| Overall Rating | Bronze |
|---|---|
| Overall Score | 42.20 |
| Liaison | Tracy Harvey |
| Submission Date | Dec. 21, 2023 |
Loyola University Maryland
PA-2: Sustainability Planning
| Status | Score | Responsible Party |
|---|---|---|
|
3.00 / 4.00 |
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indicates that no data was submitted for this field
Part 1. Measurable sustainability objectives
Academics
No
A list or sample of the measurable sustainability objectives related to academics and the plan(s) in which they are published:
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Engagement
No
A list or sample of the measurable sustainability objectives related to engagement and the plan(s) in which they are published:
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Operations
Yes
A list or sample of the measurable sustainability objectives related to operations and the plan(s) in which they are published:
Loyola has a published climate action plan. The plan was developed in 2018 by the Sustainability Committee, various subcommittees and stakeholders from across campus. The plan outlines strategies and goals which will guide the university on an actionable path to reduce our carbon footprint and achieve the following measurable objectives:
Achieve carbon neutrality by 2050
Reduce energy consumption 20% by 2030
Invest in 50% renewable energy by 2030
Achieve carbon neutrality by 2050
Reduce energy consumption 20% by 2030
Invest in 50% renewable energy by 2030
Administration
Yes
A list or sample of the measurable sustainability objectives related to administration and the plan(s) in which they are published:
Loyola has a published Diversity, Equity, and Inclusion Strategic Plan with measurable goals, principles, actions, and measurable outcomes. Guiding principles and deep commitment undergird the University’s Office of Equity and Inclusion and the 2020-2023 Diversity, Equity, and Inclusion (DEI) Strategic Plan is outlined here: https://www.loyola.edu/department/equity-inclusion/institutional-commitment/strategic-plan.
Measurable outcomes include:
1. use shared DEI principles that promote a clear understanding of the University’s goals for equitable, inclusive excellence among all student leaders, staff leaders, faculty leaders, and administrators, as evidenced by policies, practices, and accountability across the University;
2. provide one training and professional development experience on equity and inclusion process and language implications for members of the President’s Cabinet;
3. provide one beginning, one intermediate, and one advanced professional development opportunity for staff, administrators, and faculty that explores individual identity development, gives shape to systematic change throughout the organizational structure of the University, and results in increased equity and inclusion on campus;
4. conduct targeted equity audits, through a partnership with the vice presidents, in every division and will have begun to use the findings to address patterns of inequity; and
5. create a comprehensive assessment plan that defines equitable and inclusive excellence goals of the institution, identifies how those goals will be measured with available data, and identifies additional data/evidence needs for assessing the achievement of the goals.
Measurable outcomes include:
1. use shared DEI principles that promote a clear understanding of the University’s goals for equitable, inclusive excellence among all student leaders, staff leaders, faculty leaders, and administrators, as evidenced by policies, practices, and accountability across the University;
2. provide one training and professional development experience on equity and inclusion process and language implications for members of the President’s Cabinet;
3. provide one beginning, one intermediate, and one advanced professional development opportunity for staff, administrators, and faculty that explores individual identity development, gives shape to systematic change throughout the organizational structure of the University, and results in increased equity and inclusion on campus;
4. conduct targeted equity audits, through a partnership with the vice presidents, in every division and will have begun to use the findings to address patterns of inequity; and
5. create a comprehensive assessment plan that defines equitable and inclusive excellence goals of the institution, identifies how those goals will be measured with available data, and identifies additional data/evidence needs for assessing the achievement of the goals.
Part 2. Sustainability in institution’s highest guiding document
Yes
The institution’s highest guiding document (upload):
Website URL where the institution’s highest guiding document is publicly available:
Which of the following best describes the inclusion of sustainability in the highest guiding document?:
Major theme
Optional Fields
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Website URL where the institution's sustainability plan is publicly available:
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Does the institution have a formal statement in support of sustainability endorsed by its governing body?:
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The formal statement in support of sustainability:
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The institution’s definition of sustainability:
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Is the institution an endorser or signatory of the following?:
| Yes or No | |
| The Earth Charter | --- |
| The Higher Education Sustainability Initiative (HESI) | --- |
| ISCN-GULF Sustainable Campus Charter | --- |
| Pan-Canadian Protocol for Sustainability | --- |
| SDG Accord | --- |
| Second Nature’s Carbon Commitment (formerly known as the ACUPCC), Resilience Commitment, and/or integrated Climate Commitment | Yes |
| The Talloires Declaration (TD) | --- |
| UN Global Compact | --- |
| Other multi-dimensional sustainability commitments (please specify below) | Yes |
A brief description of the institution’s formal sustainability commitments, including the specific initiatives selected above:
Laudato Si' Commitment
Website URL where information about the institution’s sustainability planning efforts is available:
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Additional documentation to support the submission:
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Data source(s) and notes about the submission:
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