Environmental Scan Working Group Final Report

“Climate change presents the single biggest threat to sustainable development everywhere and its widespread, unprecedented impacts disproportionately burden the poorest and most vulnerable. Urgent action to halt climate change and deal with its impacts is integral to achieving all Sustainable Development Goals (SDGs).”  - United Nations Framework Convention on Climate Change (Action on Climate and SDGs, 2021)

Members of the working group

Don Alexander (chair), Kirsten Bergen, Margot Croft (ex officio member), Mike Culbertson, Anna Lawrence, and Kim Warkentine. Cole Wiltsie joined for the last half, and Jennifer Sills was involved for the first third of the committee’s existence. Karen Thistle Baxter, Daniel Jordi, and Mehdi Mirzaee were briefly members. Emma Morrison-Turley provided valuable research as a summer Work-Op student, and Jaylene Murray joined the Group towards the end and provided helpful comments on the final draft. 

Group mandate

Our mandate was to conduct an environmental scan of promising practices from universities, colleges, and Indigenous Communities doing impactful work on climate action and sustainability, and to compile information and insights gained into a report for the President’s Task Force.

Summary of activities

The group performed a wide-ranging scan of regional, provincial, Canadian, and international institutions by investigating websites, reports, strategic plans, and other documents. The focus was on climate and sustainability actions, with attention to the United Nations Sustainable Development Goals (SDGs). We narrowed our research by focusing on scalable actions for VIU and organized our findings into themes which were each broken down into short, medium, and long-term action items. The scan was performed by gathering information from top-ranking universities in the areas of climate action and sustainability based on by third-party standards such as the Times Higher Education (THE) and the Association for Advancement of Sustainability in Higher Education’s (AASHE) Sustainability Tracking Assessment and Rating System (STARS). Though we were limited in our capacity for a full literature review, some academic articles, such as “Sustainability Governance at Higher Education Institutions: Equipped to Transform?”[2] supplemented our findings.[3]

In addition to scanning research materials, the working group took measures to ensure that our work was informed by VIU’s Indigenous Community which included a consultation with Auntie Geraldine. We also made efforts to include voices from different campus locations by meeting with administrators Jessie Magee-Chalmers from Cowichan and Liam Haggerty from the tiwšɛmawtxw (Powell River) campus. In some cases, individuals at regional institutions were approached directly, such as at Royal Roads University, Simon Fraser University, and the University of British Columbia. Finally, on November 3, 2022, members from the Environmental Scan WG hosted a public consultation on Zoom, which became another source of ideas to include in our report.

Return to Contents

Analysis of insights gained  

Major insights gained from the scan are that, while VIU has made major accomplishments, it would be advised do more. To set the stage for expanding our accomplishments to date, VIU should have a central climate and sustainability hub—a digital space that integrates all aspects of our climate actions, including curricular, operational, governance-related, and student and community engagement-focused. For an example of this, see p. 30 of the aforementioned Royal Roads Climate Action and Sustainability Plan. This climate and sustainability hub should have a prominent link from the VIU homepage and include connections to all relevant projects and activities at the university so that everything related to climate and sustainability can be found in one place.

In addition, this centralized climate and sustainability hub should showcase and celebrate what is already being done at VIU. When looking at what gaps need to be filled or current practices improved on, the scanning process illuminated important work that is already occurring at VIU, such as the implementation of “green chemistry” protocols by the Chemistry Department, the geo-exchange plant for space cooling and heating on the Nanaimo campus, and the award-winning green buildings at the Cowichan and Nanaimo campuses. These and many other positive advancements deserve to be showcased on VIU’s Sustainability webpage for public reference. Currently, a number of these things are mentioned elsewhere on VIU’s various web pages, but in a fragmentary, not comprehensive way.

Recommendations

The results of the environmental scan are categorized into themes and each theme has its own list of short, medium, and long-term action items. All references to institutional websites and organizations can be found in the appendix which as much as possible follows the same format as the report.

