Re-thinking Waste

Management Alternatives at
Trent University: A Special
Report on Composting:
Challenges, Successes and
Future Directions

A Report by Daniel Arthur &

Timothy Shah

March 2009

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Table of Contents
_______________________________________________________________________
_
Page Number

1.0 Introduction 3

1.1 About the Survey 6

1.2 Background on Waste Diversion 6

2.0 Why Compost on Campus? 8

2.1 Resource Recovery Station Information Sheet 10

2.2 Compost Weights at Trent 14

2.3 The Costs of Disposal 17

3.0 Recommendations 19

3.1 Understanding the Big Picture: Looking at Finances 19

3.2 Education and Compost Training 23

3.3 A Student, Faculty and Community Oriented Compost Program 28

4.0 Summary and Concluding Comments 31

References 34

Appendix 1 Survey Results 36

Appendix 2 The Geographic Location of Trent’s Organic Waste Pile 41

Appendix 3 City of Peterborough Waste Management 42

Appendix 4 A Survey on Composting at Trent University’s Symons Campus 43

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1.0 Introduction
Over the past 30 years, composting has become an integral component of the
waste management system. Since the 1970s, citizens across North America voluntarily
started bringing compost bins in their backyards. With the advent of garbage crises in
North America, along with increased awareness and concern over landfill dependence,
new alternatives have come to the forefront including the introduction of a variety of
composting programs. Over the past 10 years, both small and big metropolises in
Southern Ontario have implemented green bin compost programs to deal with reduction.
In Toronto, households can now put organics (fruit and vegetables scraps, paper towels,
coffee grinds, etc.) out for separate collection along with the regular garbage and
recycling matter.

Composting is a well researched and well understood process. While the science
is well established, the operational component of composting still needs work. Scientists
and engineers define composting as “an aerobic biological process, conducted under
controlled, engineered conditions designed to decompose and stabilize the organic
fraction of solid waste” (Ontario Ministry of the Environment, 2004). While this
definition appears to be thorough and clear, it remains esoteric and too scientifically
based. The general populace may understand composting as organic waste resulting from
food or plant sources that are decomposed by worms and/or other organisms. As this
research will reveal, communication and education are fundamental components of
ensuring a sound waste management system. Defining the term and clearly explaining
what it is, is essential for achieving a higher waste diversion rate.

Trent University composted 15,000 kilograms in the 2006-2007 academic year

(Trent Physical Resources, 2009). In the following academic year, the composting rate
went up to 56,000 kilograms; an increase of 273%. This portends that the campus has in
some way increased awareness and ameliorated the waste diversion process. This report
will note that the most optimal way to increase awareness and familiarity with programs
like composting or recycling is through education. The composting program on campus is
well established as designated bins are found across academic buildings, residences and

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the athletic complex. However, composting requires more of an educational and outreach
venue. The university environment can support this initiative with workshops, events,
activities and info-sessions all facilitated by the students and financed through academic
departments and groups from the Peterborough community. Faculty, staff and students
must work collaboratively to support compost related research and hands on learning.

This report has identified the appropriate goals that the university should strive for
and has provided recommendations to make it happen. The university’s fiscal budget has
experienced challenges and the current recession has only exacerbated the situation.
Waste diversion initiatives and programs will need more capital and investment to
achieve increased awareness and usage. The first goal of the institution should be to
obtain funding support from sources such as the food service providers, the City of
Peterborough, the Ministry of the Environment, grants for research through academic
departments and local businesses. In essence, the university needs to pursue various
community environment funding sources so that it can operate a sustainable composting
program. A majority of the organic waste produced on campus comes directly from the
four cafeterias including Gzowski College, Champlain College, Lady Eaton College and
Otonabee College. Therefore, the food service supplier should become more involved in
the process by contributing to the aforementioned education and outreach initiative.

Another goal is to increase awareness of the compost program on the campus

through ongoing education. Participants in the survey noted that they are aware of the
compost bins, but are generally unsure about what can be composted and where it goes
after they have disposed the material. Thus the campus should provide on-going
education and information on composting to the Trent community in order to raise
awareness and increase campus participation for composting activities. Thirdly, the
compost program needs to have a bottom-up approach. This means that physical
resources can still be in charge of collecting the organic waste, but students, faculty and
even residents from the local Peterborough community can participate in the process. An
opportunity should be provided for the students and faculty to participate in research and
site testing. In other words, our university can explore the merits of a student and faculty

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run composting program to augment and solidify the process. In addition to the
aforementioned goals, this report will explore if large scale campus composting is even a
viable option.

In general, waste diversion programs on campus are hard to justify if the decision
is based only on short-term financial viability. The potential compost volume is based on
demand and how many students use the cafeteria services. Managing compost piles can
also be difficult. The operational costs must pay for the employees to monitor
groundwater pollution, surface water and leachate from the organics. Based on our
findings, this report will ascertain if Trent should even have a composting program. If the
program expands, the university will have to make more space available, and will be
subject to more rigid environmental legislation monitored and enforced by the Ministry
of the Environment. For instance, should Trent continue its composting program or
explore the option of sending it to the city’s organic waste pile? Or, if we continue our
program, can we obtain money from the City of Peterborough or Ministry of the
Environment to make it more operational and sustainable? These questions will be
explored in the report.

Finally, we will discuss the viability of volunteer positions to ease the burden on
physical resources staff. In effect, student and faculty volunteers can support the program
by helping monitor current composting projects and operations to ensure that they are
operating smoothly. When students and faculty are part of the process, communicating
the message becomes easier and more effective. Furthermore, they could help provide
consulting and support to campus departments, residences and student groups that wish to
help with composting projects. These are the goals our university must work towards
achieving sustainable development solutions on our campus, because over time, it offers
numerous economic, environmental and social benefits.

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1.1 About the Survey
We conducted a survey (see Appendix 1) which included 130 participants,
ranging from first-year students to campus staff to faculty. The purpose of the survey was
to obtain information from students, faculty and staff about common perceptions and
misconceptions regarding composting on campus. Using a mixed-method questionnaire
format, we were interested in better understanding the general attitudes towards
composting on campus. We were also interested in the behavioural aspects trying to
discover what people do on campus with their waste. Finally, we wanted to delve into the
beliefs in our open-ended question section, aiming to establish what people believe to be
the most optimal compost program.

