Day two of the Butte annual sustainability conference opened with a special keynote featuring Ken Grossman, Owner and President of Sierra Nevada Brewing Company – a very popular company with the Butte crowd! Grossman, an alumni of Butte, gave an impressive overview of all the sustainability practices in place at the Brewery, such as the recycling or reusing of almost all waste (99% of waste is diverted from the landfill), using motion sensor lights throughout the buildings, a 10,000 plus panel (solar) structure, and a cattle partnership with Chico State University where the cows are fed spent grain, spent yeast, and even spent beer from the brewing process. The Brewery also captures CO₂ emissions, compressing and cleaning them and using the carbon dioxide as fuel in the dispensing process. Sierra Nevada also has two sustainability coordinators to monitor practices and look for new opportunities.

A second presentation by Dr. Randal Beeman from Bakersfield College, a professor of history, talked about the role of the government in sustainability in history. Dr. Beeman highlighted a couple of ecological crises from the past – the dust bowl and the flooding of the Mississippi and Tennessee river valley in the 30’s. He says the U.S. has always reacted to crisis, instead of preparing for a crisis. The message? Let’s prepare for the warming climate by building a sustainable society –- sustainable homes, campuses and communities with sustainable practices. He emphasized that sustainability, specifically sustainable agriculture, needs to sustain both people and the land and support their regeneration.

Yvonne Christopher, faculty member for construction inspection at Butte College, shared her plans for a 12-building scenario village that will break ground this fall. This village will be built with green features and used for training purposes for local fireman and police, as well as Butte students interested in green building careers and construction.

Butte currently offers courses in energy efficiency and renewable energy, green building technologies and practices, and a green building and LEED certification course.

Kristy Jones is reporting from the 3rd Annual Butte College Sustainability Conference, in Oroville, California.

Last week, President Obama announced the creation of the American Graduation Initiative, which is expected to funnel $12 billion to community colleges to educate underemployed or unemployed workers in preparation for the day when the economy swings upwards again.

"..[T]he hard truth is that some of the jobs that have been lost in the auto industry and elsewhere won’t be coming back," said Obama. "They are casualties of a changing economy. And that only underscores the importance of generating new businesses and industries to replace the ones we’ve lost, and of preparing our workers to fill the jobs they create." 

The plan calls for an additional 5 million community college graduates by 2020--about 6 million are currently attending--and provides those students with a pathway to completing a four-year degree, if they so choose. About $9 billion will go towards two grant programs intended to better track promising strategies for teaching and learning and increase completion rates. Some money will also go towards renovating facilities, providing more guidance to students exiting high school, and expanding online educational opportunities.

So, is this good news for green jobs education and training, which we've talked about here, here, and here? Maybe.

While clean energy is a platform of the Obama administration, the $12 billion, which would be disbursed over the next ten years, hasn't been specifically dedicated to green jobs training. Until the budget committee makes its allocations, the focus on renewable energy training won't be clear, but so far it looks as if the program is making immediate employment, not clean energy, its primary concern.

However, the shift towards training workers for careers in sustainability may not need federal support, simply because it's already inevitable. A recent UN report predicted the creation of more than 20 million jobs worldwide in clean energy and other green fields by 2030, and many of those jobs are what's termed "middle-skilled," requiring a level of education that is greater than high school but less than a Bachelor's degree. (Job opportunities in health care are also expected to rise.)

Community colleges are expected to take on the bulk of this training because they are typically more agile and diverse than liberal arts schools, and have access to different populations of students. These schools also tend to be very connected to local employers, and have good data on the jobs available to their graduates, which means that in many regions, they are expanding their clean energy programs in response to demand. So, the AGI funds that go to those schools may help to support green jobs by default, though it's not yet the explicit support that advocates, including National Wildlife Federation, hope for.

We'll watch as the allocations are made in the next few months, and see where this goes.

A new amendment to the 2009 energy bill is designed to fund job training at community colleges in renewable and alternative energy fields.

