Scope and Mission
    Administration Commitment

    Project Institutions
    Other SC Institutions
    Community Resources

Activities of the 1997 - 1998 Academic Year

  • Ensure that students understand principles of sustainability and act on that understanding
  • Encourage faculty to incorporate elements of sustainability into their teaching, research and service.
  • Conserve Resources by Making University Operations More Efficient
  • Strengthen Linkages with Larger Community
  • Share Information/Manage Effectively
  • Appendices
       A.  Ideas for enhancing sustainability
        B.  Programs at other Schools
        C.  Internships
        D.  Student Projects
        E.  February 1998 Conference Summary
        F.  Summary of Conference Attendees

    In late 1996,  representatives of an international foundation approached South Carolina’s three research universities--Clemson, Medical University of South Carolina (MUSC) and the University of South Carolina (USC)--and asked them to work together to incorporate sustainability into their own institutions, and, by extension, other institutions in the state.  Working with a 16-month planning year grant of $353,800, the three schools came together to formulate a plan to incorporate sustainability into the curricula of the three schools, improve campus operations, and strengthen links with the larger community.


    The universities formed a steering committee consisting of two faculty members and a development officer from each school.  The principal investigators from each university (Dr. Bruce Coull of USC, Dr. Alan Elzerman of Clemson and Dr. Michael Schmidt of MUSC) constitute the executive committee.   This committee hired a full-time project manager (Trish Jerman) who began work in September of 1997.  Kim Buchanan joined the staff on a part-time basis in June of 1998.  Dr. Coull serves as overall project Principal Investigator, and Drs. Coull, Elzerman and Schmidt, working with Ms. Jerman, continue to serve as an executive committee for the project.

    Scope and Mission

    Although it is tempting to tell others how to improve rather than undertake the tedious work of self-improvement, the committee, as well as our consultants, decided that we should focus on making changes in our own institutions before becoming heavily involved in trying to influence other schools.  The following mission statement was adopted:

    The Sustainable Universities Initiative will serve as both an intellectual and a financial catalyst for activities which will make the state’s three research universities, other educational institutions, and ultimately, the state as a whole, more sustainable.  It will also result in a new model for multi-disciplinary and multi-insitutional cooperation within South Carolina’s higher education community. Finally, it will serve as a model for other state-assisted colleges and universities nationwide.

    Bearing in mind the “catalytic” nature of the initiative, efforts are designed to foster discussion, inform debate, facilitate cooperation, encourage action by others, and keep principles of sustainability in the forefront of academic consciousness.  The initiative will not become the sole locus of action for sustainability at any of the institutions--and will be most successful if the need for an organized campaign disappears over time.

    Five goals guide our approach to effecting change within our universities:

    1.  Ensure that students understand principles of sustainability and act on that understanding.
    2.  Encourage faculty to incorporate elements of sustainability into their teaching, research and service.
    3.  Conserve environmental and financial resources by making university operations more  efficient.
    4.  Develop linkages with the larger community.
    5.  Share information and manage effectively.

    Administration Commitment

    To demonstrate their commitment to effecting change on campus, all three research university presidents signed the following statement of support for the effort:

     The South Carolina Sustainable Universities Initiative

    The South Carolina Sustainable Universities initiative represents an intellectual community committed to the advancement of theoretical and practical knowledge, as well as a collection of physical operations rivaling small towns in size and scope of impact on the environment.  Recognizing our role as a positive force in the state’s economic and social advancement,  we believe it is incumbent upon us to cooperate in leading the way toward a more sustainable future through our teaching, research, community service and facilities management.

    We therefore singly and collectively commit to:

    • Fostering in our students, faculty and staff an understanding of the relationships among the natural and man-made environment, economics, and society as a whole.
    • Encouraging students, faculty and staff to accept individual and collective responsibility for the environment in which they live and work.
    • Serving as a center of information exchange for other institutions within the state.

    • Operating existing facilities and constructing new facilities so as to maximize efficiency and minimize waste, thereby protecting the environment and conserving resources.


