Climate Change Mitigation and Adaptation in Higher Education Institutions: The Case Study of the Faculty of Physical and Mathematical Sciences at the University of Chile Claudia Mac-Lean, Maisa Rojas, Luis Vargas and Natalia Vicencio Abstract This study presents climate change related actions at the Faculty of Physical and Mathematical Sciences at the University of Chile on climate change mitigation and adaptation. Specifically, actions in research and development, education, extension, and operational measures on campus are discussed in light of the experience of other Higher Education Institutions and the available international evidence. Selected initiatives from internationally recognized Universities are revised in order to highlight initiatives which promote climate change awareness and develop lowcarbon sustainable lifestyles.
Claudia Mac-Lean Office of Engineering for Sustainable Development, Faculty of Physical and Mathematical Sciences, University of Chile, Beauchef 850, Santiago, Po Box 8370451, Chile e-mail:
[email protected] Maisa Rojas Department of Geophysics, Faculty of Physical and Mathematical Sciences, University of Chile, Beauchef 850, Santiago, Chile e-mail:
[email protected] Luis Vargas Department of Electrical Engineering, Faculty of Physical and Mathematical Sciences, University of Chile, Beauchef 850, Santiago, Po Box 8370451, Chile e-mail:
[email protected] Natalia Vicencio Department of Chemistry and Biotechnology, Faculty of Physical and Mathematical Sciences, University of Chile, Beauchef 850, Santiago, Chile E-mail:
[email protected]
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The paper addresses the role of the University of Chile in disseminating climate change stewardship in education and demonstration projects. For that purpose, we describe the following climate change related actions at the Faculty: i) carbon footprint calculation, ii) sustainable campus initiative, iii) courses in climate change related topics, iv) minor on sustainability, v) postgraduate diploma on organizational sustainable management, vi) research in climate change, and vii) generation of a climate change mitigation and adaptation plan.
Keywords Climate Change, Higher Education Institutions, Mitigation and Adaptation
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Introduction
Human induced climate change is without doubt one of the greatest challenges that humankind has to address this century. After decades of political negotiations on this subject, the outcome of the last “Conference of the Parties”, that took place in Paris in November 2015, has finally set both measurable ambition, with a concrete timeline, and the mechanisms for accountability and financing to tackle climate change. Because 195 countries adopted the agreement unanimously, it is to date the strongest political signal that the world as a whole has adopted to solve this problem. The Paris agreement has set the course towards a decarbonisation of the world economy. The transformational challenge that this change implies is immense, and Universities will be key players in that transformation. It is the role of Higher Education Institutions (HEIs) to train the next generation of leaders and decision makers, create new knowledge and do this in innovate ways. What the new international context, with the Paris agreement, means for HEIs is that all these efforts need to be aligned with the overall goal of transforming our societies towards decarbonisation, and this, in the coming following decades. This requires important innovation in learning, discovery and innovation. Engineering faculties have a special role to play in this transformation through developing the engineering solutions necessary for a low carbon society. There is a medium-long history of Universities and HEIs concerned with sustainable development as demonstrated by the existence of devoted associations – for instance The Sustainability Tracking, Assessment & Rating System STARS – and national and international initiatives. These initiatives are well aligned with the UN Sustainable
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Development Goals (USDG), and the recently finished UN decade of Education for Sustainable Development (2005-2014) highlighted progress in many areas and regions of the world. There is a tight relationship between the USDG and Climate Change (CC). Therefore all the progress in institutionalising sustainable development views in HEIs will be instrumental for developing climate change action in a timely manner. This conviction has also reached at the Office of Engineering for Sustainable Development (OESD) of the Faculty of Mathematical and Physical Sciences. The OESD is in charge of promoting a culture of engineering for sustainable development at the Faculty and implementing corresponding actions. More and more these actions have included the climate change challenge. Hence the purpose of this paper is to present climate change related actions at the Faculty of Physical and Mathematical Sciences at the University of Chile on climate change mitigation and adaptation. By following the international experience in this field (Cornell 2009; Massachusetts Institute of Technology 2015; UCLA 2008), the actions are grouped in four categories: research and development, education, extension, and operational measures on campus. These four categories are discussed and a comparative analysis is performed in light of the experience of other Higher Education Institutions and the available international evidence. It must be kept in mind that the review process was focused on some selected HEI and does not have the purpose of encompassing all actions that have been devised for facing climate change mitigation and adaptation worldwide. Another limitation of this work is that the revision is constrained to American universities, which although are ranked among the best of HEI in the world, they do not reflect all the diversity from other cultures and backgrounds. In this paper we first review international experiences of Climate Change action plans in Universities (section 2). Then, after a short introduction of the Faculty of Physical and Mathematical Sciences at University of Chile, its main climate change related actions are presented in Section 3. Finally, in Section 4 the conclusions of this work are summarized.