Our sampling frame included these participants because they constitute and best
represent the university’s population. In addition, the anonymous sampling method we
used was drawn from the central limit theorem and was used to sustain statistical claims
to representativeness, generalisability, and replicability (Hay, 2005). With our mixed-
method research, we aimed to better understand the trends, patterns, or themes in
experiences, behaviours, and understandings as part of the analysis. The reason for
choosing a large number of 130 participants was to ensure that our sample was broad and
representative of the Trent population. Based on the law of large numbers, it is safe to
assume that the sample size will portray the population. Statistically, 30 people is
considered to be large, and over 100 is quite large which should allow us to better
understand the perceptions and attitudes of the Trent student body about composting.
Moreover, with 130 participants, we identified variability in understanding and
interpretation across the selected Trent population.

1.2 Background on Waste Diversion

Trent University is a unique institution that prides itself on being an
environmental school. A school that is ostensibly “green” and committed to the welfare
of the environment. The university had an environmental reputation for years but slowly
started to lose it because of haphazard commitments to waste management, providing
water fountains on campus and diversion of waste just to name a few. Over the past two

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years, the campus decided to higher a Sustainability Coordinator. The Sustainability
Coordinator has helped to implement stronger and more effective waste diversion
programs. Recycling, composting and an overall reduction in waste have been notable
initiatives over the past two years. Based on a waste audit conducted in September 2007,
Trent’s campus is diverting about 54% of its total waste from landfills (Trent Physical
Resources, 2009). The university’s diversion initiatives are complemented with enhanced
recycling, composting and through the promotion of waste reduction. The audit reported
that some areas on campus have high waste diversion rates. Offices, primarily located in
Julian Blackburn College, divert 67% of recyclables from landfills. Public spaces like the
library showed a 63% diversion rate. However, the cafeterias and residences, where
student volume is highest, only had 10% and 23% recycling rates respectively.

As of September 2008, the university invested in “resource recovery stations”

which are a series of bins that are colour coded to represent which waste item they
collect. The green coloured bins are for composting, black bins collect waste and the two
blue bins are recycling bins that collect containers, cartons, cans and numerous paper
products. These stations are found in most residences and academic buildings and are
essential for learning how our waste is sorted and disposed. Such a waste diversion
initiative is critical and will help in reducing the total waste volume. From our survey
sample, we observed a correlation between the resource recovery station use and waste
reduction. Out of 130 participants, 69 or 53.1% were familiar with them. 74% of the
participants said they are conveniently located on campus. These statistics demonstrate
that the new resource recovery stations are known fairly well on campus. 82% said that
signs are helpful for guiding and directing where waste goes. However, several students
and faculty commented on how the signs can be confusing. Students reported that they
can be more appealing to students with more colour differentiation and visual aids.

With more resources at hand, students can deliver their educational messages on
waste diversion more thoroughly. Moreover, compost programs can be profitable for the
food services supplier. This method would involve pulling information together on

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disposable fees, tipping fees and other garbage related fees and compare it on a per tonne
or cubic yard basis.

2.0 Why Compost on Campus?

Based on our survey results, 129 participants out of 130 agreed that recycling and
composting are important to campus and for the health of our environment. We observed
that about 72% of the participants were familiar with Trent’s composting program.
Large-scale composting on campus is ambitious but very necessary for the Trent
community. The compost program increases the university’s reputation and commitment
to campus sustainability. Moreover, it improves the environmental effectiveness of the
campus’ solid waste management system and can reduce the costs of waste disposal.
Campus composting brings about more responsible waste disposal practices. In other
words, composting equals more diversion of waste from landfills. This is crucial for
environmental health reasons because more organic waste thrown into landfills means
more methane being released into our environment. Worse yet, when compostable
materials end up in landfills, it increases the probability of leachate formation and
groundwater contamination. The organic waste breaks down, forms leachate and carries
other noxious substances from the landfill into the groundwater below. These are just
some of the reasons why compostable material must be properly diverted because
environmental health, among other things is threatened.

Another critical reason why the campus must compost is because it reduces the
need to purchase fertilizers and top soil for campus landscapes. Mature compost can be
applied to Trent’s roof top garden and to other green spaces on campus. The aerobically
decomposed remnants of organic matter provide the support and nutrients in which most
plants will flourish (Oregon State University, 2008). This is what the campus needs more
of because it is a more self-sustaining solution. Further, it would decrease the number of
trips that would have otherwise been made to waste transfer stations or organic waste
piles located within the city.

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Figure 1. The Breakdown of People Surveyed on Campus
The Breakdown of People Surveyed at Trent

Number of People Asked

40 33.8
35
30 20.8
25
(%)
20 13.8 12.3
15
10 3.1 5.4 5.4 5.4
5
0

Staff
Graduate
Students
Student

Student

Student

Student
Year 1

Year 2

Year 3

Year 4

Year 5+

Student

Faculty
Role at Trent

In this graph, we are showing the complete breakdown of staff, students, and
faculty that were asked to participate in our anonymous composting survey. When we
surveyed the participants, our goal was to have the majority of respondents to be first and
second year students and limit the number of staff and faculty. The reason for this was to
ensure that most of the respondents were new students to Trent who may not be as
familiar with the program. The rationale is that these students are the ones who can be
more positively influenced and have greater waste consciousness for the present and
future. We did not go out of our way to avoid certain people to survey, but had several
surveys completed in the Champlain residences. As most people know, the majority of
students in residence are first year students. Tim is a Student Don in the Champlain
residence and could easily ask the students in the residence community to fill out the
surveys. Convenience sampling was very advantageous here.

The majority of survey participants were first year with 33.8% respondents, and
third year with 20.8% respondents for a combined total of 54.6% respondents. The
others were 13.8% second year and 12.3% fourth year students. Only 3.1% of our
sample were students over fourth year which included students in their fifth and sixth
year, and 5.4% each for graduate students, faculty and staff. Overall, the breakdown of
the staff, students, and faculty asked was in a way what we were expecting and provided

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a logarithmic curve. To observe the complete survey results please refer to Appendix 1 at
the back of the report.

Figure 2. Composting Patterns on Campus

How Often Do You Compost?

