Instructions for Submitting a Progress Report
Progress Report Details
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Most of the information on page 1 is automatically populated with data submitted in your GHG and CAP reports. Please be aware that the data on page 1 will be drawn from your most recently submitted CAP and all GHG reports. You are encouraged to edit/add/delete existing CAP and GHG reports to make this data as accurate and up to date as possible. Links to your CAP and GHG reports are provided in the Progress Report form. However the saved changes in your CAP or GHG reports will not be reflected in the Progress Report until the form is saved.
Submitting a revised CAP document
If you have revised your CAP document and would like to share it, please do so by uploading it to your existing (submitted) CAP report. You may link to your CAP from the Progress Report form or by accessing it through the "My Reports" page.
Progress Report Date
The Progress Report Date is necessary in order to distinguish your future Progress Reports from one another.
Climate Neutrality Date and Interim Targets
In signing the Commitment, signatories agree to develop an institutional action plan for becoming climate neutral, which will include a target date for achieving climate neutrality as soon as possible. Thus, “TBD” (to be determined) will no longer be an option; to submit progress reports and remain in good standing, signatories are required to choose a target date for achieving climate neutrality. The Progress Report also requires that you select at least two interim targets for "Total Scopes 1, 2, and 3 Emissions" to demonstrate the trajectory towards climate neutrality being pursued.
The Steering Committee has decided that enough institutions have shown it is possible to set ambitious, yet realistic, targets for achieving climate neutrality to warrant these required data fields. If institutions provided responses to these questions in the CAP form, those will be automatically populated in the Progress Report. These dates can still be adjusted as circumstances change, so institutions are not locking themselves into a specified course of action. Setting a climate neutrality date is critical to maintaining the ongoing focus for continuous improvement and driving deep institutional and technological innovation. From a strategic planning perspective, having a tangible target date is a powerful driver of progress, and a central component to why the approach of the ACUPCC has been so successful.
Synopsis of GHG inventories
The progress report uses your submitted GHG inventories to measure progress. Individual GHG reports can be edited at any time. Please refer to the Instructions for Submitting a GHG Report for more details.
GHG Summaries
The value shown is derived from your first submitted GHG report to your most recent in MTCO2e. Text boxes are available for you to provide context to your change in gross emissions, per 1,000 sq. ft of building space, and per Full-Time Enrollment (FTE). This is optional and is up to you on how much information you would like to include.
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Education
How is your institution making climate neutrality and sustainability a part of the curriculum and other educational experiences for all students?
The ACUPCC requirements related to education are described in the ACUPCC Implementation Guide. For further guidance, see AASHE's Climate Action Planning Wiki, Chapter 3.1 Climate Change and Sustainability in the Curriculum.
Has your institution utilized any of the following methods?
The methods identified are institutional actions to ensure that all students are learning about sustainability principles. Guidance and clarification for each method is found below. In most cases there has not been enough time to institutionalize such methods but we hope that they provide an opportunity to initiate this conversation on your campus. We also recognize that there may be other ways your campus is working to ensure that all students are learning about sustainability principles and have provided space for you to share these efforts.
Included sustainability learning outcomes, tracks, or certificates in every academic major.
Learning Outcomes are statements of the knowledge, skills, and abilities the individual student possesses and can demonstrate upon completion of a learning experience or sequence of learning experiences (e.g., course, program, degree).
Included sustainability in fulfilling regional accreditation requirements.
Colleges and universities volunteer to participate in the accreditation process. Most colleges and universities fall within 1 of 6 accrediting regions. The regional accrediting body identifies the standards that the individual institution is responsible for demonstrating it meets. Individual colleges and universities may add sustainability within each appropriate standard as long it can demonstrate in the accreditation evaluation that it "has clearly defined purposes appropriate to an institution of higher learning; has assembled and organized those resources necessary to achieve its purposes; is achieving its purposes; and has the ability to continue to achieve its purposes"New England Association of Schools & Colleges. 2011. CIHE. 30 Nov. 2011
Included sustainability in fulfilling state or institution specific accreditation requirements.