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Review of Climate Action Plans in Higher Education Institutions
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This chapter presents a brief review of Climate Action Plans (CAPs) at certain American universities that are part of the American College & University President’s Climate Commitment. Over 650 schools have joined the American College & University Presidents Climate Commitment (ACUPCC, 2016). This breakthrough program is reshaping institutions and communities while training the future political, business, and scientific leaders who will help solve climate change. ACUPCC signatories commit to measure and report their greenhouse gas emissions, take immediate actions to reduce them, and develop and implement a plan to go climate neutral. From that list of universities, in this paper three of them have been selected to study their plans and strategies to introduce CC: Massachusetts Institute of Technology (MIT), University of California Los Angeles (UCLA), and Cornell University. This selection was done based on data availability, CAPs robustness, and degree of advance in their implementation. We have analysed their CAPs and, from our perspective, we have selected the most compelling initiatives, which could play a role model for the development of the CAP at the Faculty of Physical and Mathematical Sciences at University of Chile. Another university attached to ACUPCC with an interesting CAP is the University of Arizona, which after identifying the direct and indirect causes of carbon emissions, has classified the reduction targets in the context of: energy, transport, agriculture, refrigerants, recycling and waste; and it has also included Education, Research and Community Outreach (Global Institute of Sustainability at Arizona State University, 2009). In addition, the Sustainability Strategic Plan of Yale University is divided into the following strategic areas: Campus Systems (Campus Planning, Building Design, and Construction, Waste Management, Transportation, Food and Dining, Environmental Health and Safety), Earth Systems (Energy and Greenhouse Gas Emissions, Water use and Land Management), Administrative Systems (Finance and Business Operations, Procurement, Cleaning and Maintenance) and Education and Engagement (Yale Office of Sustainability, 2010). Another interesting case is Duke University, which after conducting a full inventory of emissions of greenhouse gases, has developed a significant methodology based on the calculation of a cost/offset ratio to discern which mitigation strategies should be included in the Greenhouse Management Plan (Hummel, 2005). The actions undertaken by universities regarding CC may be classified in the following four categories: Research and Development, Education, Extension and Outreach, and In Campus initiatives. In the following subsections the main ideas and initiatives of the three selected universities are presented. 2.1 Massachusetts Institute of Technology
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Research and Development
The main goal is to accelerate progress towards low- and zero-carbon energy technologies. To accomplish this MIT is developing: -
Eight New Low-Carbon Energy Centers: Five now and the remainders to follow.
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New research to transform major energy systems.
A new study: The 2°C Challenge Accelerating the Transition to a Zero-Carbon Future. B.
Education
The main objective is to educate a new generation of climate, energy and environmental innovators. To achieve this, MIT is proposing students: -
To develop an Environment and Sustainability degree option.
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To develop an online Climate Change and Sustainability credential.
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To explore broad adoption of principles of “benign and sustainable design”.
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Extension
Outreach has the following main initiatives: -
Educate leaders in industry and government.
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Expand the capacity of MIT’s Climate CoLab.
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Mobilize the strength of alumni.
