2.13 (2) Conservation Element Analysis

(a)               For each of the resources identified in (1) a) identify existing commercial, recreational, or conservation uses.

Refer to the 1995 Analysis for each of the resources identified in (1) a) 1 through 12.

The previously conveyed mitigation known as the MacKay Tract has been exchanged for a combination of wetlands and uplands located contiguously with the University as indicated in the Figure.

We are presently awaiting the status of the state’s proposed Rule Chapter #17-521.100 covering wellfield protection from the Florida Department of Environmental Protection (FDEP).  This draft rule was previously anticipated to be adopted by November 1994 and may impact the data analysis with regard to wellfield cones of influence.

(b)              For each of the resources identified in (1) a) assess the available and practical opportunities and methods for protection or restoration of those resources on University property.

The UCF campus either has or is adjacent to an abundance of significant natural resource areas. Most notable are Lakes Lee and Claire, and an extensive forested wetland system within the southeastern portion of the campus which ultimately outfalls into the Little Econlockhatchee River.  These areas provide not only habitat to a substantial wildlife population, but also offer attractive campus assets and recreational opportunities. The preservation of both the quantity and quality of these resources is vital to the function of these resources and to ensure the continued attractiveness of the campus. 

The University has independently developed conservation strategies for wetlands, floodplains, mitigation sites, water quality, etc., as the need has arisen over the last twenty years.  As a consequence, there are natural lands in conservation easements, with verbal commitments for long-term preservation, areas designated for the arboretum, and an extensive network of stormwater ponds.  These areas, in combination with the large area occupied by wetlands that are, for the most part, undevelopable, constitute a large percentage of the land occupied by the UCF campus.

The University should, as a priority, develop a long-term strategy for the conservation and management of these lands.  Objectives for this conservation plan should include:

1)                  Conservation of biodiversity within the myriad of upland and wetland communities on-site,

2)                  Measures to ensure the ability to manage (preferably including fire) these lands,

3)                  Ways to capitalize on the research and educational opportunities afforded by these lands,

4)                  Decisions on how protection will be guaranteed,

5)                  Ways to capitalize on the recreational community and aesthetic benefits of conservation lands and,

6)                  Measures to ensure the conservation of a viable, interconnected network of natural lands in perpetuity.

To initiate this plan, the University should proceed with the following steps:

1)                  Develop a detailed map of existing conservation lands that depicts natural communities of uplands and wetlands as well as stormwater ponds and lakes,

2)                  Determine what level of protection for their lands is currently in place, i.e., owned by the St. Johns River Water Management District (SJRWMD), conservation easements in place, verbal commitments for UCF administration, jurisdictional wetlands, etc.,

3)                  Identify those lands necessary for active use by the arboretum, for stormwater storage, etc.

4)                  Map the extent of habitat occupied by, and suitable for, protected species

5)                  Define the area within the 100-year floodplain that is occupied by native communities,

6)                  Map the regional linkages of natural communities off of the UCF campus,

7)                  Assign a leader to develop the conservation strategy through analysis and consensus among interested parties,

8)                  Organize a committee that includes representatives from UCF administration, UCF ecologists, environmental interest groups, arboretum personnel, recreation specialists, planners, and others as appropriate to outline issues and prepare maps of the overall conservation strategy, and

9)                  Prepare a management plan for the overall proposed conservation plan.

(c)        For each of the resources identified in (1) a) identify known sources and rates of discharge or generation of pollution.

Updates to the following resources outlined in (1) a) 1-7 with regard to sources and rates of discharge or generation of pollution do not appear to be applicable in the context of this update.  No data appear to have been collected with regard to the above-mentioned resources since the previous Data Analysis updated in 1995. 

1.            Air Quality (Received from UCF Professor, Dr. David Cooper)

At this time, there is no available quantitative monitoring data with regard to ambient outdoor air quality on the UCF campus.  Ozone alerts for the Central Florida area have been issued by the State Health Department on an occasional basis since the summer of 1998.  The University is a small player in terms of overall contribution to smog in our region.  However, the institution will assist the Health Department and other agencies whenever possible to address this region-wide issue.