Reduce Greenhouse Gas Emissions (especially CO₂) on Campus 

Short-term

• Declare a “climate emergency” to set the stage, with specific benchmarks for VIU to achieve.
• Conduct an audit of all four campuses to determine as precisely as possible the sources of VIU’s emissions so we can create appropriate indicators and issue an annual report to the VIU community on the progress we’re making as an institution.
• Investigate the feasibility of individually metering the buildings on our campuses.
• Conduct an audit of the energy efficiency of older buildings to determine the feasibility of retrofitting them and apply for relevant grants to carry out this work. 
• Conduct research on how to “green” the university’s fleet. For example, what mix of electrical, hydrogen cell, and compressed natural gas would be the best way to proceed? 
• Have the cleaning service clean as much as possible during daylight hours.  
• Expand the percentage of carpool spaces on the campuses. 
• Create a partnership with Modo to have two of their vehicles on the Nanaimo campus.  
• Expand bike infrastructure at all campuses and institute incentives for commuting by bike. VIU could partner with City of Nanaimo to get a bike share program. The University of Toronto and City of Toronto have something similar.
• Develop a multi-pronged approach to reduce energy consumption by installing sensor lights in classrooms and develop clear policies and educational campaigns to turn off lights and equipment in classrooms, lounges, and offices. One campaign already in use is VIU Sustainability’s Naughty to Nice energy saving program.
• Support students financially to run their own events focused on C0₂ reduction. Research shows that institutions with active student sustainability organizations influence behavioural changes and institutional policy more effectively than institutions without active student engagement.   
• Expand the existing number of electric recharging stations on all VIU’s campuses.  
• Implement a plan to “green” VIU’s fleet, potentially utilizing research results from the campus living lab approach outlined below.  
• Expand the number of Modo vehicles on campus if use levels warrant it. 
• Implement a student and employee U-Pass program while working with BC Transit to improve bus service to and from campus.
• Implement a shuttle bus service between Cowichan and Nanaimo at set times during the day.  
• Conduct research on the feasibility of developing solar and wind infrastructure on VIU’s campuses to supplement the geo-exchange facilities and reliance on hydropower for electricity. Move away from reliance on natural gas in any form.
• Implement motion sensors in all rooms, including bathrooms, on our campuses. 
• Implement solar and wind programs to make VIU carbon-neutral, with as little dependence on the grid as possible.
• Monitor the utilization of the Nanaimo-Cowichan campus shuttle service proposed above, and if the uptake on the shuttle service is considerable, then increase the service.

Medium-term: 

• Expand the existing number of electric recharging stations on all VIU’s campuses.  
• Implement a plan to “green” VIU’s fleet, potentially utilizing research results from the campus living lab approach outlined below.  
• Expand the number of Modo vehicles on campus if use levels warrant it. 
• Implement a student and employee U-Pass program while working with BC Transit to improve bus service to and from campus.
• Implement a shuttle bus service between Cowichan and Nanaimo at set times during the day.  
• Conduct research on the feasibility of developing solar and wind infrastructure on VIU’s campuses to supplement the geo-exchange facilities and reliance on hydropower for electricity. Move away from reliance on natural gas in any form.
• Implement motion sensors in all rooms, including bathrooms, on our campuses. 

Long-term: 

• Implement solar and wind programs to make VIU carbon-neutral, with as little dependence on the grid as possible.
• Monitor the utilization of the Nanaimo-Cowichan campus shuttle service proposed above, and if the uptake on the shuttle service is considerable, then increase the service.

 Return to Contents

Food Security

Short-term: 

• Source as much food as possible from local, fair trade, and sustainable food sources.
• Implement a ‘vegetarian default’ menu in the cafeteria.  
• Offer more sugar and gluten-free options for diabetics and those with a celiac condition.
• Compost food waste on campus for use in the educational garden as well as for ecosystem restoration projects.
• Set up condiment and salt and pepper dispensers on tables and at central locations and eliminate most single-use packages.
• Remove all plastic bottles (including from vending machines) and replace with soda fountain dispensers with recyclable cups.
• Research the feasibility of implementing a “Big Hanna™” composter on campus, which can be used in the cafeteria with reusable trays and dishes, so that all food waste can be composted. This is done at Mount Allison University, which then uses the compost on their university farm to grow food (students can also get plots to grow their own food).
• Create a service for students experiencing food insecurity.
• Use app or subscription service to alert students to left-over food reduced to clear; implement a Food Box system for foods nearing expiration dates. 
• Create agriculture-related micro-credentials, which is already under development at the Cowichan campus.
• Install urban cultivators to grow on site (see link to Mount Allison University example in Appendix).
• Initiate an Indigenous food stream in the Culinary Arts program.
• Create relationships with local farmers to have VIU plots (or use existing land for a VIU plot?).
• Support students financially to run their own farms to increase food security (similar to Mount Allison University).
• Work with the Vancouver Island Health Unit to address safety concerns and enable surplus food to be trucked to shelters and the Loaves and Fishes Food Bank. 