    Project Institutions

    Clearly, the hardest work of the planning year was assessing strengths and interests within our own institutions.  Both the size and research focus of these universities makes communication among departments and disciplines a challenge.  We used a number of mechanisms to generate conversations about creating positive change in our institutions:

    • Individual meetings with opinion leaders and those already working in areas related to sustainability
    • Group meetings within departments, schools (e.g., School of the Environment faculty) and open meetings for all faculty
    • Individual meetings with administrative and operations personnel
    • Presentations at regional meetings of operations personnel
    • Meetings with formal (e.g., SAGE) or informal (e.g., geography and related disciplines) student groups
    • Professional meetings (e.g., Society of Environmental Toxicologists and Chemists annual meeting, focusing on sustainability)
    • Sustainable Universities Conference (Clemson, February, 1998)
    In general, we found a strong interest among faculty in including “sustainability” in their teaching and  research agendas, in developing research projects related to campus operations for students, and in seeing campus operations become more “green.”   While some faculty members appear to be very comfortable launching into “sustainable” projects on their own, many more are seeking ideas.  While this requires greater energy on the part of project administrators on each campus, it also allows for greater coordination of research efforts.

    Administrators were interested in improving operations if it allowed them to save money.  One of our challenges is to help all administrators consider long-term costs, and to link university budget categories in a way that allows for a more complete evaluation of costs and savings.  For example, construction budgets and operations budgets are generally managed by separate departments.  This eliminates incentives for installation of more expensive water or energy-saving equipment in new construction, because costs will come from one budget, while incentives will come from another.  Similarly, many soft drink machines on one campus were converted from aluminum cans to plastic bottles without considering the impact on disposal/recycling of waste.

    Faculty and students alike seem to have a number of pet peeves related to campus operations (Styrofoam cups, leaf blowers, lack of public transit, etc.) Students were refreshing in their willingness to consider public transit, to volunteer, and to tackle tough issues in concert with campus administrators.  Students are also very interested in courses and research projects focused on sustainability.  The challenge for us will be to channel that interest in ways that lead to personal and societal changes.

    Efforts on Which to Build

    We discovered a number of efforts related to sustainability already underway.  A sampling of strong programs at the three project schools includes:

    • MUSC and USC have strong, award winning recycling programs.  Clemson's recycling program has just been strengthened and revitalized.
    • USC/Clemson Baruch Institute collaboration; USC’s Baruch Marine Lab environmental assessment program,  long-term ecological study of Winyah Bay, associated programs
    • Strong interest in environmental factors affecting children’s health at MUSC
    • Work on several “Eco-industrial parks”  led by USC faculty and staff in cooperation with local governments, industry, utilities, and the state’s Commerce Department
    • Clemson’s Biodiversity Initiative, which includes close cooperation with state government agencies and Hughes Foundation grant to utilize biodiversity as an “organizing principle” for K-12 education across the state
    • Clemson/SC State Alliance 20/20 Partnership,  funded by Kellogg Foundation, focused on distance learning and agricultural/environmental education
    • Sustainable Agriculture initiatives at Clemson
    • MUSC’s Environmental Hazards Assessment Program
    • Clemson’s Extension Service, in all counties, with a strong commitment to public service
    • MUSC (in conjunction with USC Institute of Public Policy) study of pollution prevention in hospitals and laboratories
    • New energy and waste management facilities at Clemson; commitment to incorporating education
    • New energy management study at USC; commitment to “personal conservation”
    • Commitment to improving public transit at USC
    • Schools of the Environment at USC and Clemson, and joint MUSC/College of Charleston Environmental Management degree program
    • USC’s Honors College  “Year of the Environment” and relevant Honors theses
    • USC’s National Center for the Freshman Year Experience, and nationally known “University 101" program
    • State Botanical Garden (located at Clemson) and associated programs
    • MUSC’s School of Nursing community outreach programs
    • Clemson’s Strom Thurmond Institute, and associated lecture and luncheon series
    • USC’s Institute of Public Affairs, Center for Environmental Policy (e.g., pollution prevention and Environmental Excellence Programs)
    • MUSC outreach network which reaches physicians and health care providers across the state on a routine basis
    • South Carolina Universities Research Education Foundation  (SCUREF) has paved the way for multi-university/multi-disciplinary research in South Carolina
    Other S.C. Institutions:

    We assessed faculty, administration and facility management interest on other campuses through:

    • Internet searches for relevant programs, contact names, projects
    • Phone contacts as appropriate
    • Letters mailed to the presidents of all colleges and universities in South Carolina,  inviting them to send faculty and administrators to our February conference and asking for contact names at their institutions.
    • Letters mailed to the presidents of all of the state’s colleges,  universities technical colleges inviting them to send facilities managers to one of several EPA teleconferences dealing with waste reduction and recycling.  (Downlink sites sponsored by Sustainable Universities Initiative.)
    • Presentations at regional conferences for facility administrators across state
    • Word-of-mouth
    A summary of our research to date is included in Appendix B, and may also be found on our website. (Click here to view Other SC Higher Ed Programs)

    We found faculty in many colleges and universities interested in sustainability.  As was the case at the three research universities, many had been teaching in areas related to sustainability longer than the term has been in vogue. The University of Charleston/MUSC joint environmental management program is producing graduates with a strong inter-disciplinary background.  Furman University, of course, is pursuing sustainability through the Associated Colleges and Universities of the South.  Several of the Historically Black Colleges and Universities in the state may be involved in activities related to sustainability through Second Nature’s partnership with the United Negro College Fund.

    Facilities managers at many of the smaller colleges and universities seem interested in improving their operations, but as is the case at the three research universities, are hampered by lack of funds, time, and sometimes administration support.  Since the smaller schools lack a large cadre of graduate students, the research universities may be able to assist by focusing teams of graduate students on problems of concern to managers at smaller schools.  Technical schools, because of their curriculum, already focus on waste reduction and related issues.  It is unclear whether this focus results in “greener” campus operations, or if it is focused primarily at the industrial sector.

    Community Support:

    Finally, we have attempted to identify potential collaborators within the community.  Examples  include:

    • The SC Energy Office has a strong sustainable development program
    • The Harmony Project, a non-profit focused on green building technology and sustainable communities
    • The SC Sea Grant Consortium has a strong interest in sustainability
    • The Savannah River Site hosts a joint degree program offered by Clemson and USC.  It also houses the Savannah River Environmental Sciences Field Station, administered by SC State University, with an advisory board including Clemson and USC
    • The Central Carolina chapter of Habitat for Humanity has a strong interest in green building technology, and has taken the lead in promoting the concept throughout the region
    • Several ISO 14000 certified industries, including BMW and Alumax,  have offered assistance in creating the universities’ environmental management system


    Goal I:   Ensure that students understand principles of sustainability and act on that understanding

    Our objectives for the student body are that:

     1.  Students will leave the institution with a basic understanding of the interrelationships between the human and natural environment.  They will understand that they have an individual responsibility to act, and will have the ability to “ask good questions.”  Most importantly, students will leave the institution understanding that human systems interact with, and are a part of, natural systems.

     2.  Students will understand how to become a force for local action and positive change. They will be given the opportunity to interact with administrators, and community representatives, and will graduate prepared to be active citizens in their community and state.

     3.  Students will expect to recycle, to conserve water, energy and other natural resources, and to think carefully about transportation and planning issues throughout their adult lives.

     4.  Students will have been exposed to ideas relating to stewardship, conservation and  consumption.

     5.  Students will “know their ecological address” and will have a basic understanding of the natural community within which their human community(s) functions.

     6.  Some students will develop competence/expertise in disciplines related to sustainability, enabling them to lead industry, government, and non-governmental organizations to become more sustainable.

    In order to produce graduates who are well prepared to make productive contributions to society, we want to enhance students awareness of issues, and knowledge of facts, in order to change attitudes and behavior.  We want to expose all students to concepts of sustainability and responsible living, planting ideas and creating habits which we hope will last a life time.

    Enhancing curricula through addition of new courses or expansion of existing courses

    To meet the goals outlined above,  students must be exposed to general information about the interdependence between humans and the natural environment, to courses imparting specific knowledge within a traditional discipline and to courses fostering the integration of knowledge across disciplinary boundaries.  Many courses meeting these criteria are already in place on our campuses.  Examples include the required “integrative seminars” of USC’s MEERM program, case study and capstone courses required of students in the joint MUSC/University of Charleston Master of Science in Environmental Studies; courses taught in conjunction with Clemson’s sustainable agriculture program, and USC’s marine science program, which integrates biology, chemistry, physics, and courses in policy, economics, and related areas.  During the 1997-98 academic year, new courses or segments of courses pertinent to sustainability were added to the curricula:

    • Sustainable Development seminar required of MEERM students at USC
    • Sustainable Design and Development course offered in USC School of Engineering
    • Service learning segment of environmental education courses for undergraduate  non-science majors at USC focused on campus sustainability
    • Service learning components of Clemson Sociology and Horticulture classes focused on sustainable landscaping
    • Research components of various engineering classes focused on campus or community sustainability
    • Modules related to sustainability were added to a variety of courses including  engineering and geography.
    (It is important to note that many faculty members have included discussions of sustainability in their courses as a result of involvement with the Sustainable Universities Initiative, trends in their fields, or independent research.  However, we have no reliable reporting mechanism for such inclusions and faculty have little incentive to call them to our attention.  Therefore, we note them when we can, and ask that others who have included sustainability in their courses let us know so  we can expand our database.)