Same as guidance for regional accreditation requirements above. An example of a state accrediting body is the New York Board of Regents and an institution specific would be the Accrediting Council for Independent College & Schools and the Association of Theological Schools in the US & Canada. More information .
Included sustainability learning outcomes into institutional General Education Requirements.
General Education Requirements (GER) enable all students to acquire knowledge and skills that are useful to any job or profession. GERs are identified and defined by each individual institution.
Offered professional development to all faculty in sustainability education.
See example from Oregon State University (GOAL TWO)
Research:
How is your institution expanding research efforts toward the achievement of climate neutrality?
The ACUPCC requirements related to research are described in the ACUPCC Implementation Guide. For further guidance, see AASHE's Climate Action Planning Wiki, Chapter 3.2 Climate Change and Sustainability Research. If your institution does not conduct research please type N/A into the text box.
Community Engagement:
How is your institution expanding community outreach efforts toward the achievement of climate neutrality?
The ACUPCC requirements related to community outreach are described in the ACUPCC Implementation Guide. For further guidance, see AASHE's Climate Action Planning Wiki, Chapter 3.3 Public Engagement on Climate Change.
Associate College Degree Programs
This question is specifically for Associate/ 2-year Colleges. For guidance on each of the listed degree programs please visit the SEED Center.
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Energy Efficiency Projects:
Number of Energy Efficiency Retrofit Projects Planned (not yet implemented)
Enter the number of individual energy efficiency projects you have planned. Examples of energy efficiency include those projects that have updated or replaced existing infrastructure in order to use energy more efficiently. These projects typically target but are not limited to Mechanical systems ( HVAC, water heating, pumping); Electrical systems (motors, transformers, etc.); Lighting; Appliances; Office equipment & plug loads, Transportation fleets; etc…
For example if you’re entering an Energy Performance Contract (EPC) please list each individual project that the contract has planned. For example one building may have lighting, mechanical (HVAC), electrical, and appliance upgrades. Please count each individual project within each building included in the EPC. NOTE: individual schools may track and categorize projects differently.
Expected annual emissions reductions from EE Retrofit Projects (MTCOE avoided emissions)
Enter the number for the expected annual emission reductions for the total of all currently planned EE projects.
Number of Energy Efficiency Retrofit Projects Completed since signing the ACUPCC
Enter the number of individual energy efficiency projects you have completed. For example if you have completed an Energy Performance Contract (EPC) please list each individual project that the contract completed. For example one building may have had lighting, mechanical (HVAC), electrical, and appliance upgrades. Please count each individual project within each building included in the EPC. NOTE: individual schools may track and categorize projects differently.
Additional information or case study on best practice of completed or planned Energy Efficiency projects. If available, please include a link to a webpage or press release.
This is an opportunity to highlight an innovative energy efficiency project that your campus is proud of.
How many completed building project(s) have been green or built to green standards on your campus since signing the ACUPCC?
Enter the number of green buildings on your campus that meet the following criteria. Green buildings include 3rd party certified (USGBC LEED, Green Globes, Energy STAR) or buildings that used other environmentally responsible and resource-efficient processes and standards. This accounts for existing and new construction buildings.
Number of green buildings planned or scheduled for completion in the next 2 years?
Enter the number of green building that you planned for completion in the next 2 years. Please refer to the criteria from the question above.
Please select the green building certification/rating used if applicable
More info on USGBC LEED and Green Globes.
Renewable Energy:
Enter the annual output capacity for each renewable energy system utilized by your campus (in kWs). Please note the space for annual renewable energy purchased by your campus. If the system or purchase is shared with other campuses divide the annual output capacity or annual purchase by the number of campuses. If you are utilizing thermal generation please convert net BTUs to kWs. Known Standard: 1kW = 3413 BTUs (or 3.413 kBTUs)
Other GHG mitigation efforts that you would like to share or highlight
This is an opportunity to share innovative or interesting GHG reduction efforts by your campus. Examples include but are not limited to fertilizer reduction, scope 3 emissions not covered by the ACUPCC, air travel, etc… If available, please provide supporting documentation through links to websites or press releases.