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Create a web portal on climate change.
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Operational measures on campus:
The objective in this area is to actively pursue new carbon-cutting strategies across campus and activate the campus as a living lab. Main activities in this area are: -
Reduce campus greenhouse gas emissions 32% by 2030.
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Eliminate the use of fuel oil in campus power generation by 2019.
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Actively pursue new carbon-cutting strategies across campus.
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Enact “carbon shadow pricing.”
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Deploy an open data platform for campus energy use.
2.2 University of California, Los Angeles (UCLA) A.
Research:
UCLA currently has over 160 faculty engaged in climate and sustainability‐related research. This research activity at UCLA has created 22 centres at the matters of Natural & Physical Sciences, Technology, Policy & Law, and Human Health and Environmental Justice. B.
Education
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Develop Green Office Workshops.
Use the Daily Bruin, UCLA Today, and other campus print and web‐based media to create a series of educational articles explaining the components of sustainability and providing information on professional careers in sustainability. UCLA offered over 200 courses focused on or directly related to climate change and sustainability. -
9 ungraduated programs.
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7 graduated programs included Masters and PhD.
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9 Student Groups and Organizations.
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Extension:
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Educational events.
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City of Los Angeles and Los Angeles County Engagement.
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Internships.
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Mentorship.
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Campus Sustainability Tour.
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Community Engagement.
D.
Operational measures on campus
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Building Ventilation System Energy Conservation.
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Lighting Efficiency.
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Solar Power Production.
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Fume Hood Occupancy Sensors.
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Appliance Replacement Incentive Program.
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Dedicated Server Room Consolidations.
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Policy Changes: During the winter break the campus shuts down the HVAC in unoccupied buildings and those buildings that do not require temperature stability. -
Fleet GHG Emissions Reduction Initiatives.
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Commute Emissions Reduction Initiatives.
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Air Travel Emission Reduction Initiatives.
Lab Energy Efficiency Program (LEEP): has the goal to promote energy conservation and efficiency specifically in campus laboratories. Housing and Residential Life Initiatives: are designed to encourage the students to modify their behavior in the areas of recycling, energy use, reduced use/waste management, and reuse.
2.3 Cornell University A.
Research
Cornell is a premier hub for sustainability, advancing research and cultivating collaboration. It has seven research centers with sustainability-related topics:
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Atkinson Center for a Sustainable Future
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Energy, Environment, & Economic Development
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Cornell Agricultural Experiment Station
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Energy Materials Center at Cornell
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Food, Agriculture, and Development
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Institute for Computational Sustainability
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KAUST-Cornell Center for Energy and Sustainability
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Education
Work to ensure that climate literacy and sustainability are part of the curriculum and educational experience at Cornell. Expand Cornell’s Energy Conservation Engagement Program (ECEP) to achieve a 1% reduction in annual electrical energy usage and to educate the campus community, including thousands of future graduates, on the value of sustainable energy use.
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Extension
Participate actively in climate literacy outreach to ensure that the broader community receives Cornell’s assistance in making critical decisions for a sustainable future.
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Operational measures on campus
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Eliminate on-site coal combustion.
Utilize combined heat and power (CHP), or the simultaneous production of electricity and the utilization of “waste” heat for campus heating requirements, to optimize the efficiency of the Central Energy Plant. Integrate Building Energy Standards and energy modeling into the building design, review, and approval process in order to maximize energy efficiency.
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Optimize the campus Heat Distribution System to increase efficiency and costeffectiveness and to facilitate the integration of Cornell’s future energy sources. Capitalize on more than 50 campus waste streams and other university-owned biomass resources to generate renewable energy through CURBI (Cornell University Renewable Bioenergy Initiative). Eliminate the combustion of fossil fuel for campus heating by developing an Enhanced Geothermal System (EGS) hybridised with biogas. Prepare a preliminary design and phased implementation plan for a Hybrid Enhanced Geothermal System and build a demonstration project. Support the expansion of regional wind generation capacity and integrate wind power into Cornell’s renewable energy portfolio. Implement broad-based, mission-linked carbon management strategies such as forest management, carbon capture and sequestration, and community projects to offset unavoidable university emissions. -
Integrate Sustainability into the Work Place.