Medium-term: 

• Create agriculture-related micro-credentials, which is already under development at the Cowichan campus.
• Install urban cultivators to grow on site (see link to Mount Allison University example in Appendix).
• Initiate an Indigenous food stream in the Culinary Arts program.
• Create relationships with local farmers to have VIU plots (or use existing land for a VIU plot?).
• Support students financially to run their own farms to increase food security (similar to Mount Allison University).

Long-term: 

• Work with the Vancouver Island Health Unit to address safety concerns and enable surplus food to be trucked to shelters and the Loaves and Fishes Food Bank. 

Return to Contents

Green Buildings and Landscaping

Short, medium, and long-term:

Investigate the feasibility on the following items and implement according to budget:

• Develop a public dashboard where people can monitor VIU’s energy and water use.
• Install green roofs on all existing buildings. 
• Capture and divert rainwater for irrigation. 
• Recycle and use grey water for irrigation purposes. 
• Implement system to avert bird strikes on buildings.  
• Integrate vegetation into future buildings.
• Expand ecological restoration projects on all campuses.  
• Expand food gardens on VIU campuses to supply fresh vegetables and herbs in our cafeterias with a budget for labour costs (Compost from the Big Hanna composter could also be used in the food gardens).
• Develop a campus landscape master plan that incorporates a “nature-based climate solutions” approach and a number of the other items mentioned above. 
• Support student clubs financially to conduct research and/or run their own events focused on Green Buildings and Infrastructure and include research projects in relevant classes.
• Make the student Free Store prominent and ongoing throughout the year.  
• Conduct education campaigns so that students deposit used paper towels and compostable items into the composting bins, including in the washrooms where paper towels are deposited. 
• Provide waste management bins for non-compostable items (for example, hygiene products) in all bathrooms so that the large bins of compostable waste are not contaminated.
• Ensure cleaner service composts and recycles waste.
• Conduct research on how to reduce solid waste on campus. 
• Develop “living lab” assignments so that students can get course credit or grant money to determine ways that VIU can reduce its solid waste. 
• Install more recycling points (especially for bottles/cans, pens, batteries) with locations indicated on maps.  
• Have recycling pick up alongside garbage pickup in all offices.
• From a procurement perspective, institute a purchasing policy that includes as many recycled and “tree-free” products as possible.
• Aim to have the university attain as close to “net zero” waste as possible.  
• Use the campus as a “living lab” model and involve students in climate and sustainability action research and projects as part of their coursework or by using grants specifically designed for this purpose.
• The University of Victoria exemplifies this approach in their Climate and Sustainability Action Plan 2030: Campus as a Living Lab (CLL) Program.
• The University of British Columbia has a similar program, Campus as a Living Laboratory, that integrates academic research and teaching with campus planning, infrastructure, operations, and community development projects and involves students, staff, and planners.
• Provide faculty with grants and peer-sharing opportunities to integrate more climate and sustainability-oriented content (such as with a “campus as learning lab” approach) into their courses, including through making use of the Sustainable Development Goals (SDGs).
• This could also include exploring cross-cutting issues relating to colonialism, climate justice, and climate and gender issues.  
• Work with Elders and Indigenous Nations within our catchment area under their leadership to determine how best to share Indigenous teachings in courses that deal with climate change and sustainability, through the Elder College and special land-based learning courses, offered in a variety of formats and in a variety of venues.[4]
• Make VIU a hub for events, schedule the Kairos Blanket Exercise (and other teachings) for all students and employees at intervals throughout the year, if there is support for this from the Elders.
• Develop micro-credentials in the field of climate action and sustainability and start developing larger certificate programs as Geography is currently undertaking.  
• This could look like “sustainability streams” that provide students from all departments with a required first year course that gives them a baseline of sustainability/climate literacy. This can then be developed into a certificate program, where students can choose to build onto that first required course with electives that could stack up to a sustainability certificate.
• Create a portal of VIU Sustainability that lists all courses with some climate and/or sustainability content, with as much specific information as possible. 
• Offer culinary arts open community seasonal programs on food preservation techniques.
• Increase offerings of land-based learning, with a focus on incorporating Indigenous Knowledge and conducting more place-based research relating to traditional Snuneymuxw land use practices and ways of remediating the Nanaimo River Estuary, for instance.
• Mandatory course for all students and disciplines on climate action and sustainability.   
• Offer grants to faculty and students to conduct research on climate and sustainability issues and create a portal on the VIU Sustainability page where all such project descriptions are available.  
• Investigate and start to implement various climate diploma programs similar to those offered by Royal Roads University and other institutions. 
• Development of a Bachelor of Sustainability Science program.
• Create an alliance with other higher learning institutions (HEIs) on Vancouver Island to brainstorm curriculum ideas, offer mutually recognized credits, and discuss other aspects of implementing climate action and sustainability best practices. 
• Explore joining forces with other HEIs throughout Canada and internationally to pursue climate action and sustainability goals. 
• Support students financially to run their own sustainability and climate change education organizations. Research shows that institutions with active student bodies influence behavioural changes of all campus stakeholders as well as institutional policy changes more effectively than institutions without active student bodies.
• Organize regular campus-wide and inter-campus-wide sustainability events (including outside of regular instruction hours, such as in the late afternoon, evenings, and weekends).
• Provide financial and enhanced staff support for an annual Sustainability Fair. 
• Expand Global Citizens’ Week by offering some of the events in the community.  
• Provide funding and staff support for the Annual Urban Issues Film Festival, which usually features sustainability-related themes.
• Organize annual climate and sustainability competitions, with winners receiving prizes and certificates of achievement. For example, this could include green interiors competitions by VIU interior design students.  
• Create databases and guides which students can access to educate themselves on the issues of climate change and sustainability which would also be included on the VIU Sustainability webpage.
• Work with VIU Residence to develop clear and actionable sustainability benchmarks for their living spaces.
• Create a culture of sustainability in residence by creating spaces that are sustainability-focused, which will in turn support the creation of student run sustainability clubs and other social movement organizations (research shows that students who live on campuses have a higher rate of engagement than those who commute to campus; capitalize on this by supporting the development of a sustainability culture in residence).
• Encourage service learning by students where they carry out research projects in partnership with, and of benefit to, community organizations and local First Nations, as guided by the latter.
• Create a “climate ambassadors” program whereby students help mentor and train climate leaders across campus and at the high school level.  
• Provide resources for students and student clubs to organize climate justice and Equity, Diversity, and Inclusiveness (EDI) forums on campus.
• Develop a database of First Nations initiatives around climate issues, including funding opportunities on the model of the University of Oregon. 
• Give students input into the design of the curriculum in relation to climate action and sustainability.  
• Make VIU the “go-to” place for students who want to change the world and make it more sustainable and climate-friendly. 

