with no interest-bearing student loan debt or for whom no out-of-pocket tuition is required = 36%

    The following policies and programs are used by EMU to minimize the cost of attendance for low-income students:

    Federal Pell Grant

    • # of Recipients of Pell Grants = 6548 (48%)
    • Total $ Amount of Pell Grants = $26,114,751
    • Funded and awarded by the federal government to students with exceptional
      financial need as determined by the FAFSA
    • Grant amount depends on expected family contribution (EFC) and is prorated based
      on level of enrollment (full-time, half-time, etc.)
    • Lifetime limit of six years eligibility or the full-time equivalent of six years
      if attending less than full-time

    Federal Supplemental Educational Opportunity Grant (FSEOG)

    • Funded by the federal government and awarded by EMU (limited funding)
    • Priority consideration is given to students who receive the Federal Pell Grant,
      meet the priority deadline and demonstrate the greatest financial need ($0 EFC)
    • Must be enrolled at least half-time (award prorates based on enrollment)

    Federal Work Study

    • Need-based financial aid program funded by the federal government and EMU
    • Awarded to students based on financial need as determined by FAFSA
    • Awards are earned and paid through the payroll process in the form of a bi-
      weekly paycheck
    • Due to limited funding, you're encouraged to file your FAFSA early
    • Don’t forget to indicate on your FAFSA that you're interested in work study
    • The Non-Enrolled Summer Work Study application provides employment opportunities
      for students who wish to work during summer semester but will not be enrolled

    Tuition Incentive Program (TIP)

    • An incentive program helping students complete high school by providing tuition
      assistance for the first two years of college and beyond. $500 award for four
      semesters totaling $2000.
    • Must have or have had Medicaid coverage for 24 months with a 36 consecutive
      month period as identified by the Michigan Department of Human Services.
    • EMU is Phase II of the program; student not eligible for TIP until 56 hours are
      earned (or an associates degree). 
    The following  programs are used by EMU to equip the institution’s faculty and staff to better serve students from low-income backgrounds

    At-Risk Simulation Training
    SAFE Now (Stigma and Fear End Now) provides free Kognito training for faculty and
    staff. Kognito training helps individuals recognize signs of distress in students
    and understand successful strategies to help.

    The following EMU programs guide and prepare students and families from low-income backgrounds for higher education

    Upward Bound: See https://www.emich.edu/upwardbound/

    The Early College Alliance (ECA): a unique educational program designed to fully immerse high school-aged students into the post-secondary learning environment. ECA is a public, early/middle college program located on the campus of Eastern Michigan University. It exists in partnership with local school districts, including the Washtenaw Intermediate School District.

    The program gives students an opportunity to earn college credits while still in high school and offers strong, academically focused students a chance to enroll in advanced, college-level coursework. It also provides an alternative for students who may not feel connected to their school.

    ECA allows students to:

    • Graduate from high school with a diploma and up to 60 college credits.
    • Attend classes on a university campus with support.
    • Learn in a college environment that fosters maturity and academic growth.
    • Gain vital skills for college success.

    ECA is funded through a percentage of each district's foundation allowance and
    continues seeking additional funding through both public and private sources.

    EMU TRIO SSS Program

    A program funded by the U.S. Department of Education to provide opportunities for academic development, assist students with basic college requirements and to motivate students toward the successful completion of their postsecondary education by meeting one of the following three requirements:
    1) First-Generation Status (the parent or guardian with whom the student resides
    has not completed a four-year bachelor’s degree)
    2) Low Income Status (a student’s family’s taxable income for the preceding year
    did not exceed 150% of the federal poverty level)
    3) Documented Disability (i.e. IEP in K-12 and/or accommodations from the EMU
    DRC for a learning, physical, or mental disability)

    EMU provides the following institutional scholarships for low-income students

    Education First Opportunity Scholarship (traditional freshman)

    • # of Recipients of the EFOS Scholarship = 1078
    • Total $ Amount of EFOS Scholarship = $7,985,467
    • Tuition = Pell Grant + EFOS
    • Students Eligible with 3.0 cumulative high school GPA and a 20 ACT or 1030 SAT
      on the 1600 scale.
    • Michigan & Ohio Residents
    • FAFSA filed by February 1

    Women's Resource Center Woman of Excellence Scholarship

    Scholarship Requirements:

    • Be a Junior or Senior to apply (56+ credits earned)
    • Have a 2.5 or better GPA
    • Demonstrate "financial need" as determined by the Eastern Michigan University
      Office of Financial Aid
    • Write a 500 - 750 word Personal Statement, answering the question: How have you
      contributed to women's affairs on campus? 5. Provide 1
    • Letter of Recommendation from a personal or professional reference that can
      speak to how you have contributed to women's affairs on campus.
    EMU's targeted outreach to recruit students from low-income backgrounds
    • Sponsors bus visit for low-income to bus students to campus
    • Specific college fairs targeted at low-income community such as Detroit decision day
    EMU's other policies or programs to make the institution accessible and affordable to low-income students
    • Academic Success Partnerships (ASP) was established in 2012 to equip students with relevant skills and training to be active learners focused on persistence and degree completion. Our commitment provides support beyond the classroom to help students manage work, life, and development during their collegiate experience. We engage students by creating an uplifting and inclusive campus environment designed to affirm students through structured programming, workshops, mentoring, coaching, and educational opportunities.
    • Brotherhood and Sisterhood Initiative
    • Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP)
    • King-Chavez-Parks (KCP) College Day
    • Mentorship Access Guidance In College (MAGIC)
    • Michigan College/University Partnership (MICUP) Baccalaureate
    • Education Achievement Track (BEAT)
    • Scholars Programs (Detroit Promise, Detroit Compact, Road to Completion, & Wade
      McCree)
    EMU's on-site child care facility, partnership with a local facility, and/or subsidies or financial support to help meet the child care needs of students

    The Collaborative: Ypsilanti YMCA Child Development Center is a collective community-centered response to providing quality child care to low-income families in Ypsilanti and to EMU students with children. Licensed and managed by the YMCA and situated at the former Chappelle Elementary in Ypsilanti, the Collaborative partners include: Eastern Michigan University (Engage@EMU Office and the Office of the President), Ypsilanti Community Schools and the Ypsilanti Housing Commission.

    Children's Institute: EMU Children's Institute's mission is to provide high-quality early childhood education programs for the children of EMU students, faculty, staff and surrounding communities. We participate in preparing EMU students to be early childhood education teachers. The Children's Institute provides high-quality care and education for children 18 months through 6 years. A full day program is available for toddlers, and full and half day programs are available for preschoolers. Flights of Imagination, the summer program at the Children's Institute, offers exciting and varied programs for children entering kindergarten through first grade.

    EMU's other policies and programs to support non-traditional students

    Women's Independence Scholarship Program (WISP) The objective of WISP is to help survivors of intimate partner abuse obtain an education that will in turn offer them the chance to secure employment, personal independence and self sufficiency.

    Jeannette Rankin Women's Scholarship Fund (35+) The fund provides opportunities for women nationwide to secure careers and break the cycle of poverty. Each scholarship recipient has a vision of how education will benefit herself, her family and her community. While the women come from diverse backgrounds, they are all united and motivated by their goal to succeed through education.

    AARP Scholarship (50+) The AARP Foundation Women's Scholarship Program is helping win back opportunity for low-income, 50-plus women by funding education, training, and skills upgrades that can lead to better employment and increased financial security for women and their families.

    Patsy Takemoto Mink Education Foundation The Foundation will offer five Education Support Awards of up to $2000 each to assist low-income women with children who are pursuing education or training. Education Support Awards may be used for direct school expenses or for living expenses while you are enrolled in an educational program.

    Soroptimist (Women's Opportunity Awards) Through the program, clubs in 19 countries and territories assist women who provide the primary source of financial support for their families by giving them the resources they need to improve their education, skills, and employment prospects.

    Maeband Scholarship $500 scholarship. To be eligible, applicants must be a mom, or expectant mom, and a US citizen currently enrolled in an accredited American 2- or 4-year university or college, in any field. There is no major or minor requirement. Application were due December 5, 2018.

    Jane M. Klausman Women in Business Scholarship This scholarship is awarded annually to women pursuing undergraduate or master's degrees in business management. The Educational Foundation for Women in Accounting: They awards scholarships to women who are pursuing Accounting degrees at the undergraduate, graduate, and postgraduate levels.

    Society of Women Engineers SWE Scholarships support women pursuing ABET-accredited baccalaureate or graduate programs in preparation for careers in engineering, engineering technology and computer science in the United States and Mexico.