Identify realistic actions and responsible parties to lead the effort to increase Cornell’s STARS (Sustainability Tracking, Assessment, & Rating System) rating to become one of the first Platinum-rated STARS campuses in the nation.
3 Climate Change related actions at the Faculty of Physical and Mathematical Sciences at the University of Chile Founded in 1842, the University of Chile is the main and oldest institution of higher education owned by the State in Chile, with a national and public character. It is a researchoriented institution, and it is organised in 14 Faculties. The Faculty of Physical and Mathematical Sciences (FCFM), in which our work is focused, host the School of Engineering. It has 425 professors, 1.100 graduate students and 4.860 undergraduate students. The engineering studies at University of Chile last six years. The main specialisations comprise mechanical, industrial, computer science, civil construction, electrical, chemical, mining, and biotechnology engineering.
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The Office of Engineering for Sustainable Development (OESD) at the FCFM was founded in 2014. The OESD seeks to promote and integrate a culture of engineering for sustainable development at the Faculty, enhancing the excellence of the formation of the students. In line with the international evidence presented in the previous section, the Office works in four aspects: teaching, research, extension and operations of the Campus. The OESD at the FCFM understands that there is no Sustainable Development without taking Climate Change into account. Therefore it has taken as a core mission to integrate Climate Change into the mainstream educational activities of the Faculty. In this line, there have been a number of initiatives that have been developed driven by two parallel forces. The OESD itself was created in order comply with a “Cleaner Production Agreement”, that was signed between the Head of the University and the Chilean government. Many of the actions that the office carried out during the first two years of its existence were directly related to that agreement, without an the development of an own strategic plan. On one hand the personal interested of Academics involved in the OESD have helped focussing on CC in the OESD actions. After having fulfilled compromises of the Clean Production Agreement, has the Office had the time to reflect on a more medium and long-term plan of actions, and these include integrating Climate Change into all activities of the Faculty. A full overview of this process includes a description of more isolated actions, and then more long-term development Climate Change Mitigation and Adaptation Plan (section 4).In this section, the OESD climate change related actions at the Faculty are described. A. Research -
Research in Climate Change. The Faculty hosts the Centre for Climate and Resilience Research (CR2), which focuses directly on Climate Change. In addition, it hosts the Centre of Energy, the Chilean Solar Energy Research Centre, and the Andes Geothermal Centre of Excellence, which are related to climate change as their research focuses on energy generation and renewable energies.
The CR2 research centre was founded in 2012, with 75 academics and professionals. It focus is on Earth System Science, with an interdisciplinary approach and in close relation to stakeholders, its main goal is to contribute to a better understanding of the Earth System and to promote actions to achieve societal resilience in Chile. Their research proposal addresses relevant aspects in the fields of biogeochemistry, climate dynamics, ecological services, human dimension, and modelling.
B. Education
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Courses in Climate Change related topics. The matter of climate change teaching and research at the FCFM is revised in (Rojas, M. et al., 2015). A summary of the courses that address Climate Change at any level of depth is given in Table 2.
Course Characterisation Course by Department
Summary 6 DIC 4 Workshops 4 Other Departments 3 IQBT 2 DGF Level of Depth 4 courses with full dedication 4 courses with a unit 10 courses with an individual class 5 courses with exercises/homework Course Type 9 compulsory 11 electives Semester 3 in 3rd semester 5 in 5th or 6th semester 11 no defined semester Topics Covered All aspects of Climate Change: Physics Basis, Impacts and Mitigation Teaching Methodology 9 courses utilise lectures 13 courses utilise group work and discussion Evaluation Methodology Project, Exam, Reports, and Presentations Average Number of Students 2 courses >= 60 students per Course 3 courses = 40 students 15 courses = 10-20 students Table 2: Summary of courses at FCFM that address Climate Change. Acronyms of departments: DGF: Department of Geophysics, DIC: Department of Civil Engineering, DIE: Department of Electrical Engineering, DIMEC: Department of Mechanical Engineering, DMIN: Department of Mining Engineering, EH: Humanities Studies, EI: Engineering School, IQBT: Department of Chemistry and Biotechnology.