The University has a minimal number of industrial air pollution sources.  The UCF campus decommissioned its main boiler at the Utility Plant in approximately 1990, although the stack remains.  Likewise, the only incinerator on campus (for animal incineration at the Biological Sciences Building) was decommissioned and removed at approximately the same time.  The UCF campus now has no incinerators larger than small laboratory-scale units, and has small boilers at only a few buildings (individually):  Polk Hall, Student Resource Center kitchen, Biological Sciences and Chemistry.   There are also emergency generators at certain individual buildings (see attached generator list).  These generators are all either diesel (UCF standard) or natural gas.   The UCF Utility (HVAC) plant and Satellite Utility Plant both contain chillers that use various refrigerants.  Some of the older units still use CFC/ HCFC’s , while the newer ones use new generation refrigerants.  The University has not had any reported releases of CFC/HCFC refrigerants and uses certified workers whenever refrigerant recharging/ recycling operations are to be performed.

2.         Surface Water Quality

Although formal water quality monitoring is not required by a specific regulatory agency, Dr. John Osborne, UCF limnologist, has initiated the informal compilation of data by students on Lake Claire.  Data collected over a 12-month period beginning in January of 1999 were provided for our review.  However, no formal sampling methodology or quality assurance plan detailing analytical procedures were provided to facilitate interpretation.

While adequate nitrogen and phosphorous data were not available, existing data (i.e., dissolved oxygen, secchi, chlorophyll a, turbidity, conductivity, pH and alkalinity) suggest that Lake Claire functions as a freshwater oligotrophic system influenced primarily by groundwater discharging from the surrounding watershed.  While remnant or altered sandhill comprises a portion of the watershed, some of the surrounding watershed has experienced development (including portions of the UCF campus).  Low alkalinity, specific conductivity, acidity, and apparent nutrient availability appear to suggest that groundwater, which has infiltrated the sterile sands associated with higher elevation sandhills, influence surface water quality and account for the primary rehydration of the system. 

Apparent low nutrient availability is suggested by the results of the Secchi disk and low levels of chlorophyll a.  The undeveloped nature of the surrounding landscape helps to maintain the overall surface water quality of this lake. 

Finally, dissolved oxygen ranged from approximately 70 to 83 % saturation during the summer and winter months, respectively.  It would appear that dissolved oxygen tensions are maintained primarily by diffusion from the atmosphere, rather than photosynthesis from macrophytes or phytoplankton within the system.  Concentrations ranged from approximately 5.5 ppm to 8 ppm during these same months, and appear to be adequate for supporting aquatic fauna in this system.

No data has been received from UCF staff regarding the status of surface water quality testing administered by Dr. Wanielista within the UCF interior Cypress Dome, also referred to as Wetland #8 in the Stormwater Master Plan. 

3.         Underground and Aboveground Tanks (Received from representatives of the UCF Physical Plant)

Some of the University’s diesel generators have double-walled aboveground fuel tanks as large as 1,000 gallons.  The University remediated and closed several old underground storage tanks in the 1990’s (see tanks map in the Data Report).  Also shown on this map is the current fuel island that was installed in 1995 at the Physical Plant.  This tank island is DEP compliant.  A large 140,000-gallon oil tank by the water tower was emptied in 1999.  It is not yet closed per DEP rules pending a use decision.  Please see the attached Generator list dated January 14, 2000.

The previously provided tanks map need to be updated to reflect the location of generators on the list provided January 14, 2000.

4.         Toxic Waste and Hazardous Materials (Received from representatives of the UCF Office of Environmental Health and Safety)

By virtue of its academic and engineering research activities, the University is a user of hazardous materials. All such materials are carefully monitored and regulated such that there is no indication of any prior or current toxic waste problems on the Campus property.

With respect to the campus ' prior land use history as a rangeland, there is no evidence that cattle dipping vats or arsenic pollution were ever present. Construction debris was also deposited into a small depressional “borrow pit” area located near the East property line of the Campus in the late 1960's (see the hazmat location map in the Data Report for detail). However, no evidence exists which would indicate that toxic materials were placed in this area is since it has been since claimed as a jurisdictional wetland by the SJRWMD.