  • PA 9: Committee on Investor Responsibility (2 points available) Expand dropdown

    Criteria Description: Institution has a formally established and active committee on investor responsibility (CIR) or equivalent body that makes recommendations to fund decision-makers on socially and environmentally responsible investment opportunities across asset classes, including proxy voting (if the institution engages in proxy voting). 

    EMU does not have a committee on investor responsibility (CIR) or equivalent body.

  • PA 10: Sustainable Investment (4 points available) Expand dropdown

    Criteria Description: Institutions for which investments are handled by the university system, a separate foundation of the institution and/or a management company contracted by the institution should report on the combined activities of those entities either through pursuing positive sustainability investment or investor engagement. 

    EMU does not track sustainable investments and does not engage investors in sustainable investments.

  • PA 11: Investment Disclosure (1 point available) Expand dropdown

    Criteria Description: Institution makes a snapshot of its investment holdings available to the public, including the amount invested in each fund and/or company and proxy voting records. 

    EMU makes its investment holdings available at https://www.emich.edu/busfin/about/investment.php

  • PA 12: Employment Compensation (3 points available) Expand dropdown

    Criteria Description: More than 75 percent of the institution’s employees receive a living wage (benefits excluded). 

    The living wage in Michigan for a single person as of 2019 is $11.29/hr and for a family of three is $21.60. The total number of individuals working at EMU, including student workers and graduate assistants and temps is 4656. Out of this number approximately 66% make more than $11.29. $9.25 - minimum wage is paid to the lowest compensated workers (student workers) in a non-benefited role. Benefited positions receive approx. 38% in benefits in addition to base compensation.

  • PA 13: Assessing Employee Satisfaction (1 point available) Expand dropdown

    Criteria Description: Institution conducts a survey or other evaluation that allows for anonymous feedback to measure employee satisfaction and engagement. 

    A survey was conducted in the Spring 2017 semester. The survey measured the extent to which employees are involved and engaged in the organization and the quality of the workplace experience. 29.5% of employees were surveyed. The survey contained:
    • Sixty engagement statements utilizing a five-point agreement scale
    • Eighteen benefits satisfaction items
    • Fifteen demographic questions
    • Two open-ended questions

    The EMU executive council held a retreat where the survey data were analyzed and actionable steps were enacted. Other future steps were also discussed. Examples of steps enacted to address some of the lowest scores with senior leadership and communication with senior leadership include:
    • Continue having an Executive Council member at every Onboarding session
    • Continue with the Executive Panel at Foundations of Supervision
    • Introduce a quarterly “New Hire” reception that provides a venue for strengthening the onboarding experience of new employees. All EMU staff and faculty will be invited to attend the one hour networking event.
    • Instill an office in the Student Center for the Provost.

  • PA 14: Wellness Program (1 point available) Expand dropdown

    Criteria Description: Institution has a wellness and/or employee assistance program that makes available counseling, referral and wellbeing services to all students, staff, and/or faculty members. 

    Part 1 Wellness Program

    STUDENT: https://www.emich.edu/responsibility/index.php University offers an entire office that is dedicated to the emotional, physical, and financial wellness of it’s students. The Office of Wellness and Community Responsibility offer Wellness Consultations, Financial Consultation, a Wellness Library, Wellness Programming, and many opportunities for student to engage in community responsibility. EMU also offers many wellness resources to students through the REC/IM, Eagle Nutrrition Services and more. 

    FACULTY/STAFF: Eastern Michigan cares about faculty and staff wellness and work-life balance.  Whether it is help to quit smoking, changing your eating habits or taking your physical fitness to the next level, the wellness program staff is ready to assist.  Aetna, the employee assistance program, is available 24/7 to provide articles, information and counseling on topics like finances, health and personal issues. Employees can also take advantage of the discount membership program at on-campus fitness center. In addition, we have a state-of-the-art nutrition center where employees can receive nutritional consultations, a DEXA body fat reading, or attend a free cooking class with a registered dietitian. 

    Part 2 Smoke-free Environments

    Eastern Michigan University has a tobacco-free policy. 

    University Policy Statement
    Eastern Michigan University is committed to the health and well-being of its students, employees and campus visitors. In an effort to achieve a healthy learning, living, and work environment for every student, employee and visitor, smoking and the use of tobacco are prohibited in or on all university owned, operated or leased buildings, facilities, and grounds, including vehicles. The grounds of the EMU campus will be tobacco free, as will the grounds of any off-campus facilities owned or leased in total by the university. The ban includes any sidewalk that cuts through the campus or between buildings, and extends up to the perimeter sidewalks of the EMU campus.