Twenty courses where identified to cover topics related to Climate Change at the FCFM, of which four courses have complete dedication to Climate Change, four courses include a unit, ten courses cover the topic in a single class, and five incorporate it with an exercise or homework. Nine of these courses are compulsory
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– out of a universe of about 240 compulsory courses at the FCFM, and eleven are offered in an elective scheme. The Faculty of Physical and Mathematical Sciences of the University of Chile offers 28 Minors, of which three are climate change related minors: Minor in Meteorology and Climate, Minor in Renewable Energies, and Minor in Engineering for Sustainable Development. -
Minor in Engineering for Sustainable Development. The competences students should have by the end of this Minor program are:
The student links sustainability to complex systems analyses, in its social, environmental and economic dimensions;
The student assumes sustainability as a professional attribute related to critical thinking and responsibility;
The student integrates complexity and sustainability educational tools in the practice of its own field of specialisation;
The student discusses, promotes, and proposes sustainable solutions to its local environment.
The previously described competences have determined the definition of the structure of the Minor – which has 45 credits. The structure of the Minor aims not only to introduce basic sustainability contents and topics, but also to permit students to specialise in their own fields of interest, and to experience the complexities linked to sustainability through a practical workshop. The structure of the Minor comprises one mandatory course and three elective courses. Firstly, there is a mandatory introductory course to Engineering for Sustainable Development, which purpose is to introduce a common background in terms of engineering and sustainability to the students. There is a wide range of new forms of learning in ESD programmes (Wals, 2013), including trans- and interdisciplinary learning, social learning, project-based learning, gaming, computer simulations, distance learning, backcasting, case-studies, policy-laboratories, problem-based learning, bootstrapping, values education, ecological footprint analysis, experiential approaches, reflective journal writing. In our case, we have adopted among others interdisciplinary learning, project-based learning, values education, and the ecological footprint analysis. Secondly, three elective courses must be chosen from a pool of approximately 15 courses offered by the various Engineering Departments within the Faculty. These
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elective courses comprise subjects such as climate systems, environmental engineering, environmental economics, sustainability in construction, innovation for sustainability, sustainability in mining, social project evaluation, and renewable energies. This initiative also led to the creation of two new elective courses in the undergraduate programme. The Minor ends with a practical project where students propose a sustainability intervention to their surroundings. The design of this workshop followed the ideas of (Segalas et al., 2010) in the sense that sustainability courses at technological universities should focus their content on the social and institutional aspects of sustainable development, and apply a constructive and community-oriented pedagogical approach. To date the Minor in Engineering for Sustainable Development, has had nearly 80 students since it was launched the second semester of the year 2014. C. Extension -
Postgraduate Diploma on Organisational Sustainable Management. This programme is oriented to professionals in the areas of engineering, science, and architecture, in charge or interested in leading change towards sustainability inside their organisations
The programme was launched in 2015 and seeks to contribute from the engineering and science fields to the formation of professionals and leaders capable of evaluating, managing, and promoting sustainability as an attribute of value generation within their organisations. This is achieved through specific skills and knowledge, in terms of strategies and methodological tools of sustainability and the circular economy.
D. Operational measures on campus -
Carbon Footprint Calculation. The carbon footprint calculation at the FCFM has followed the Greenhouse Gas (GHG) Protocol (World Resources Institute, 2004) and the consolidation methodology used to determine organizational boundaries, which is known as operational control approach. The methodologies, along with all the GHG reports of the American College & University Presidents Climate Commitment are available at http://rs.acupcc.org/stats/complete-ghg/.