    Student projects related to sustainability are listed in Appendix A.  (Note that many faculty members simply incorporate new ideas without reporting back to us; forgive any omissions, and let us know what is missing from the list.)

    Honors College as Proving Ground

    Honors Colleges offer an ideal opportunity to test new courses and approaches before exposing them to a wider audience.  USC’s Honors College focused the 1996-97 school year on the environment, and has committed to continuing the effort through a sustainability focus over the next five years, beginning in the spring of 1999.  A 1998 “Maymester” Honors course embodied principles of sustainability, using our state’s rivers as an outdoor classroom for learning about the historical, economic, and environmental dimensions of South Carolina. During the 1997-98 academic year, Jamey McDaniel’s honors thesis assessed of student attitudes and practices relevant to sustainability.  We expect to repeat her work on an annual basis.

    Freshman Year Experience/New Student Orientation

    All new students at each of the project schools receive orientation material.  We have begun to develop materials to be distributed to new students at the beginning of each new school year.  A Sustainable Universities intern at Clemson developed some materials for that school, and met with a total of 2,936 students brought to campus for orientation. As a part of his “message” he collected soda cans from each orientation session and weighed the 1,507 can total: orientation alone contributed about 50 pounds of aluminum to the University’s waste load.  At USC, a brochure about the initiative and options for “responsible living” on campus has been distributed on a trial basis to groups of incoming students, and to faculty teaching English 101 (which reaches more than 90% of incoming students.)

    Enhancing student knowledge through research and service-based learning

    Students learn by doing, and can better understand the relationships among disciplines when they put classroom ideas into practice.  All three schools have existing internship programs and some degree  programs require an internship for graduation; however, we encouraged new and expanded opportunities for research and service learning.  Internships and research-based learning have already yielded significant results in the project schools, winning the cooperation and interest of university administrators.  Of special note is the internship program associated with Clemson’s Central Energy Facility, which has employed over 60 students in the past 4 years, allowing them to solve real problems for the university and making them more “workplace ready.”  The program will expand even more when the Energy Systems Laboratory is completed and ready for use.  Examples of projects undertaken by interns or research assistants during the planning year include an assessment of  trash disposal, development of new educational materials, assessment of plastic recycling options, development of student orientation programs, initiation of an energy conservation education program, and analysis of public transportation options on campus. (See Appendix C for a list of 1997-98 internships.)

    Many classes at Clemson and USC offer a research or service learning component. A partial listing of course projects is included as Appendix D. One unusual offering was a partnership between USC’s School of the Environment and the Department of Chemical Engineering to create a Research Experience for Undergraduates (REU) program on environmentally friendly manufacturing.

    Non-Classroom Learning

    Sometimes informal learning can be just as effective as formal learning.  We want to provide a variety of ways to capture student interest and capitalize on “teachable moments” outside of routine classroom activities.  In February of 1998, the National Wildlife Federation, USC’s  Students Asking for a Greener Earth (SAGE) and the School of the Environment sponsored a  Campus Ecology clinic.  Students from all colleges within the state were invited, and many of the state’s schools sent representatives.  In addition, students from as far away as Texas and Vermont attended.   It provided opportunities to partner not only with the National Wildlife Federation, but with its state affiliate.

    Earth Day presented another opportunity for non-classroom learning.  The student environmental group at Clemson organized an Earth Day celebration open to school children from the surrounding district.  At USC, the occasion was marked by a campus cleanup, with teams of students noting the type and location of litter collected.  Organizers plan to make this an annual event, allowing for long-term tracking of campus trends.  Teams of students, faculty and staff also participated in a river clean-up in partnership with the National Guard, River Alliance, and the Department of Health and Environmental Control.  Finally, USC President John Palms presented awards to campus operations personnel and student groups for efforts related to sustainability on campus.