23%
31%
Rarely
Sometimes
Frequently

21% All The Time

25%

In this graph depicted in Figure 2, we asked the 130 participants how often they
compost at Trent University. We gave the participants four choices: “rarely”,
“sometimes”, “frequently”, or “all the time”. As we can see in the graph, there is a split
of nearly 25% each which is to be expected when you are asking a wide variety of people
from all sorts of backgrounds. In our analysis, 23% compost rarely, 21% compost
sometimes, 25% compost frequently, and 31% compost all the time. From this finding,
we were able to determine a positive trend of having the majority of the people either
composting frequently or all the time, showing a definite trend towards waste diversion.

2.1 Resource Recovery Station Information Sheet

At Trent University, Resource Recovery Stations (RRS) are located throughout
the Symons Campus in all of the buildings. Resource recovery stations can be found in
Otonabee College at the entrance to Wenjack Theatre, the entrance to SC 137, two are
found in the Otonabee cafeteria, one is found near the main entrance by Gzowski, and
many can be found in the residence portion of the college. The resource recovery stations
can also be found in Champlain College, Bata Library, Lady Eaton College,
Environmental Science Complex, the Chemistry Building, Gzowski College, and Julian

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Blackburn College. As of September 2008, the takeout containers and cutlery of the
various cafeterias (Gzowski, Champlain, Lady Eaton and Otonabee) are now able to be
composted in the Trent University facilities. Some of the items that can be included in
the RRS are:

Compostable Goods:

• breads & baked goods

• coffee grounds & filters
• compostable take-out containers
• compostable utensils
• fried foods
• fruit & vegetable scraps
• meats & cheese
• paper towels
• paper napkins
• paper plates
• paper sandwich wrap
• tea bags
• waxed paper

Paper Products:

• newspapers
• magazines
• catalogues
• office paper
• fax paper
• note paper
• envelopes
• junk mail
• coffee cups (no lids)
• corrugated cardboard
• boxboard such as cereal boxes, facial tissue boxes, cracker boxes and laundry
soap boxes

Containers (and cartons):

• all plastic pop

• water & juice bottles

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 • plastic yogurt, margarine & ice cream containers
• shampoo, detergent & soap bottles
• aluminum cans & foil
• all metal food containers
• cartons from milk, juice & drink boxes
• food & beverage glass (this means that you must have purchased a type of food or
beverage in this glass)

Figure 7. Compostable Materials on Campus

Bread and Baked Goods
Compostable Goods at Trent University
Coffee Grounds/Filters
Fried Foods
9% 12% Fruit and Veggie Scraps
6%
Paper Napkins
11%
11% Paper Plates
Meats and Cheeses
3% 9%
Waxed Paper
8%
Tea Bags
14%
8%
9% Paper Sandwich Wrap
Paper Towels

In this graph, we asked the 130 participants which of the 11 items are able to be
composted at Trent University. This question was meant to determine the true extent of
the participant’s awareness for items that can be composted at Trent. The trick to this
question is that all 11 items are able to be composted at Trent. We included some obvious
items such as tea bags and breads & veggie scraps to test their thinking, and some harder
ones such as waxed paper that they may not expect unless they are already informed.

Through our analysis, we were able to determine a few trends. The main items
that people knew were compostable at Trent were tea bags 11%, fruits & veggies 14%,
breads & baked goods 12%, and coffee grounds & filters 11%. The items that people
were unsure about were paper sandwich wrap 6% and waxed paper 3%. The middle
items include paper napkins 9%, paper towels 9%, fried foods 9%, meats & cheeses 8%,
and paper plates 8%. From this alone, we can determine that the participants were fairly

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unsure as to whether or not paper products were able to be composted at Trent, and when
we informed them that the paper products were compostable, many were surprised.

For the common items of fruits & veggie scraps, tea bags, and breads & baked
goods, the participants were certain on average and this is reflective of the responses we
received. We found that the items which are not usually expected to be composted such
as waxed paper and paper sandwich wraps, students were unaware that they can be
composted. The majority of people surveyed had absolutely no idea that the items used
to wrap food items could be composted at Trent. As with the other cases, if we increase
the awareness of the goods that are able to be composted at Trent, it would seem that we
could drastically improve the understanding of Trent members and improve the waste
diversion process at the university.

Figure 3. The Convenience of Resource Recovery Stations

Are Resource Recovery Stations Convenient on
Campus?

15%

11% Disagree
Neutral
Agree
74%

The resource recovery stations can be found in most buildings on campus and
they consist of six bins and a sign listing the waste items that can be placed in the
corresponding bins. There is one bin for compost, one for garbage, two for plastic &
glass, and two for paper & cardboard. In our analysis as depicted in Figure 3, we
determined that 74% of the participants found the resource recovery stations to be
convenient, and 11% did not find the stations to be convenient. 15% of the participants
were impartial whether or not the stations were located conveniently on campus. One of

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the problems we found with the people that said the stations were not convenient on
campus was that they did not know what the resource recovery stations were.

After they disagreed with the statement, we informed the students about the
stations and they quickly realized what the stations were. We figured that it was a lack of
education for the general Trent population because the students use the stations but were
somewhat unaware of what they were called. We have determined that if we increase the
awareness of the resource recovery stations by providing information on them through
posters and information in the first year student packages, we should be able to reduce the
11% to a much lower figure. In addition, having student volunteers or volunteers from the
Peterborough community positioned at the stations to inform students, can be highly
beneficial. This notion will be further explored in the report.

2.2 Compost weights at Trent

As briefly mentioned, the Sustainability Office of Physical Resources reported
that in the 2007-2008 academic year, the campus composted 56,198 kilograms of organic
waste (Trent Physical Resources, 2009). The break down is as follows:

Fall 2007
Trail, 3273 kg, LEC, 7977 kg, CC, 4159 kg, OC, 3102 kg, Gzowski, 7125 kg
Winter 2008
Trail, 3869 kg, LEC, 8830 kg, CC, 6511 kg, OC, 5216 kg, Gzowski, 6136 kg

In aggregate sum, Trail College composted 7,127 kg, Lady Eaton College had a
stupendous 16,772 kg, Champlain College composted 10,648 kg, Otonabee College had
8,301 kg, and finally Gzowski College composted 13,234 kg. Based on our survey
results, Champlain and Otonabee are the most popular composting sites (see Figure 5).
And now that Otonabee has an elaborate resource recovery station, this number is only
going to increase.