This amendment, sponsored by Senator Wyden (D-Ore.) would authorize $500 million ($100 million per year for five years) to ensure that workers are ready to create, install and maintain wind, solar, biomass and geothermal projects. Once passed, the bill authorizes the Department of Energy to fund programs at 1,200 American community colleges, with half of the funds going towards schools who already have strong programs in place. 

A letter sent on Monday by National Wildlife Federation to Senators Bingaman and Murkowski, Chairman and Ranking Member of the Senate Committee on Energy and Natural Resources, supported the inclusion of provisions for community colleges and stated, "This amendment would establish a community college-based training and education program for sustainable and alternative energy technologies such as wind energy technicians, energy auditors, geothermal energy technicians, and energy efficient construction."

Organizations such as NWF and the American Association of Community Colleges also point out that this amended bill supports education and training for workers in sustainable agriculture and farming. Recent articles in ClimateEdu and the Chronicle of Higher Education have explored the issue of teaching sustainable agriculture, but focused on liberal arts schools like Warren Wilson College and the University of Montana. Community colleges have largely stayed out of the farming arena (Central Carolina Community College being one of a few notable exceptions), but may soon be able to take advantage of federal funds for such projects.

However, such a day is still far off. The New York Times reports that the bill is still in early drafting stages, and due to the inclusion of mandatory limits on carbon emissions through a cap-and-trade market, lacks Republican support.

Our own Xarissa Holdaway has a story at WorldChanging that describes how some California community colleges are experimenting with green-collar training programs.

In many regions, early reports suggest there are not enough workers to meet demand for wind, solar and geothermal projects, while some states find the opposite: that there are more trained professionals than there are jobs. A report from the National Council on Workforce Education states,

"[M]any jobs that are currently, or predicted to be, in demand are ‘middle-skilled’ jobs that require more than a high school diploma but less than a bachelor’s degree. It is important to note that although there will be a growing number of new green occupations requiring new knowledge, skills, and abilities, it is expected that the majority will be transformed from existing jobs, requiring a redefinition of skill sets, methods, and occupational profiles."

To more accurately predict when and where workers will be required, not to mention training these workers, she reports that community colleges are turning to local organizations and pioneering a new collaborative model that can "respond to trends in clean and green technology." One such project, the New Energy Workforce (NEW) Initiative, a partnership between Bay Area community colleges and regional workforce investment boards, is able to conduct courses, research employment opportunities, and share successful curricula between schools. 

Kitty O'Doherty, convener of the NEW project, says, "This is a call for new levels of collaboration. We convened the Workforce Investment Boards and the colleges in our region in February, and both groups are extremely committed. They [WIBs] are going to have the funding to place people in these jobs, and we're going to have the training. The common mission of preparing individuals for meaningful careers and creating a well-qualified workforce for our region is a very compelling motivator."

A new article in the Chronicle of Higher Education (sub. req.) profiles a minority trend that could, if economic conditions persist, become a majority problem.

Scott Carlson reports that "about 25 percent of the colleges that should have turned in their greenhouse-gas reports in September are still delinquent. Of the colleges that had a deadline in January, nearly half have yet to file."

The American College and University Presidents Climate Commitment, which has more than 600 signatories, commits schools to working towards climate neutrality, and the first step in that process is creating a public greenhouse gas inventory. As Carlson points out, it is a difficult requirement, but an easier one than those following, which include creating an emissions reduction plan, carrying it out, and integrating sustainability education into the university's curriculum.

However, between budget shortfalls and shifting priorities, many schools have failed to create or publish their emissions report, and some, like the College of Alameda in California, seem to have forgotten entirely. Many of the delinquent schools are small institutions with fewer resources or shrinking enrollments, for whom large investments in sustainability were always a stretch:

"Mr. King says Cabrillo [College] may have to postpone plans for some renewable-energy projects, like solar panels, that require upfront investment. The college has plans for a new building that would be certified platinum in the Leadership in Energy and Environmental Design program, but budget concerns may require the college to shoot for a lower certification instead."

Many of the schools that have yet to create an inventory report that their philosophy remains unchanged, and that sustainability remains an important part of the agenda, even in difficult times. The article also notes that supporting organizations, such as Clean Air -- Cool Planet and AASHE, are continuing to reach out to schools that are lagging and provide resources.