    Finally, students at each of our campuses were provided with travel funds to participate in a variety of regional conferences.

    Goal II:    Encourage faculty to incorporate elements of sustainability into their teaching, research and service.

     Faculty all over the state have been teaching and researching topics related to sustainability for many years.  While many have made efforts to integrate their subject matter with other disciplines, we believe much more can be done.  One strategy is to keep  “sustainability” in the forefront of campus thinking by continually providing new sources of information and inspiration.


    During the 1997-98 academic year, many events contributed to the development of a community of scholars interested in sustainability.  Events funded or arranged by the SUI include presentations, both formal and informal, by Dr. Tony Cortese of Second Nature; a round table on Environmental Ethics and the Philosophy of Nature with Dr. Strachan Donnelly,  hosted by the SUI and the Science Studies Group at USC; an evening lecture by Dr. David Orr offered as part of the Campus Ecology clinic, but opened to the general public; a presentation by noted industrial ecologist Brad Allenby of Bell Labs, a presentation open to the general public by Randall Arendt, a noted landscape designer and planner,  and Clemson’s monthly policy forums, which consistently bring people at the forefront of environmental policy to the Strom Thurmond Institute to meet with a diverse group of students and faculty representing many disciplines.  The Strom Thurmond Institute also brings a number of excellent speakers to campus for lectures which are open to the general public as well as the university community.  Both the policy forums and the lecture series are publicized to all SUI associates through links on the SUI web page.  Potentially interested individuals at other campuses are notified of pertinent events through an informal network spearheaded through the SUI.

    Summer Support for Faculty

    We have already enjoyed significant dividends from planning grant funds used to provide summer support for faculty members interested in becoming more deeply involved in aspects of sustainability.  Dr. Wally Peters (USC Mechanical Engineering) has used summer support to coordinate a student project to develop a more sustainable Habitat for Humanity house,  oversee a number of interns, create a new course and develop new areas of research.  One outcome of his research is a partnership with Fluor Daniel which was recently included in a presentation made by the company to the Republican Governors’ Association.  Dr. Kirsten Dow (USC Geography) conducted a focused outreach effort to the College of Liberal Arts, which resulted in the development of a sustainability writing contest for the 90% of incoming students who take English 101, plans for additional projects in English and Art, and a meeting of faculty with interests in sustainability to share ideas.  Davis Folsom, USC Aiken, worked with Jeff Arpan (International Business) to add elements of sustainability to USC Aiken’s courses in international business.

    Goal III:  Conserve Environmental and Financial Resources by Making University Operations More Efficient

     In recent years, facility managers at each of our institutions have introduced many changes resulting in greater conservation and efficiency.  Without exception, they have been eager to work with the SUI to continue their efforts.

    Operations Matching Fund

    By the end of the grant period:

     1. Each institution will develop an environmental policy which ensures continual evaluation and improvement, and which adopts a systems approach to facility management.  Policies should address purchasing, contracts, energy and other resource conservation, and transportation at a minimum.

     2. Each institution will develop a structure which will ensure continuity despite personnel changes. Ideally, each institution will have one or more positions charged with monitoring progress in facilities maintenance and operation.

     3. Facility managers, students and faculty will work as partners to solve specific operational problems.

     4. When possible, institutions will enhance their buying “clout” through purchasing partnerships designed to create larger markets for environmentally preferable products.

    During the planning year, each school set aside approximately $15,000 to use for operations-related problems.  We found the funding enabled us to do several creative things which would otherwise not have been done.  We also found that having funds available allowed us to leverage existing operations funds, getting far more “bang for the buck.”  The animal waste composting system at MUSC is a good example of both creative solutions to operations problems, and creative financing.  Availability of planning year grant funds allowed MUSC to obtain nearly double that amount in state agency funds, significantly expanding the scope of the project.

    At USC, operations funds were used to purchase 7 recycling centers for strategic placement around campus.  This complements state and university funded purchases of approximately $30,000 in  additional recycling equipment to facilitate cardboard recycling and food waste composting.

    Inspired, but not funded, by the SUI, MUSC has spent approximately $25,000 to implement computer technology to reduce the use of paper.  The “push” technology will allow seminar and lecture notices to be disseminated electronically.  Eventually, the system will replace most paper announcements on campus.  The system is being implemented with the assistance of 4 students from a College of Charleston Engineering Design class, and we hope that students from future classes can be used to spread the technology to other campuses.