    Tobacco is defined as all tobacco-derived or containing products, including but not limited to; cigarettes (e.g., bidis, kreteks), electronic cigarettes, cigars and cigarillos, hookah smoked products, pipes and oral tobacco (e.g., spit and spitless, smokeless, chew, snuff) and nasal tobacco. It also includes any product intended to mimic tobacco products, contain tobacco flavoring or deliver nicotine other than for the purpose of cessation.

    University Practice
    In order to comply with this policy Eastern Michigan University will:

    Communicate tobacco-free policy provisions to all employees and students on an ongoing basis;
    Communicate to all new employees and students tobacco-free policy provisions as part of orientation programs;
    Prominently post signage in appropriate places throughout campus establishing the boundaries of the tobacco-free campus;
    Conduct educational programs aimed at tobacco use prevention and smoking cessation and inform the University community about the dangers and health risks of using tobacco products; and
    Provide a description of all applicable local, state, federal and University sanctions for violation of this policy.
    Provisions of the Policy
    The University is committed to promoting and maintaining a healthy learning, living, and work environment that is tobacco free and in accordance with all federal, state and local laws. To support this commitment the University will provide a tobacco-free environment.

    Tobacco cessation programs and support will be available to students, faculty, and staff.
    The sale or distribution of tobacco products is prohibited on university owned, operated or leased property.
    The University will not advertise tobacco on university owned, operated or leased property or at any University sponsored event or university owned/sponsored media.
    The use of tobacco products will be permitted for controlled research, educational, or religious ceremonial purposes, with prior approval of the Dean or Director responsible for the facility, along with the Institutional Review Board, when appropriate.
    The success of this policy will depend on the thoughtfulness, consideration, and cooperation of tobacco users and non-users. All students, faculty, and staff share in the responsibility for adhering to and enforcing this policy. Vice presidents, deans, directors and department heads are responsible for informing the campus community of the tobacco- free policy and overseeing day-to-day compliance. The appropriate administrative division will address violations and habitual offenders of this policy.

    Responsibility for Implementation
    The president of the University has overall responsibility for the implementation and administration of this policy and has delegated its overall management to the vice president for human resources.

    The vice president for human resources or a designee is responsible for monitoring compliance, investigating complaints and recommending disciplinary actions associated with violations of this policy for EMU employees and campus visitors. The assistant vice president for academic affairs or a designee is responsible for monitoring compliance, investigating complaints and recommending disciplinary actions associated with violations of this policy for EMU faculty and lecturers. The associate vice president for student affairs or a designee is responsible for monitoring compliance, investigating complaints and recommending disciplinary actions associated with violations of this policy for students, as well as providing educational information and programs. Vice presidents, deans, department heads and directors are responsible for relaying the policy to the campus community and overseeing day-to-day compliance.

    Scope of Policy Coverage
    This policy applies to all University employees, students and campus visitors.

  • PA 15: Workplace Health and Safety (2 points available) Expand dropdown

    Criteria Description: Institution has reduced its total number of recordable workplace injuries and occupational disease cases per full-time equivalent (FTE) employee compared to a baseline.

    Part 1. Health and safety management system

    EMU's EHS follows many of the OHSMS type requirements in how health and safety are addressed on campus.  ISO and OHSAS compliance is most often seen in the industry in conjunction with quality standards and is much less prevalent in higher education.  EMU complies with MIOSHA, EGLE, NRC and other state and federal regulations as required.  We follow a standard format for our safety protocols and update them when regulations change or processes change for the University.

    Part 2. Incidents per FTE employee

    Performance year (2018): 38 out of 1618 (2.35%) full-time equivalent employees

    EMU tracks and reports injuries as directed by OSHA/MIOSHA and the Michigan Workers' Compensation Act, in collaboration with EMU's Third-Party Administrator.

    https://www.emich.edu/publicsafety/ehs/programs.php

STARS bonus category: Innovation and Leadership (4 bonus points available)

Innovation credits are open-ended and reserved for new, extraordinary, unique, groundbreaking or uncommon outcomes, policies and practices that address sustainability challenges and are not covered by an existing credit or exemplary practice option.

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