But what of the other 75%, who have reported their emissions and are now (presumably) writing their climate action plans? The Chronicle notes in a different story that Butte College, a small, two-year institution in Northern California, has just added three new solar arrays to its existing panels from 2005. The beefed-up system will generate 2.7 million kilowatt-hours of electricity annually, and is expected to save the school $32.6 million on utility bills in the next 20 years.

Our latest issue is live. Here are today's headlines:

Is There Room for Sustainability in Every Classroom?
Faculty are finding new ways to incorporate issues of ecology, natural resources, social justice and human behavior into their classes, even those not in the environmental sciences.

Overcoming Solar's Challenges with a New Technology
A research team at the Massachusetts Institute of Technology has invented a cheaper method for harnessing solar energy, using a tinted dye that could efficiently absorb and spread energy across the surface of glass panes.

Students Follow the Yellow Bike Road
After a few false starts, bike-sharing programs are springing up in cities and on college campuses around the world, with each finding its own way to get people out of cars for the forty percent of trips in the United States that are less than two miles long.

ClimateEdu, published by National Wildlife Federation's Campus Ecology program, offers news, resources, events, and opportunities for climate leadership on campus. To subscribe to our twice-monthly e-newsletter or browse our archives, visit the homepage: ClimateEdu: News for the Green Campus.

In the spring, we alerted you to the Florida legislature's approval of FGCU's solar array, which is expected to cover 19 acres and produce 2MW of electricity for the university.

However, to no one's surprise, the project has been delayed by more provincial concerns. Namely, permitting. 

While officials expect that the missing environmental resource and water use permits will be granted quickly, the clash between even the best-laid plans and bureaucracy is not a new one for universities.

"FGCU initially put December as a target date to see the first panels hit campus, hoping to take advantage of federal tax credits that were set to expire when the clock struck midnight on Dec. 31. Congress extended those credits as part of the financial bailout bill, though, making the back-and-forth permitting process not as stressful. Now, the university is just waiting for a green light."

Here at HQ, we are doing some retrofits -- including test drills for ground-source heating -- to make our building carbon-neutral, and what we've found is that the bidding process is absolutely crucial. Learning to ask the right questions saves a lot of time and headaches. In our specific case, we had much better results by specifying in RFPs that the bidder be familiar with permitting processes and provide us with solid examples. By including the permitting in the scope of the work, we headed some of this off at the pass, and ended up going with a project management firm instead of a contractor.

Of course, this won't solve every problem, but perhaps is useful as universities move forward with significant sustainability projects. What has your school's experience been? Where have you found unexpected "hurry-up-and-wait" moments? What lessons have you learned from the process?

Being part of National Wildlife Federation, those of us at Campus Ecology talk a lot about wildlife habitats. Not only are we invested in maintaining biological diversity and preserving the migration paths of plants, birds, butterflies and animals, we also know that creating spaces for wildlife means that we are providing natural carbon sequestration opportunities.

We recently hosted a teleconference on campus habitat restoration (available here) and learned about some great things that schools have been doing to green their campuses through the use of habitat. The University of Central Florida, for example, focused their efforts on education by creating several distinct ecosystems in the UCF arboretum that replicate habitats exclusive to central Florida. The 12-acre biogeographic garden is crisscrossed with trails for students and visitors. The university has also started a temperature tracking system on campus to explore the "urban heat island effect." Native vegetation will be planted on roofs and in hot spots, and then temperature will be tracked again. Staff hope to see significant cooling in certain areas.

Oakton Community College in Des Plaines, Illinois, took a different approach by restoring habitat that had already been damaged.  Oakton's acres of habitat had been overrun with buckthorn and a Eurasian garlic mustard plant which crowded out native species and plants. With a grant from BP and a lot of help from student volunteers, these plants are slowly being eradicated to make room for seeds from local (within a 25-mile radius) northeastern Illinois. Once these take hold, the ecosystem can return to its natural state and attract pollinating insects and other wildlife. Oakton also uses controlled burns, as local species are adapted to fire and will survive, while invasive plants often won't.