The UCF Office of Environmental Health & Safety (EH&S) is responsible for the safe and legal disposal of all hazardous Chemicals and wastes generated by the University. Various campus departments, particularly those involved in engineering, science, or health-related research, generate hazardous Waste. EH&S contracts with licensed contractors for final disposal of these Wastes, after they are collected, profiled, and safely characterized at the Chemical Storage Building (#48). This building is shown on the attached hazmat map, as is the location of other labs and stores where stocks of hazardous materials are located.

The UCF Chemical Storage Building was built in 1989 at a cost of $214,500. Its original size was 1,824 gross square feet. A laboratory addition of 200 square feet was completed in 1994.  The laboratory is used by the EH&S radiation safety program.  The Chemical Storage Building is currently on the PECO capital projects list for a “Hazardous Waste Expansion” project in 2003.  This project will help EH&S keep up with new research efforts and increased amounts of laboratory space on campus.

5.            Surface and groundwater hydrology

No data has been received from UCF staff regarding this issue to date.

(d)       For each of the resources identified in (1) a) assess opportunities or available and practical technologies to reduce pollution or its impacts generated by University activities.  Investigation of emerging technologies to address these impacts is encouraged.

Please see answer to question (f) below.

(e)        An analysis of current and project water needs and sources, based on the demand for industrial, agricultural and potable water use and the quantity and quality available to meet those demands.  The analysis should consider existing levels of water conservation, use and protection, and applicable policies of the water management district.

No data has been received from UCF staff regarding this issue to date.

(f)        An assessment of opportunities or available and practical technologies to reduce university energy consumption.  Investigation of emerging technologies (i.e. solar) to address this issue is encouraged.

As outlined in the UCF Mission Statement, “The University of central Florida is a major metropolitan research university that is growing and striving to provide more than just academic leadership. It will serve as a major intellectual and creative resource, forging successful partnerships with public and private enterprises and participating fully in the economic development of its surrounding community and the state of Florida.” It is, therefore, especially appropriate for an academic institution with these forward-looking goals to also be a leader in environmental design in its master planning and have an overall environmental management plan for the campus to oversee all activities from planning, development, to construction, operation and finally deconstruction. This achievement would result in a healthier environment for all members of the university, foster a more efficient and productive learning/work place and, conserve precious natural resources, and most important of all, act as an inspirational model for other academic institutions in Florida.

Many other universities, such as University of Florida, University of South Carolina, and Penn State, have already initiated plans to commit to sustainability (see Data Report). 

UCF has the ability to take a systems-wide approach that engages the whole campus community. Sustainability needs to be defined through a whole systems approach of which a broad range of environmental, technological, and cultural problems can be discussed and addressed. The University should develop its own definition of sustainability in the process to define the parameters and set the objectives for what it takes to be sustainable. In more practical terms, there needs to be some kind of management plan to create this process and monitor it —an Environmental Management System (EMS).

EMS has served as corporate strategy to reduce waste, pollution, induce compliance and create cost-savings. However, this approach is not strictly a business strategy. It can also be adapted to any type of organization. Gulf Coast University has recently received a grant from the US EPA to adapt and implement Environmental Management System at its university campus in Naples, FL (Roy Bonnell, personal conversation). It will serve as a pilot project for the green initiatives at Gulf Coast. (See Data Report for detail.)

Even though more research is still needed, a general overview of EMS is presented here, along with the opportunities for implementation in a university setting. EMS will serve as a step-by-step approach to help the university define sustainability and identify, monitor, and address the immediate and long-term environmental and community impact of its services and activities.

An outline for a potential EMS for the UCF campus follows:

STEP 1

Draft an Environmental Policy Statement- University’s commitment to the community and the environment. This independent statement will stress:

-                     Compliance

-                     Pollution prevention

-                     Communication

-                     Improvement

This statement can be easily incorporated as part of the 2000 Master Plan and as a separate, independent document.