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Figure 4. Compost Weights at Trent (Trent Physical Resources, 2009)

Compost Weights at Trent

10000
9000
Compost Weight (kg)

8000
7000
6000 2006/2007
5000 Fall 2007/2008
4000 Winter 2007/2008
3000
2000
1000
0
Trail LEC CC OC GZ
Colleges at Trent

In this graph, we are presenting the recorded amounts of composted organic waste
on campus in 2006/2007 and 2007/2008. On the graph, 2006/2007 is represented by the
yellow bars, the first term of 2007/2008 is represented by the green bars, and the second
term of 2007/2008 is represented by the pink bars. We are examining how much
compost was collected at the five different locations, Trail College, Lady Eaton College,
Champlain College, Otonabee College, and Gzowski College. The general trend in this
graph is an increase in the amount composted from 2006/2007 to the winter term of
2007/2008. In the 2006/2007 academic year, Lady Eaton had the highest compost
volume with 4,683 kilograms and Gzowski composted the least volume with 1,429
kilograms.

In the first term of 2007/2008, Lady Eaton composted the most volume with
7,977 kilograms, and Otonabee composted the least with 3,102 kilograms. In the second
term of 2007/2008, Lady Eaton composted the most with 8,830 kilograms and Trail
composted the least with 3,869 kilograms. The other significant trend is that in each of
the five colleges, the amount of compost almost always increased from 2006/2007 to the

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second term of 2007/2008 with the exception of Gzowski College that recorded more
compost in the first term of 2007/2008 than the second term of 2007/2008. In general,
Lady Eaton composts the most in each of the given terms out of all five colleges and
Trail nearly composts the least in each of the given terms. The college with the largest
increase in recorded compost volumes was Gzowski which composted 1,429 kilograms in
2006/2007 and then in the first term of 2007/2008, they recorded 7,125 kilograms, an
increase of 5,696 kilograms.

Figure 5. Breakdown of Where Students, Faculty and Staff Compost

Where Do You Compost the Most on Campus?

16%
Otonabee College
5% 36%
Champlain College
5% Peter Gzowski College
Lady Eaton College
Other

38%

For this survey question, we obtained a fairly predictable result. The first day we
surveyed students, Tim and I were at the Otonabee cafeteria, and of course the majority
of the students asked, said that they compost most frequently at Otonabee College. Tim
and another student volunteer asked students in the Champlain residence the same
question only to discover that they composted the most in Champlain. Of the 130
participants, 38% compost at Champlain. The general trend here and overall amongst
participants is that people compost in the location nearest to their classes. This is also
seen in having 16% of participants composting in other locations. Anecdotally, it was
confirmed when one day, I asked the survey question to people in the Science Complex
& Bata Library, and the majority of them composted in areas like the library, science
complex, and their offices. People tend to compost in the most convenient areas meaning
that if the university has bins located throughout campus, then there is a much greater

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chance that the members of the university are going to compost. If people have the items
to compost and there is no bin near them, then they are not likely going to walk but rather
throw it in the garbage which negates the waste diversion process and contributes to the
cause, not the solution.

2.3 The Costs of Disposal

As briefly mentioned in the introductory paragraph, the university is currently
overcoming a budget deficit. The endowment fund has dropped significantly because of
decreased enrolment rates and poor budgetary decisions. Therefore, the total income of
the institution has become more constrained. In terms of relevance to this report, waste
disposal and waste diversion programs are expensive to operate. These programs depend
on having the physical resources department to manage the collection, transportation and
distribution of waste. Funding is another critical component but with more budgetary
constraints, the institution will only become more selective in how it allocates money.
The chart below illustrates the costs of waste disposal for the past six years on the
Symons campus.

Figure 6. Waste disposal costs for Symons Campus (Trent Physical Resources, 2009)

The data on composting, specifically how much the university has composted on
campus is limited. However, based on this chart provided by the Sustainability Office
from Physical Resources, there are a few trends to note. Firstly, for the first four

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academic years including 2002/2003, 2003/2004, 2004/2005, and 2005/2006, the campus
did not have a composting program. As mentioned, in the 2006-2007 academic year,
composting became more popular as the university composted about 15,000 kilograms of
organic waste. Therefore, for those four academic years, organic waste was mixed with
regular waste or disposed of in the natural environment. From the 2003/2004 year to the
2004/2005 academic year, there was a cost increase of 13.73% for the university’s waste
disposal costs:
1) $104,892.87 – $90,482.41 = $14,410.46. 2) 14,410.46/104,892.87 *100 =
13.73%.
But from the 2006/2007 year to the 2007/2008 academic year, the waste disposal costs
dropped 9.6%:
1) $100,460.55 – $90,820.92 = $ 9,639.63. 2) 9,639.63/100,460.55 *100 = 9.6%

This may be due to decreased student enrolment rates but from a more optimistic
lens, the institution invested more capital in waste diversion programs at this time.
Recycling and composting programs were established between those years and the waste
disposal costs went down by almost 10%. This portends that waste diversion has an
impact on financial savings. In addition, we noted that in the 2007/2008 academic year,
the campus composted 56, 198 kg of organic waste. This is a substantial amount and the
cost-savings are noteworthy. A 9.6% decrease in disposal costs may be attributed to a
higher composting rate.

Using simple arithmetic to calculate the arithmetic mean for waste disposal costs, see
below:
Mean = $85,033.42 + $90,482.41 + $104,892.87 + $93,826.66 + $100,460.55 +
$90,820.92/6
Mean = $565,516.83/6
Mean = $94,252.805

On average, Trent University pays $94,252.805 per year for disposing of its
waste. Given the student population of 7,475 we are not doing too badly. However, there

18
is ample room for improvement. McGill University for example, spends $15,774.54
alone for its composting program (Spitzberg & Gell, 2005). McGill is a bigger institution
than Trent both in size and capital but has been progressive in administering a student-
driven composting program. The program is supported by various campus groups and
academic departments and is also recognized by the city of Montreal. We are not going to
provide a comprehensive overview of McGill’s waste disposal or composting costs,
however, generally the university allocates its money into media and publicity, collection
of organic waste, transportation, processing, and the rest of the money goes into
education and outreach. Educational programs and presentations are put together by
students of the university on topics like waste diversion, campus sustainability and
community outreach. This brings us to the next section of how Trent can allocate better
resources to its waste diversion initiatives and specifically to its composting program on
campus.