An even bigger project is currently taking place at The University of Washington Bothell Cascadia Community College, where staffers looked at a dilapidated section of the North Creek floodplain on campus lands, and embarked on a decades-long restoration to manage watersheds and coax the forest back to life. (Look here for more details.) The ongoing restoration acts as a valuable case study to students, while it also attracts good press to the school as one of the biggest floodplain restorations in the Pacific Northwest.

It can sometimes be difficult to convince other campus decision-makers that habitat restoration is important and effective. It took several years to formulate the plan and gain permits for the wetlands restoration project at UWB/CCC, and even though progress is being made, it takes several decades for an ecosystem to reach maturity. Many of the people who contributed to the project may never see this part of North Creek functioning in its full glory. Also, seeing energy costs go down due to increased efficiency is, to many people, more satisfying than knowing that green space is sequestering carbon. This means some campuses are more willing to retrofit buildings than create habitats. Both are important, but we think that the Wildflower loop at UCF's aboretum is good evidence that habitats are important for well-being, not just carbon capture.

Check out our podcast and powerpoint of the web conference if you want to get more details on these projects. You can also contact us for more research and examples if you're interested in implementing this kind of project on your own campus. To start small, consider dedicating a small section of your campus as a Certified Wildlife Habitat. And for extra credit, check to see if Fritz Haeg's Animal Estates exhibit is coming to your town. This traveling installation reintroduces animals into environments such as strip malls, garages, office parks, freeways, front yards and parking lots to examine the displacement of wildlife by humans and bring species back into harmony. 

It's not often that a state's motto so appropriately fits the actions of its Congress: the Sunshine State of Florida recently passed a bill which allocates $8.5 million to Florida Gulf Coast University for the construction of 16 acres of solar panels. Several other Florida schools were also awarded funding, but the FGCU installation will dwarf them, producing 2 megawatts per day if the school is able to secure additional private donations. If all goes as planned, the university expects to power the entire campus with solar energy, saving $22 million in utility bills over the next 30 years.

To date, the largest university solar installations are at Fresno State (1.1 megawatts) and University of California--Irvine (1.2 megawatts), both of which will be surpassed by FGCU's. As a signatory of the AUCPCC, the university has an established Center for Environmental and Sustainability Education which provides lectures and other environmental education opportunities.

While the bill still requires the Governor's signature, he is expected to sign very soon, and school officials are already looking to begin bid requests this summer, with an eye towards bringing the system online summer 2009. We're very eager to see how the installation develops, especially given the success of solar energy in other parts of the state.

Image from FreeFoto.com

Going solar doesn’t have to mean spending thousands of dollars on solar panels!  You can go solar in other ways.  How often do you charge your cell phone or mp3 player?  Why not invest in a solar charger?  These little handheld devices can be as small as a cell phone and save you money and energy!  This would allow you to charge your phone or mp3 player anywhere, on the bus, studying outside, camping, or driving in the car. 

Want to charge your electronics while walking around campus?  Now you can!  Many different companies make backpacks and messenger bags with solar panels on the outside to charge small electronics. 

Solar heating is one of the oldest uses of solar energy.  To use this best for no cost at all, keep the blinds open when it is cold out to gain the solar heat.  When it is hot outside, close the blinds to keep down heating costs.

Why not try a solar cooker?  If you have a box, some foil, plastic wrap, scissors and glue, you can create your own solar oven.  In it you can cook many different delicious things, including pizza, cookies, bread, or experiment with other things.  This is a fun, easy project for anyone.  Solar ovens not only harness cheap, natural, renewable energy, but also allows you to keep the heat from the oven out of your house during those hot summer months.

Many of the winners of the Chill Out: Campus Solutions to Global Warming contest used solar panels on campus to generate energy.  These campuses used creative financing to make these purchases economical to the schools.  Check out the Chill Out winners and projects to find out how solar is used on colleges and universities.

Remember, just because you don’t have the money for solar panels, doesn’t mean you can’t harness solar energy!