Financial Data:
This section is seeking a high level financial evaluation related to your climate action planning and sustainability efforts
Estimated money spent on the CAP and related sustainability efforts
Select a range that best reflects the total money your institution has spent to date on CAP or sustainability related efforts.
Estimated money saved to date from implementing your CAP
Select the range that best reflects the total money saved to date from implementing your CAP
Expected money to be saved from implementing your CAP
Select the range that best reflects the total money you expect to save from implementing your CAP
Please provide additional information or context to support your expected savings.
This is an opportunity to provide more information or context. If available, please provide supporting documentation through links to websites or press releases.
Money Secured from outside sources to support CAP mitigation and sustainability efforts (grants, gifts, etc...)
Enter the total money secured from outside sources. See this example of secured grants from Voorhees College and this example of a gift for Cornell University's Atkinson Center for a Sustainable Future.
Please add additional information or a link to where more information can be found on secured outside funding.
This is an opportunity to provide more information. Again please see example from Voorhees College and Cornell University above.
Financing Methods utilized for Mitigation or Renewable Energy Projects
Borrowed against endowment
Weber State University developed a green revolving fund in 2010 by investing endowment funds, along with other internal and external sources of capital, in cost-saving sustainability improvements on campus. After experimenting with hiring an energy services company and researching numerous potential funding sources, the school determined that harnessing its endowment through a loan program would be the most effective way to fund efficiency improvements.
Efficiency Services Agreement (ESA)
Managed Utility Service Contract (MUSC)t
Power Purchase Agreement (PPA)
Renegotiating Purchased Utilities Agreements (RPUA)
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The Progress Report has expanded options for reporting on efforts related to the education, research, and community engagement components of the Commitment. To reduce the reporting burden on colleges and universities participating in multiple sustainability initiatives, these questions align with AASHE’s Sustainability Tracking Assessment & Rating System (STARS) credits and criteria. These questions are aligned with STARS for the following reasons:
- The development of STARS was the result of a collaborative, transparent process that involved hundreds of individuals in the higher education and sustainability community. STARS credits will continue to be assessed and refined using the same process.
- There is significant overlap between ACUPCC requirements and STARS credits. For example, completing a GHG inventory, creating a climate action plan, and incorporating sustainability in the curriculum contribute to fulfilling the ACUPCC and earning STARS credits.
- STARS provides the most comprehensive framework for comparisons over time and across institutions using a common set of measurements for sustainability activities in all sectors of higher education
Signatories that are STARS participants will only need to provide a link to their STARS report. For signatories that are not STARS participants, STARS criteria can serve as guidance, or institutions can use their own methodologies and processes for measuring, tracking and reporting progress. For information and guidance on how to best answer each question, please refer to the STARS TECHNICAL MANUAL. Again, for signatories who are not STARS participants you may follow the STARS criteria or you may answer the questions according to your own methodologies and processes.
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Page 5 continues the expanded options related to the education, research, and community engagement components of the Commitment and again has used the STARS reporting fields in these areas as guidance.
NOTE: the information that is submitted in these fields (on page 5) will not be available for public viewing and will only be available to be viewed by ACUPCC signatories with ACUPCC Reporting System login privileges. For information and guidance on how to best answer each question, please refer to the STARS TECHNICAL MANUAL. Again, for signatories who are not STARS participants you may follow the STARS criteria or you may answer the questions according to your own methodologies and processes.
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General Statement of Progress: In the broadest terms, please describe the overall progress your institution has made since you began implementing your Climate Action Plan.
This may include describing how the institution as a whole is more focused on addressing climate and sustainability issues. This may include how the ACUPCC has helped to shift the campus culture to more concrete action. This may include innovative ideas and efforts that were sparked by implementing the ACUPCC. This space is an opportunity to highlight your progress in your own words to the rest of the network and to the greater public!!
If available, please provide supporting documentation through links to websites, publications (annual sustainability reports), or press releases in the URL box.