3.0 Recommendations
The following recommendations have been developed based on our analysis of
survey data conducted at Trent. Several students on campus shared their sentiments and
frustrations about waste diversion on campus and provided suggestions and advice on
how to ameliorate waste management on campus. The first section 3.1 will look at the
finances and numbers of composting and how the process can be more economical.
Section 3.2 will delve into the importance of education and compost training. For
instance, exploring the necessary steps needed for generating awareness and creating
student participation for composting. Finally, section 3.3 will discuss the significance of a
volunteer system in place for managing composting. Such a system would be monitored
and facilitated by the students and faculty of the university.

3.1 Understanding the Big Picture

The university’s fiscal picture has been deteriorating and the current recession is
only exacerbating this situation. As illustrated in the preceding section, waste disposal
costs have been around the ninety thousands dollar range over the past six years. We
noted that in the last two years, disposal costs went down 10%. This can be attributed to

19
the novel resource recovery stations. This investment has helped our waste diversion
rates go up. 54% of the campus’s waste was diverted in the fall of 2007 and this figure is
only going to increase. Based on our survey results, 87% of the participants said that they
compost on campus. Of the participants, 74% said that the resource recovery stations are
conveniently located on campus (see Figure 3). In the open-ended question section, we
were able to yield valuable insights and many of them unanticipated. Participants
indicated that they are recycling and composting simply because the resource recovery
stations are ubiquitous. About 31% of the participants said they compost all the time or
when given the opportunity.

One of the questions we asked the participants related to how they perceive waste
diversion. Specifically, we asked them if “Symons campus does an excellent job in
promoting waste diversion & informing about composting.” 37 participants or 28%
agreed with this statement which has numerous implications. Again, the purpose of the
survey was to obtain information from students, faculty and staff about common
perceptions and misconceptions about composting on campus. And with only 28%
agreeing that the campus does an excellent job with waste diversion, there must be more
of a focus on waste diversion presentations and informative campaigns as done at McGill
and the University of British Columbia.

How can the university secure more funding for its composting and waste
diversion programs? This is not an easy question, but based on the research we have
conducted, there are more creative and innovative ways to do this. Firstly, Physical
Resources can work in collaboration with students and faculty to set a budget and
schedule for composting at the beginning of the academic year. If the university already
has one, it must be made publicly available to the Trent community and the Peterborough
community. Moreover, obtaining additional funds and resources for the program can only
take place if a clear budget is presented. The budget and scheduling that we propose
should account for media and publicity, the costs of collecting the organic waste, the
costs of transporting it, processing, repairs for the resource recovery station bins, costs of
new garbage bags and the rest of the money goes into education and outreach. As briefly

20
mentioned, McGill has a comprehensive budget for composting that is put together by the
students of the university. All of the expenses for the program which would include
things like media, publicity and collection amount to $15,000 (Spitzberg & Gell, 2005).

University campuses like McGill and the University of British Columbia have
money to expend on ameliorating their compost programs because they have generated
revenue from their waste diversion programs. For instance, the 56,000 kilograms of rich,
nutritious organic waste that Trent composted last year, can be sold to local businesses in
the Peterborough community. Given that there is substantial demand for the compost, it
would generate considerable revenue for the institution. Trent needs to identify the
compost market in Peterborough; this can provide an outlet for selling the compost
produced at Trent. Assuming Trent University has a $7,000 budget for composting, we
have prepared a breakdown of how these funds can be allocated as indicated below:

Media, Publicity and Education

University creates pamphlets and brochures $500.00

with useful information about composting.

Advertising the compost program through the school’s $3000.00

newspaper, website, and through its first-year recruitment process.
This is a promotion technique to inform prospective Trent students
about the university’s commitment to the environment. The money
would also go towards Introductory Seminar Week handbooks
to inform first-year students about Trent’s composting program.

Creation of a website specifically about waste diversion education. $1000.00

The university hires a student to regularly update the website
and add new information about waste diversion initiatives.
A 60-hour commitment for the year would be required.

21
Collection and Maintenance

Bio-degradable bags for compost. $500.00

Fixing and replacing bins. $200.00
Small honorarium fee to compensate volunteers $700.00
for helping to operate compost program.
Maintaining the organic waste pile site including $1000.00
monitoring groundwater pollution, and water and
leachate from the organics.

Grand total for operating Trent composting program: $7000.00

Given the expenses for operating a composting program, the university would
need to seek external funding. Funding can be obtained from Eco-Action Canada, Nature
Conservancy, Conservation Authorities, the city of Peterborough, the Ontario Trillium
Foundation, the Sierra Youth Coalition and other organizations that value sustainability.
The benefits of doing this are extensive, as Trent would form better alliances with these
groups which can enhance waste diversion initiatives and boost the environmental
reputation of the school. The average waste disposal cost for the campus is $94,252.805.
This amount will only decrease if outside funding sources are realized and can be used to
subsidize our waste disposal costs.

We suspect that physical resources would be unwilling to write request for

proposal forms to these organizations because of the limited staff and resources available.
However, increased student and faculty participation would involve writing funding
requests and promoting waste diversion. This is exactly how the students and faculty can
become more engaged in the process. After all, it can be easier to access external funding
if the university shows how it can be used for research purposes or site research facilities.
If we develop an education area around the compost site or add more of an educational
component to the program itself, then our chances of obtaining funds are much higher.

22
 We believe that hiring a special technician to oversee the operations of
composting is practical but not financially viable. Therefore, through providing
opportunities for students and faculty in the sciences to monitor the site for academic
credit and research purposes would be an advantageous first step. The costs, including
research and development, publicity and environmental protection would be
supplemented through the revenue raised from selling compost to the community. This
brings us to the indispensable steps needed to achieve these goals and increase campus
participation, through education.