    Goal IV:  Strengthen Linkages with Larger Community

     Strengthening the ties between universities and the larger community will be beneficial to all concerned. Faculty can share ideas with like-minded professionals, community professionals can take advantage of faculty expertise, and students can acquire “real-life” experience and potential job leads. During the 1997-98 academic year:

    • Students at USC developed a menu of options for a more sustainable Habitat for Humanity house.
    • Students at Clemson built a Habitat house as a part of Homecoming activities.
    • Students at Clemson designed “sustainable” landscaping (xeriscape, wildlife plantings, composting, vegetable garden, bird houses) for two Habitat houses.
    • A USC graduate student developed a slide show for use with focus groups for “Imagine Richland” a countywide planning effort.
    • Students designed a more effective wetland-crossing bridge for the statewide Palmetto Trail system.
    • USC joined the River Alliance and the National Guard in sponsoring a river cleanup.
    • SUI representatives spoke to a number of statewide organizations, such as Sustainable Agriculture Forum, Energy managers/facility managers, etc.
    • SUI representatives were active on the local level, speaking on topics ranging from green building to religion and the environment in churches and to student groups.
    • SUI representatives were asked to participate in the National Wildlife Federation’s press conference unveiling their newest publication Green Investment, Green Return.
    • SUI was asked to serve on the Green Village Expo planning committee, contributing to a conference of regional importance.
    We have become a Founding Partner in the Green Schools portion of Green Village Expo, a series of “green building” workshops and demonstrations held in Charleston.  The Expo is inspired by the work of John Knott at Dewees Island, called this country’s most sustainable community.  The Expo and Green School provide mechanisms for sharing new information with other schools, and professionals such as architects and engineers.  (The next Green Village Expo will be in September, 1999, in Charleston.)

     We have also started a network of cooperating agencies and organizations, developing good working relationships with the state Energy Office, Department of Health and Environmental Control, Department of Commerce and Department of Parks, Recreation and Tourism.  Clemson’s Strom Thurmond Institute has a well developed list of interested community members;   USC is developing such a list, and has included community members in several lectures and seminars.

    Many of the state’s technical and liberal arts colleges have expressed an interest in working with us.   All of the state’s four-year schools were invited to send representatives to our February, 1998 conference, and many did.  We included all the state’s higher education institutions (including technical schools) in invitations to attend two teleconferences for which Clemson, USC and MUSC provided downlink sites and/or facilitators. Our intention is to include all these schools in announcements of speakers, seminars, workshops, etc.

    Goal V:  Share Information/Manage Effectively

    During the planning year, we solicited information from a number of faculty, administration and operations staff and students on the three main project campuses.  We also studied other programs and consulted with professionals.

    Our kick-off conference in February of 1998 brought together approximately 130 faculty and staff from both the project schools and other colleges and universities around the state, students,  and community professionals. Displays and presentations offered useful information on incorporating sustainability into the classroom and into campus operations.  A summary of points made by speakers is included in Appendix E, and a summary of attendees is included as Appendix F.

    A challenge of a program like ours is ensuring that valuable lessons are shared among participating schools and others who are interested.  We accomplished this both informally, through individual contacts, and formally.  Measures taken include creation of a SUI web page, which provides useful links to other sites related to sustainability, maintains a calendar of upcoming events, and offers tips and practical advice for responsible living.  As the program expands the web site will include more and more information.

    We have also shared information about the program through a brief video, through pamphlets and flyers, a display which has been used at several statewide meetings as well as on campuses, and through articles in statewide publications (see Appendix G for examples.) and interviews on radio talk shows.

    Finally, the SUI office maintains a “resource room”  of files, videos and publications on topics ranging from green building to religion and ecology.  Students and, to a lesser degree, faculty call frequently for information.


    We believe we’ve made a good start, but know much more needs to be done.  We hope this document will prompt faculty, staff and students who have been working on sustainability issues to let us know about their efforts, so that lessons can be shared across the state.

    Top of Page

    Prepared by:  Kim Buchanan
    Document URL:  http://www.sc.edu/sustainableu/annualreport.htm

    This page copyright  © 2006, The Board of Trustees of the University of South Carolina.