Dickinson Is Recognized Nationally
At Dickinson, we monitor and report our performance in sustainability education and research, operations, planning, administration and engagement, and innovation using the Sustainability Tracking, Assessment and Ratings System (STARS) of the Association of Advancement of Sustainability in Higher Education (AASHE). Our performance earned us a Gold Rating from AASHE, making us one of a small number of institutions to receive this distinction.
In 2013 and 2010, Sierra Magazine ranked us as the second "Coolest School" in the country for our sustainability efforts. We were the third "Coolest School" in 2014. In addition, Dickinson made the 2014 and 2011 Princeton Review Green Honor Roll, one of only 22 schools in the nation to receive a 99 Green Rating, the highest score. Dickinson previously earned top marks (straight As) from the Sustainable Endowments Institute on their College Sustainability Report Card and has received numerous local awards.
In 2014, we received a Bicycle Friendly University Silver designation from the League of American Bicyclists for our visionary work in transforming Dickinson College and Carlisle, Pa., into a more bike-friendly campus and community.
We received a Climate Leadership Award from Second Nature in 2010, the first year of this national award. The award recognized Dickinson for our innovative and aggressive climate action plan and climate change education program. Three of our buildings have earned LEED (Leadership in Energy and Environmental Design) Gold certifications from the U.S. Green Building Council, one of which was the first LEED Gold student residence building in Pennsylvania.
Dickinson has received major grants for sustainability programs in recent years, recognizing the quality of Dickinson's sustainability efforts while also providing resources to expand and improve our programs.
A $1.4 million grant from the Andrew W. Mellon Foundation helped establish the Center for Sustainability Education, add a faculty position in environmental studies, expand resources for teaching and use of Geographic Information Systems (GIS) and provide resources for sustainability curriculum development and student-faculty research. A $500,000 Global Climate Change Education grant from NASA is supporting innovative cross-disciplinary educational program development. A $460,000 grant from the Henry Luce Foundation supported development of the Watershed-Based Integrated Field Semester, a four-course Mosaic program that combines aquatic ecology, watershed management and community-based fieldwork in the Chesapeake Bay and lower Mississippi River Basin. Additionally, a $400,000 implementation grant from the Henry Luce Foundation’s Luce Initiative on Asia and the Environment helped us develop innovative approaches to Asian studies teaching and research through the lens of the environment and sustainability.