3.2 Education and Compost Training

The purpose of education on composting is not only to inform, but to influence
behaviours. Running a successful and operational compost program must be
accompanied with a strong educational component. It is very important to ensure the
success of the program by educating users of the system (Allan, 2001). The University of
British Columbia places a big emphasis on education for their waste diversion programs.
The materials they use for education and training include training manuals and posters,
pamphlets describing the waste management system as well as posters and emails
distributed across the campus (Allan, 2001). As presented in the proposed budget of
$7000, the university can generate awareness through the creation of pamphlets and
brochures with useful information about composting. These pamphlets would have
information about the items that can be composted on campus and explain the elementary
science of how compost biodegrades over time.

In the open-ended questions section of our survey, students commented on how

people on campus are unconsciously part of the waste diversion programs. Students
elaborated by saying that resource recovery stations are ubiquitous on campus and
because they are found everywhere, students are going to use them in some way or
another. However, do they really know how the waste is handled? Or where the
composted and recycled material actually goes? These are just some of the comments and
questions students posed to us and they emphatically stated that resource recovery
stations and waste diversion initiatives can only be successful if people are properly

23
educated about them. In addition, a number of students commented on how many people
dispose of their waste improperly because they are constantly rushing and not taking the
time to read the signs.

A couple of first-year students who participated in the survey suggested having

student volunteers located at these resource recovery stations to teach their peers about
how to dispose their waste properly. They went further to suggest that having student
volunteers positioned at the resource recovery stations can really influence these students
to get more involved and take the time to better understand the recovery stations. In
essence, it is students learning from students to make the process more inclusive and
thorough. The bottom line is that information dissemination is not enough for meaningful
change to occur. Outreach and education programs need to engage and inspire students
permanently to change behaviour. In other words, the main goal of compost education
should be to explain the merits of why composting is important for the university and
how it helps the environment.

The budget also listed advertising as a tool to generate awareness. Specifically,

advertising all of the waste diversion initiatives and programs through the school’s
newspaper, the school’s website and through the mytrent news section to capture the
attention of everyone in the Trent community. In the survey, students who disagreed that
Trent does a good job in informing and promoting waste diversion (see Figure 8) justified
their argument by saying that advertising these great new green programs is utterly poor.
Trent prides itself as an environmentally based institution and starts these new programs
to complement its image. However, due to poor advertisement and general awareness, the
programs are not nearly as successful as they should be. Student went so far to say that if
people dispose of waste improperly on campus, they should be fined so that they learn an
environmental lesson.

24
 Figure 8. Perception of Trent’s Commitment to Composting

Does Trent do an excellent job at promoting and

informing about waste diversion?

28%
41% Disagree
Neutral
Agree

31%

We asked the 130 participants whether or not they thought Trent does an excellent
job with promoting and informing about waste diversion. Through our analysis, we
determined that 41% of participants found that Trent does not do an excellent job of
promoting and informing about waste diversion, while only 28% of the participants
agreed that the institution does a good job. In this case, 31% of people asked were
neutral on the question, which relates to the awareness of the resource recovery stations
and the items that can be placed in the bins. For example, if you are not completely
aware of what can be placed in the resource recovery station bins, you would not know
the true extent of what can be diverted from waste, thereby making the statement actually
true. However, the analysis is based on the participants’ answers and they mainly found
that Trent does a poor job of promoting and informing the campus on waste diversion.
We now know that we need to increase awareness to improve their views of Trent’s
waste diversion.

Another common complaint about waste diversion awareness came from the
international community on campus. Many international students come from countries
that have different waste management systems that may or may not compost. When
arriving at Trent, they are not adequately informed about how the university’s waste
management system operates and especially which materials can be composted in the

25
bins. An ill-informed international community not only shows a striking discrepancy, but
overall demonstrates how the message is not being delivered clearly enough.

First-year students and campus residents must be trained to use central collection
areas or resource recovery stations through workshops, and information in their move-in
packages. This must be done on an on-going basis. With the compost budget, money
must be allocated to the Introductory Seminar Week to ensure that there are seminars and
workshops held on food waste composting as well as site visits to the composting
operation or organic waste pile. This way the university is showing the first-year
students its genuine commitment to the environment and more importantly teaching the
students about the current campus-wide waste diversion programs. In addition, students
with website design skills and interests in advertising can be recruited at the time and
offered either volunteer or paid part-time positions. The creation of a website can be co-
managed by the student volunteers and physical resources. With more staff and resources
at the table, the website would be monitored regularly and updated with new information.

Staff and Food Services

The education that accompanies the compost program must be extended to food
services staff. This could involve training packages allowing the student volunteers to
teach the food services staff about how to separate the waste and the importance of
supervising the collection of the compostable material.

Community-based social marketing

Bringing about informative and educational workshops on campus is one of the

most optimal ways to foster sustainable behaviour (Natural Resources Canada, 2008).
The University of British Columbia compost proposal report strongly recommends the
use of community-based social marketing principles for waste diversion awareness. In
ensuring a successful campus wide compost program, it is essential to know how to

26
encourage students, faculty and staff of the university to adopt activities and practices
that collectively promote sustainability.

The rationale of community-based social marketing is to create cohesion amongst

a community through direct and personal contact among members of the campus
community. This means removing any social barriers and fostering an environment that is
conducive to learning and interaction. This can involve the use of focus groups of campus
students to identify the barriers to waste diversion and thinking of incentives and
approaches that can remove these barriers and inspire change (Brandes et.al 2006). For
many of the stakeholders in community based social marketing, saving money is an
effective motivator for changing behaviour (Brandes et.al 2006). Although our campus
does not charge for using take-out containers and disposable plates, such a user charge
would influence the decision to use such materials when buying the product.

With a more intimate campus community, the likelihood of bringing about good
behavioural change and awareness over the environment is much higher (Natural
Resource Canada, 2008). Putting the theory behind such a concept into practice involves
“prompts”, “commitments” “norms” and “vivid communication tools”. Prompts include
reminding people to engage in sustainable activities like composting and recycling at the
resource recovery stations. As the next section will illustrate, if Trent’s compost program
becomes student run and student administered, then volunteers can be positioned at the
resource recovery stations for small segments of time to remind students about waste
diversion and engage them in fun and creative ways. Students, faculty and staff can all
benefit from having student volunteers placed at the resource recovery stations especially
for answering questions. Making commitments as a social marketing principle is centred
on students committing or pledging to engage in sustainable activities.