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The carbon footprint has been calculated as part of the commitments contained in the Cleaner Production Agreement signed by the Faculty with the Government of Chile. The calculation triggered a few changes in the manner the organisation registers information, in order to allow for data availability. The information is organised in three scopes. The first scope (Scope 1) corresponds to direct emissions (vehicles owned by the university, heating, and machines), the second (Scope 2) includes the indirect emissions from the energy grid, and the third one (Scope 3) includes transport of the community, paper use, and waste. The main results for the year 2014 are the following: Scope
Total Annual Emissions [CO2 eq ton]
Scope 1
310
Scope 2
3.091
Scope 3
4.957
Total
8.358
Emissions per Person
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Table 3: Scopes of the Carbon Footprint Calculation for the FCFM The final share of CO2 emissions at the Engineering Faculty is shown in Figure 1. Vehicles 1% Community Transportation 60%
Heating 3% Electrical System 36%
Figure 1: Carbon Footprint Calculation Distribution Reference total emissions (Scopes1+2+3) at UCLA are 398.972 CO2 eq ton, and for Cornell 224.650 CO2 eq ton. These numbers are nearly ten times the case of the Engineering Faculty in terms of per full time enrolment. -
Sustainable Campus Initiative. There have been a number of initiatives to transform the operation and infrastructure of the Engineering Campus into a more sustainable organisation. Among those projects the most important are a new building complex and the compliance of a Cleaner
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Production Agreement. This agreement was signed between the Head of the University and the Chilean government. The size of the new building complex, named Beauchef 851, has 50.000 m2, and has been designed and built with high sustainability standards, including technologies such as a grey water recycling system, a solar PV plant of 16 kW, solar thermal for heating, efficient lighting and air conditioning, and a CO2 monitoring system. Evidence of greening was given by the LEED Gold rating (full compliance in December 2015). In terms of costs, the LEED certification for Beauchef 851 was around US$ 2.100.000. The OESD also has active collaboration with the Architecture Office of the Campus, consequently most of the retrofit or new buildings are incorporating sustainability concepts and LEED considerations. Finally, a recycling system for the entire Campus was launched during the first semester of 2016, efficient lighting is the new standard at the Faculty, and HVAC is being shut down in unoccupied classrooms and offices.
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Generation of a Climate Change Mitigation and Adaptation Plan
After three years of work of the OESD at the Faculty of Physical and Mathematical Sciences at the University of Chile, there is a strong conviction that the path of the future engineering education is linked to the sustainability concept, which in turn is tied with adaptation and mitigation climate change actions. In Chile, due to the place engineers have in the society, they are perhaps the most influential professionals changing the physical environment nowadays, and they must carry the stewardship of sustainability accordingly. By taking MIT’s Plan for Action on Climate Change as a reference (Massachusetts Institute of Technology, 2015) and, in order to be able to actively pursue new carbon-cutting strategies across campus, the FCFM along with the Climate and Resilience Research Center (CR2, www.cr2.cl), has committed to develop a Climate Change Mitigation and Adaptation Plan during the year 2016. The participatory approach of the process has been diagnosed as crucial, in order to raise awareness and education in the community in regards to climate change. The plan development has two stages: one open activity where the pillars of climate mitigation and adaptation at the FCFM are identified; and a second open event where
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specific climate actions for each pillar are recognised. The plan includes mitigation, adaptation, and capacity building measures.