Return to Contents

Waste Management 

Short-term:

• Make the student Free Store prominent and ongoing throughout the year.  
• Conduct education campaigns so that students deposit used paper towels and compostable items into the composting bins, including in the washrooms where paper towels are deposited. 
• Provide waste management bins for non-compostable items (for example, hygiene products) in all bathrooms so that the large bins of compostable waste are not contaminated.
• Ensure cleaner service composts and recycles waste.
• Conduct research on how to reduce solid waste on campus. 
• Develop “living lab” assignments so that students can get course credit or grant money to determine ways that VIU can reduce its solid waste. 
• Install more recycling points (especially for bottles/cans, pens, batteries) with locations indicated on maps.  
• Have recycling pick up alongside garbage pickup in all offices.

Medium and long-term: 

• From a procurement perspective, institute a purchasing policy that includes as many recycled and “tree-free” products as possible.
• Aim to have the university attain as close to “net zero” waste as possible.  

Return to Contents

Research and Education 

Short-term: 

• Use the campus as a “living lab” model and involve students in climate and sustainability action research and projects as part of their coursework or by using grants specifically designed for this purpose.
• The University of Victoria exemplifies this approach in their Climate and Sustainability Action Plan 2030: Campus as a Living Lab (CLL) Program.
• The University of British Columbia has a similar program, Campus as a Living Laboratory, that integrates academic research and teaching with campus planning, infrastructure, operations, and community development projects and involves students, staff, and planners.
• Provide faculty with grants and peer-sharing opportunities to integrate more climate and sustainability-oriented content (such as with a “campus as learning lab” approach) into their courses, including through making use of the Sustainable Development Goals (SDGs).
• This could also include exploring cross-cutting issues relating to colonialism, climate justice, and climate and gender issues.  
• Work with Elders and Indigenous Nations within our catchment area under their leadership to determine how best to share Indigenous teachings in courses that deal with climate change and sustainability, through the Elder College and special land-based learning courses, offered in a variety of formats and in a variety of venues.[1]
• Make VIU a hub for events, schedule the Kairos Blanket Exercise (and other teachings) for all students and employees at intervals throughout the year, if there is support for this from the Elders.
• Develop micro-credentials in the field of climate action and sustainability and start developing larger certificate programs as Geography is currently undertaking.  
• This could look like “sustainability streams” that provide students from all departments with a required first year course that gives them a baseline of sustainability/climate literacy. This can then be developed into a certificate program, where students can choose to build onto that first required course with electives that could stack up to a sustainability certificate.
• Create a portal of VIU Sustainability that lists all courses with some climate and/or sustainability content, with as much specific information as possible. 