EcoTrent has already put forward such an initiative in residence called “green
promises to myself and my friends”. This entails pledges like learning how the recycling
and composting systems work at Trent and promising to use them; making an effort to
generate as little waste as possible; and avoiding using take-out containers in the

27
cafeterias. As a Student Don, I used this social marketing technique in my residence
community putting up a large Bristol board with the aforementioned green promises.
Students who were interested in the initiative wrote their names down on the Bristol
board making a commitment to the activity and more importantly a commitment to
protecting the environment. The turnout and participation was very high. Implementing
such a program at a larger scale on campus has the potential to be very effective.

The norms component of community based social marketing is like leading by

example. It is developing community norms and emphasizing that a particular behaviour
is right to do, like composting and recycling. Vivid communication also complements
this through acting, performing skits and visual representations of waste diversion
activities to deliver the message as clearly and creatively as possible. In the open-ended
section, students reported that resource recovery stations need to be more visually
appealing to attract students. More importantly, students reported that communicating the
importance of waste diversion at the recovery stations would help improve awareness and
help students to use the bins more consciously. Vivid communication and prompts can be
helpful in this regard. As mentioned, using student volunteers to communicate and
directing students on how to dispose waste is a practical option. All of the steps that are
involved in community-based social marketing are simple to do and foster sustainable
living. When barriers are identified and appropriate programs are designed to address
these barriers, it typically results in individuals and organizations adopting more
sustainable activities, which is the cornerstone of healthier, more sustainable
communities. With education and outreach coming to the forefront, instilling waste
conservation habits and compost tendencies becomes more achievable.

3.3 A Student, Faculty and Community Oriented Compost Program

With the information presented thus far, it is fairly palpable that students and
faculty need to be involved in campus waste diversion programs. Physical Resources
have done an adequate job with collecting and disposing waste for the university. They
have also been responsible for collecting compost in residences on campus. Students may
see this but are not actively engaged in the process of waste disposal. Campus

28
composting needs to expand beyond just collection and disposal at the organic waste pile
on the East Bank (see Appendix 2 for location of organic waste pile). It is important that
students know about the program first, and the preceding section detailed how to do this.
Education and the compost training are critical but in starting these initiatives the
students have to demonstrate their genuine interest in leading the program. Educational
programs and presentations can be put together by students on topics like waste
diversion, campus sustainability and community outreach. Physical resources can still be
involved with the operational part of the program in terms of collecting the organic
waste, but students can also volunteer with Physical Resources to make the process more
fluid.

To draw on a recent initiative, Trent University has launched a new

environmental program with a grant from the Ontario Trillium Foundation. Trent is going
to partner with a not-for-profit group called Community Living Peterborough to establish
an innovative waste diversion program on campus. The Ontario Trillium Foundation has
agreed to provide funding of $67,400 for this program which is centred on institutional
and community interaction. The recycling program on campus provides volunteer
opportunities to people with intellectual disabilities and other individuals who use the
services of Community Living Peterborough. This environmental partnership is an
example of how communities can play role in waste reduction. Such a program can have
social benefits and practical waste diversion outcomes. Moreover, with the support of
community volunteers, this waste diversion program is strengthened and gives Trent
staff, students and faculty an opportunity to operate a sustainable program. This program
will also create better awareness over efficient waste management practices that can
influence the city’s waste diversion programs.

The waste diversion initiative, funded by the Ontario Trillium Foundation is a

step forward with bottom-up planning. As this paper has argued, volunteer positions need
to be created to give students, faculty and staff a chance to operate the compost program.
With the environmental partnership between the university and Community Living
Peterborough, community volunteer positions are now created on campus giving these

29
individuals an opportunity to be engaged with university’s waste diversion process and
have a hands-on education. This initiative is an example of how a community group,
comprised of students, faculty and staff can come together to increase waste diversion.
Again, the focus of this program is on innovative recycling, but with such progress being
made on waste management, composting will surely receive community attention in the
near future.

Figure 9. Recycling and Composting Comparison

Recycling is equally as important as composting

for the waste diversion process

4%
10%

Disagree
Neutral
Agree

86%

We asked survey participants whether recycling was as important as composting

in the waste diversion process. What we found was an overwhelming number of people
that either agreed or were undecided with the statement, and very few people found the
statement to be untrue. In the analysis, we found 86% of the people to agree that
recycling was as important as composting, 10% were neutral with the statement and 4%
disagreed with the statement. Of the 10% who were neutral or undecided, they justified
their decision based on how the question was worded. Specifically, the question
mentioned “equally” and this made participants think critically about their answer. One
participant further elaborated that recycling is a practical waste diversion option, however
waste materials are still being created and energy is consumed in the process. Whereas
compostable material naturally biodegrades and returns nutrients to the biosphere. We
had hoped that the majority of the participants would agree with the statement, which
should be the case at a university that is known to be environmentally conscious.

30
 What needs to happen is the expansion of research opportunities. Trent has
reputable science programs in the fields of chemistry, biology and environmental science.
By involving these academic departments in the program, more information and
knowledge will be developed and this can provide the university with a better assessment
of its waste management system. For instance, research projects administered by
professors and students on studying the environmental impacts of organic waste pile.
From our observations, the organic waste pile is in propinquity to the Otonabee River.
We do not know if groundwater pollution is being formed as a consequence of leachate.
Through academic credit, students can carry out projects to ascertain the environmental
impacts of the organic waste pile and if it is even on an impermeable membrane. Funding
for carrying out these projects can come from a research grant agency like the Ontario
Trillium Foundation, but the benefits of this must be clearly presented to the community.
The Ministry of the Environment also needs to be informed if the site complies with the
compost guidelines. This is only possible if proper research is conducted and
recommendations made.

4.0 Summary and Concluding Comments

Overall, Trent University should continue with its campus wide compost program.
As an environmental school, we must learn how to pride ourselves on the numerous
achievements that we have made on waste diversion. The compost program on campus is
well-established however, the program awareness, and the involvement of students,
faculty and community is seriously lacking. Composting on Trent University’s campus is
only going to become more pronounced over time. Based on our survey, a significant
percentage of our sample acknowledged and agreed that composting is an essential
component of waste management.