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Conclusions
From the international experience, Climate Actions Plans of the Massachusetts Institute of Technology (MIT), University of California Los Angeles (UCLA), and Cornell University, are considered a useful experience to foster the Climate Change Mitigation and Adaptation Plan of the Faculty of Physical and Mathematical Sciences at the University of Chile. Climate Change related actions of the Faculty of Physical and Mathematical Sciences at the University of Chile embraces both Mitigation and Adaptation, which are organized in four areas: Education, Research, Extension and Operational measures on campus. Main initiatives in these areas are the completion of the cleaner production agreement, the formation of the Office of Engineering for Sustainable Development, the calculation of the carbon footprint, and the already developed campus greening initiatives. From the current work, it is possible to observe that the Climate Change related actions at the FCFM are aligned with the American College & University Presidents Climate Commitment, and ACUPCC experience will definitely serve as useful input for our Faculty. Thus, one of the main lessons from the paper is the alignment of FCFM action plan with the international experience, which grouped the efforts in a participatory approach in order to raise awareness and education in the community in regards to climate change. Thus, the future work of devising and implementing the Climate Change Mitigation and Adaptation Plan at FCFM will be built on solid basis that could respond to the needs of our present and future expectations.
Acknowledgments This research was partially funded by the Complex Engineering Systems Institute, ISCI (ICM-FIC: P05-004-F, CONICYT: FB0816).
References
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ACUPCC, http://rs.acupcc.org/, last revised in May 2016 Cornell University. Cornell Climate Action Plan: Making Climate Neutrality a Reality. Ithaca : s.n., 2009. Global Institute of Sustainability at Arizona State University. (2009). Carbon Neutrality Action Plan . Tempe, Arizona: Arizona State University. Hummel, S. (2005). CHARTING A PATH TO GREENHOUSE GAS REDUCTIONS. Greening Campus VI Conference Proceedings, (págs. 1-19). Muncie, Indiana. Massachusetts Institute of Technology. A Plan for Action on Climate Change. Massachusetts : s.n., 2015. http://climateaction.mit.edu/ Rojas, M. et al. Climate Change Education and Literacy at the Faculty of Physical and Mathematical Sciences of the University of Chile (2015). International Journal of Global Warming. Segalas, J., Ferrer-Balas, D., and Mulder, K.F. (2010), “What do engineering students learn in sustainability courses? The effect of the pedagogical approach”, Journal of Cleaner Production, Vol. 18, 275-284. UCLA. Climate Action Plan. Los Angeles, California : s.n., 2008. http://www.sustain.ucla.edu/wpcontent/uploads/2013/04/UCLA-Climate-Action-Plan.pdf Wals, A. E. J. (2013), “Sustainability in Higher Education in the Context of the UN DESD: A Review of Learning and Institutionalization Processes”, (article in press) Journal of Cleaner Production, http://dx.doi.org/10.1016/j.jclepro.2013.06.007. World Resources Institute (WRI), The Greenhouse Gas Protocol - Corporate Accounting and Reporting Standard, Revised Edition, 2004. Yale Office of Sustainability. (2010). Sustainability Strategic Plan. New Haven: Yale University. http://sustainability.yale.edu/sites/default/files/strategicplanupdatejune2011.pdf
Authors Biography Claudia Mac-Lean obtained the Industrial Engineer diploma (2010) from the Universidad de Chile, Santiago, Chile. She completed the MPhil in Engineering for Sustainable Development
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degree from the University of Cambridge in 2012. From 2013 she works at the Engineering Faculty of the Universidad de Chile, implementing an Office of Engineering for Sustainable Development. Maisa Rojas is an Associate professor at the Faculty of Physical and Mathematical Sciences of the University of Chile. She is a climate scientist that uses climate modelling of different complexity to study the evolution of the earth system. Including past climate as well as future projected climate change. She was a lead author of the last IPCC report (IPCC, AR5, 2013). She is a member of the Sustainable Campus Commission since 2010. Luis Vargas received the Electrical Engineer diploma (1985) from the Universidad de Chile, Santiago, Chile. He obtained his M.Sc. degree from Universidad de Chile in 1987 and his Ph.D. degree in Electrical Engineering from the University of Waterloo, Canada. From 1994 he has worked at the Universidad de Chile where currently he is an Associate Professor. Natalia Vicencio received the Chemistry Engineer and Biotechnology Engineer diploma (2015) from the Universidad de Chile, Santiago, Chile. She worked in the Office of Engineering for Sustainable Development, for compliance with the “Cleaner Production Agreement”.