Medium-term: 

• Offer culinary arts open community seasonal programs on food preservation techniques.
• Increase offerings of land-based learning, with a focus on incorporating Indigenous Knowledge and conducting more place-based research relating to traditional Snuneymuxw land use practices and ways of remediating the Nanaimo River Estuary, for instance.
• Mandatory course for all students and disciplines on climate action and sustainability.   
• Offer grants to faculty and students to conduct research on climate and sustainability issues and create a portal on the VIU Sustainability page where all such project descriptions are available.  
• Investigate and start to implement various climate diploma programs similar to those offered by Royal Roads University and other institutions. 

Long-term: 

• Development of a Bachelor of Sustainability Science program.
• Create an alliance with other higher learning institutions (HEIs) on Vancouver Island to brainstorm curriculum ideas, offer mutually recognized credits, and discuss other aspects of implementing climate action and sustainability best practices. 
• Explore joining forces with other HEIs throughout Canada and internationally to pursue climate action and sustainability goals. 

Return to Contents

Student Engagement 

Short-term: 

• Support students financially to run their own sustainability and climate change education organizations. Research shows that institutions with active student bodies influence behavioural changes of all campus stakeholders as well as institutional policy changes more effectively than institutions without active student bodies.
• Organize regular campus-wide and inter-campus-wide sustainability events (including outside of regular instruction hours, such as in the late afternoon, evenings, and weekends).
• Provide financial and enhanced staff support for an annual Sustainability Fair. 
• Expand Global Citizens’ Week by offering some of the events in the community.  
• Provide funding and staff support for the Annual Urban Issues Film Festival, which usually features sustainability-related themes.
• Organize annual climate and sustainability competitions, with winners receiving prizes and certificates of achievement. For example, this could include green interiors competitions by VIU interior design students.  
• Create databases and guides which students can access to educate themselves on the issues of climate change and sustainability which would also be included on the VIU Sustainability webpage.
• Work with VIU Residence to develop clear and actionable sustainability benchmarks for their living spaces.
• Create a culture of sustainability in residence by creating spaces that are sustainability-focused, which will in turn support the creation of student run sustainability clubs and other social movement organizations (research shows that students who live on campuses have a higher rate of engagement than those who commute to campus; capitalize on this by supporting the development of a sustainability culture in residence).

Medium-term: 

• Encourage service learning by students where they carry out research projects in partnership with, and of benefit to, community organizations and local First Nations, as guided by the latter.
• Create a “climate ambassadors” program whereby students help mentor and train climate leaders across campus and at the high school level.  
• Provide resources for students and student clubs to organize climate justice and Equity, Diversity, and Inclusiveness (EDI) forums on campus.
• Develop a database of First Nations initiatives around climate issues, including funding opportunities on the model of the University of Oregon. 

Long-term: 

• Give students input into the design of the curriculum in relation to climate action and sustainability.  
• Make VIU the “go-to” place for students who want to change the world and make it more sustainable and climate-friendly. 

 Return to Contents

Community and First Nations Engagement and Partnerships 

Short-term: 

