1. Should Higher Education Go Carbon Neutral Examining Forest Carbon Sequestration Alex French, M.S. Candidate Environmental Policy Advisors: Dr. Stephen Bird, Dr. Susan Powers

2. American College & University Presidents’ Climate Commitment 684 Signatories Develop Climate Action Plans Complete tangible actions: including offsetting airfare

3. To Reach Climate Neutrality Step 1: Reduce Emissions Step 2: Offset Remaining Emissions Developing offset projects themselves Investing directly in offset projects Purchasing credits generated from offset projects

4. ACUPCC Offset Protocols Additional Transparent Measurable Permanent Verified Synchronous Accounts for Leakage Registered Not double- counted Retired

5. Forest Carbon

6. Formally Carbon Neutral? Goals and Objectives Research Higher Education Involvement Explore if protocols are in line with schools’ preferences Compare developing an education-based project to purchasing certified offsets

7. Methods Case Studies Survey to Sustainability Coordinators Based on case studies results 99 schools participated Research Questions What perceptions does higher education have? Preferences / Benefits? Barriers? What model might encourage involvement?

8. CASE STUDIES OF EXISTING PROGRAMS

9. Case Studies University of Georgia: Costa Rica campus Sewanee University San Diego State University Colgate University Michigan State University University of Florida at Gainseville SUNY ESF Presence Learning Village

10. University of Georgia Reforestation in Costa Rica Experiential education and research focused Student fee financed Not-certified: students measure, report, and verify Many “soft benefits” Does not comply with ACUPCC protocols

15. San Diego State University Model Environmental event is carbon neutral Offsets against attendee travel Compliance with ACUPCC protocols Purchase offsets from Conservation Fund

16. Upper Ouachita Nat’l Wildlife Refuge

18. Survey to Sustainability Coordinators Based on Case Studies 99 Completed Surveys 83 AASHE members 65 ACUPCC signatories Questions Perceptions Benefits / Preferences Barriers Models

19. PERCEPTIONS

22. BENEFITS / PREFERENCES

25. BARRIERS TO INVESTMENT

29. Internal vs. External Verification Preference for Third Party Verification Barrier: Interest in Producing or Purchasing Forest Carbon Not interested** Formal Carbon Market is Critical to Addressing Climate? Agree*** ** p <.05; *** p <.01

30. The following describes two “real world” carbon offset projects. Please indicate your preference for one of the models…

31. Imagine your university would like to develop a carbon-offset program... With the resources available from the university you can only afford one of the two options. Please select the best option:

32. Discussion Is certification important for higher education? Dr. Quint Newcomer’s analogy Additionality? “Without the investment in developing a new nursery, no new carbon would be sequestered.” Dr. Quint Newcomer Do these finding apply to other offsets? Yale Community Carbon Fund

33. Conclusions Schools that want forest carbon want to work outside the formal market Peer protocols should be updated Third party verification: Is a barrier due to increased program costs. does not increase transparency or additionality

34. Getting the most out of Carbon Neutrality Take risks - Universities are not multi-national corporations! Invest in research, teaching, and outreach Develop unique, cost-effective projects

35. Imagine 684 developing projects Sharing data “Learning by doing” Training a workforce