STEP 2

Identify the environmental aspects (all activities that have significant environmental impact) of the university (see checklist of University Environmental Aspects, not comprehensive though, which follows)

Identification process:

1.                  Consider the five areas of the built environment

o                   Site and Infrastructure Development-

All aspects of the development of the site

o                   Facility development/ Service provisioning-

All aspects of the construction of the building itself and providing for the buildings

o                   Facility Operations- Indoors

o                   Activities taking place within the Facility Operations - Outdoors

o                   Activities taking place outside the facility

o                   Facility Refurbishment, Transfer, and Closure

2.                  Consider the environmental and community impact of each of these areas

o                   Land impact

o                   Materials use

o                   Energy consumption

o                   Water consumption

o                   Solid/ liquid and gas emissions

o                   Community

3.                  Identify activities in each of these five areas that have the all or almost all of the above environmental and community impact.

4.                  Identify indicators for measurement – these indicators will help the university track sustainability.

5.                  Gather data for these indicators to compare them to national standards or track their performance.

Environmental Performance Evaluation (EPE) for UCF

A.  Principal environmental aspects for each life-stage

Stage 1a: Site and Infrastructure Development

All aspects of the development of the site

·                    Ecological disturbances

·                    Provisioning of infrastructure

·                    Slope and drainage modification

Stage 1b: Facility development/ Service provisioning

All aspects of the construction of the building itself

·                    Choice of materials

·                    Choice of equipments

·                    Their delivery to the site

·                    Techniques and equipment used in construction

·                    Design of buildings (master planning and architectural elements)

·                    Site cleanup

Stage 2a: Facility Operations- Indoors

Activities taking place within the facility

·                    Energy consumption

·                    Water use

·                    Choice and use of office supplies

·                    Choice of food supplies

·                    Choice and operation of heating, ventilation, and air-conditioning equipment

·                    Recycling and disposal of paper

·                    Recycling and disposal of food waste

·                    Recycling and disposal of other debris

Stage 2b: Facility Operations- Outdoors

Activities taking place outside the facility

·                    Energy consumption

·                    Water use

·                    Maintenance of vegetation and plantings

·                    Any other activities having potential ecological impact

Stage 3: Facility Refurbishment, Transfer, and Closure

·                    Refurbishment for new uses

·                    Recovery of materials; components for reuse/ recycling

B. Indicators of Sustainability/ Types of Data Needed for each Category

Other sample sustainability indicators used by schools like Penn State and University of Florida can be found in the Data Report.

C. Assessment of overall environmental impact of the built environment adapted from Prof. T. Graedel’s (Yale Univ.) streamlined life-cycle analysis (SLCA)

Grading System/Points

0                                Had taken no significant measures to adopt sustainable practices in this area. (Potential for Highest Environmental Impact)

1                                Has taken only limited measures to adopt sustainable practices in this area. (Substantial Environmental Impact)

2                                Has taken a moderate measures to adopt sustainable practices in this area but lacks planning/ strategy. (Moderate Environmental Impact)

3                                Has taken many significant measures to adopt sustainable practices in this area but still lacks a comprehensive strategy. (Some Environmental Impact)

4                                Has a comprehensive strategy to adopt sustainable practices in this area; evidence of prompt action with strong leadership. (Least Environmental Impact)

Recommendations

A. EMS Approach Objectives and the Master Plan

-         An Environmental Policy Statement stating the University’s commitment to sustainability and environmental management should be either incorporated in the Master Plan or as an independent document

-         The Master Plan already has all the elements that represent each of the five areas of the built environment identified above. These elements include:

o       Built Environment

-         Urban Design

-         Academic Facilities

-         Housing

-         Architectural Design Guidelines

-         General Infrastructure

-         Transportation

-         Land Use

-         Recreation and Open Space

o       Conservation

o       Landscape Design Guidelines

-         The focus needs to be analyzing the five to six major categories of environmental impact for each of these elements. In order to do this, indicators should be established and data gathered and analyzed.

-          After the analysis, changes in or addition of policies and objectives should be considered.