• Expand existing Indigenous land guardian and stewardship programs; further the development of VIU Indigenous Protected and Conserved Areas programs.
• Create partnerships between Indigenous communities and our Indigenous studies and other faculties to create programs relevant to those faculties. For example, develop a Land-Based Education program in the Faculty of Education (similar to that at the University of Saskatchewan), an Indigenous Land-Based Ecotourism Program in the Faculty of Management (similar to the certificate that has been offered before). 
• Involve Indigenous and non-Indigenous youth in the community.
• Hold more events downtown and elsewhere to make VIU more available to the community.
• Develop a partnership with Vancouver Island Regional Library (VIRL) to conduct climate and sustainability education sessions. 
• Develop a low-cost climate action and sustainability non-credit program available to the community that deals with the key issues and what can be done about them; completion might involve granting of a certificate.
• Make promoting dialogue with the community around climate and sustainability issues a part of VIU’s core mandate, with a special focus on mitigation, adaptation, and integration of Traditional Ecological Knowledge (TEK) and experience.
• Build a smokehouse for smoking salmon on the Nanaimo campus to serve as a resource for hands-on learning (would also be relevant to the food recommendations).
• Create a Summer Institute for Sustainability and Society open to students, professionals, and community members that would comprise a mix of classroom instruction and fieldwork. 
• Maintain and strengthen relationships with Indigenous communities and Peoples, led by senior administrators, and develop an ongoing relationship committed to maintaining wellbeing of the local environment, students, etc.  
• Develop long-term strategic partnerships with local First Nations, as the tiwšɛmawtxʷ campus is beginning to do with their research network focusing on food security for the Tla’amin Nation. 

Medium-term:  

• Develop a low-cost climate action and sustainability non-credit program available to the community that deals with the key issues and what can be done about them; completion might involve granting of a certificate.
• Make promoting dialogue with the community around climate and sustainability issues a part of VIU’s core mandate, with a special focus on mitigation, adaptation, and integration of Traditional Ecological Knowledge (TEK) and experience.
• Build a smokehouse for smoking salmon on the Nanaimo campus to serve as a resource for hands-on learning (would also be relevant to the food recommendations).

Long-term: 

• Create a Summer Institute for Sustainability and Society open to students, professionals, and community members that would comprise a mix of classroom instruction and fieldwork. 
• Maintain and strengthen relationships with Indigenous communities and Peoples, led by senior administrators, and develop an ongoing relationship committed to maintaining wellbeing of the local environment, students, etc.  
• Develop long-term strategic partnerships with local First Nations, as the tiwšɛmawtxʷ campus is beginning to do with their research network focusing on food security for the Tla’amin Nation. 

 Return to Contents

Governance 

Short-term: 

• Develop a climate action and sustainability plan with specific targets based on the recommendations of the Presidents’ Climate Action and Sustainability Task Force and further consultation with the campus and local communities.  
• Set up a Council of employees, students, administrators, and members of the community to oversee implementation of a Climate Action and Sustainability Plan with stipends and co-curricular credit to compensate students for their time.
• Maintain communication and connections between VIU campuses to share strategies and resources and prioritize partnerships.  
• Explore and consider joining one or more of the following initiatives: Race to Zero, International Sustainable Campus Network Global University Climate Forum (ISCN Gulf), Sustainable Campus Charter, Marine Stewardship, Aquaculture Stewardship Council, Green University Dining Hall, the Break Free from Plastic campus pledge, the UN Principles for Responsible Investment in 2021 and/or the 2021 Global Investor Statement to Governments on the Climate Crisis. 
• Develop clear and transparent endowment and investment policies that specifically detail where VIU endowments come from and where their money is invested to ascertain whether divestment from fossil fuel companies is occurring. If VIU is a leader in this regard, share this broadly. Currently, Laval University is one of the only institutions in Canada which has divested from fossil fuels, and it has received considerable applause for that. VIU could put itself on the map, ahead of UBC, if it did this.
• Create an annual report with indicators to measure progress towards meeting specific targets in each area of endeavor, building on the categories suggested in this report.
• Create a Sustainability Office with independent funding and staffing as exists in many other universities and colleges in BC. 
• Create a Climate Action and Sustainability Committee of the Board of Governors. 
• Create a Standing Committee of Senate on Climate and Sustainability Commitments.

Medium-term: 

• Create an annual report with indicators to measure progress towards meeting specific targets in each area of endeavor, building on the categories suggested in this report.
• Create a Sustainability Office with independent funding and staffing as exists in many other universities and colleges in BC. 

Long-term: 

• Create a Climate Action and Sustainability Committee of the Board of Governors. 
• Create a Standing Committee of Senate on Climate and Sustainability Commitments.

Please see the appendix for links and references to source material.

Return to Contents

Final Report Appendix

Table of Contents

Table of Links: University Rankings

Recommendations: VIU Sustainability Web Presence

Examples of HEI Sustainability Dashboards

References for Short-Term Recommendations

References for Medium-Term Recommendations

References for Long-Term Recommendations