The campus has been increasing its waste diversion over the past 10 years with an
impetus to reduce overall waste and cut down on waste disposal costs for environmental
and economic reasons. The university’s average waste disposal cost on an annual basis is
between $90,000 and $100,000, and this is based solely on how much volume we
produce. Considering the fiscal restraints of the university’s budget and with an

31
endowment fund that has been eroded, waste management is going to have to become a
more cost-effective and efficient process. With over 56,000 kilograms of composted
organic waste in the 2007-2008 academic year, the university is on route to augmenting
waste diversion practices and creating an environment that is premised on sustainability
and student involvement. More importantly, the university needs to obtain various
community environment funds to operate a sustainable composting program.

The recent Ontario Trillium Foundation grant for an innovative waste diversion
program is a good start. Volunteers are utilized in the process and can play a role in
educating students on campus about what composting entails and why it is even
important. As the report has explained, composting is a complex process that is not easily
understood by everyone. We are more informed about the operational aspects of these
programs. This is why education and outreach programs need to be created and run by
student volunteers, community volunteers and even faculty. As mentioned, the campus
must use materials for education and training including training manuals and posters,
pamphlets describing the waste management system, as well as posters and emails
distributed across the campus. As presented in the $7000 budget we created, the
university can generate awareness through the use of these pamphlets and brochures with
useful information about composting. These pamphlets would have information about the
items that can be composted on campus and explain the elementary science of how
compost biodegrades over time. This information would be especially advantageous for
first-year students who are unfamiliar with composting or unaccustomed to the process
itself.

Waste diversion initiatives and programs will need more capital and investment to
generate increased awareness and usage. As this report has outlined, there are funding
agencies and organizations that would be willing to provide money for the university to
ameliorate its waste management system. However, the institution must be more pro-
active with such an undertaking, giving students and faculty the opportunity to obtain
funding from various sources including the food service provider, the city of
Peterborough, the Ministry of the Environment, grants for research through academic

32
departments and local businesses. In essence, with this funding, Trent will be able to
better operate a sustainable composting program.

The best way in advancing our compost program is to involve as many

stakeholders as possible. This includes professors whose research and understanding on
the science of composting can contribute to meaningful change. This report has outlined
the importance of community-based social marketing for educational purposes. The
rationale of community-based social marketing is to create cohesion amongst a
community through direct and personal contact among members of the campus
community. Through creating opportunities for student involvement, the students play an
indispensable role in connecting with the campus and promoting the merits of waste
diversion. With the recommendations made in this report, we hope that our campus can
work towards sustainable development solutions that are inclusionary, innovative and
socially responsible.

33
References

Allan, G. (2001). Recommendations for Large Scale Composting at the University

of British Columbia. UBC Waste Management. Retrieved February 20, 2009 from
the World Wide Web:
http://www.sustain.ubc.ca/pdfs/largescalecomposting.pdf

Brandes, O.M., Maas, T., Reynolds, E. (2006). Thinking Beyond Pipes and
Pumps: Top 10 Ways Communities Can Save Water and Money. University of
Victoria. Retrieved February 20, 2009 from the World Wide Web:
http://www.waterdsm.org/pdf/ThinkingBeyond_eng_lowres.pdf

Hay, I. (2005). Qualitative Research Methods in Human Geography (2nd ed.).

In P. M McGuirk and P. O’Neill, Writing Using Questionnaires in Quality
Human Geography. (pp. 147- 162). Australia: Oxford University Press.

Kelleher, M., Robins J., Dixie, J. (2005). Taking Out the Trash: How to Allocate the
Costs Fairly. Toronto: C.D. Howe Institute Commentary. Retrieved March 1,
2008 from the World Wide Web:
www.cdhowe.org/pdf/commentary_213.pdf

Natural Resources Canada. (2008, November). An Overview of Community-Based

Social Marketing. Office of Energy Efficiency. Retrieved February 28, 2009 from
The World Wide Web:
http://oee.nrcan.gc.ca/communities-government/transportation/municipal-
communities/what_you_can_do/socialMarketing.cfm?attr=28

Ontario Ministry of the Environment. (2004). Interim Guidelines for the Production and
Use of Aerobic Compost in Ontario. Toronto: Ontario Ministry of the
Environment. Retrieved November 1, 2009 from the World Wide Web:
http://www.ene.gov.on.ca/envision/gp/1749e01.pdf

Oregon State University. (2008, July 10). Coffee Grounds Perk Up Compost Pile With
Nitrogen. ScienceDaily. Retrieved February 6, 2009, from the World Wide Web:
http://www.sciencedaily.com/releases/2008/07/080707171641.htm

Solomon, D.S., & Hughey, K.F.D. (2007). A proposed Multi Criteria Analysis decision
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emissions control in the international aviation sector. Environmental Science and
Policy. 10 (2007), 645-653.

34
Spitzberg, D., Gell, K. (2005, September 13). Campus Composting at McGill University.
Gorilla Composting. Retrieved February 1, 2009 from the World Wide Web:
http://www.mcgill.ca/files/sustainability/Gorillasept1405.pdf

Spitzberg, D., Gell, K. (2005, September). Gorilla Composting: Organic Waste Recycling
at McGill University. Retrieved February 10, 2009 from the World Wide Web:
http://gorilla.mcgill.ca/docs/proposalii.pdf

Tammemagi, H. (1999). The Waste Crisis: Landfills, Incinerators, and the Search for a
Sustainable Future. New York: Oxford University Press.

Trent Physical Resources. (2009). Physical Resources: Sustainability. Retrieved February

5, 2009 from the World Wide Web:
http://trentu.ca/physicalresources/sustain_stat.php

University of British Columbia. (2008, May). Composting. Retrieved February 8, 2009

From the World Wide Web:
http://www.recycle.ubc.ca/compost.htm

35
Appendix 1
Survey Results

Appendix 1 is showing the data analysis for the answers to the Trent student body survey
that was taken during the week of January 26, 2009 to January 30, 2009 on their views of
campus composting.

What is Your Role at Trent? # %

Student Year 1 44 33.8462
Student Year 2 18 13.8462
Student Year 3 27 20.7692
Student Year 4 16 12.3077
Students Year 5+ 4 3.07692
Graduate Student 7 5.38462
Faculty 7 5.38462
Staff 7 5.38462
Total participants = 130
Mean 16.25
Standard Deviation 13.604

Are You Familiar with the Resource Recovery Stations? # %

Yes 69 53.0769
No 61 46.9231
Mean
Standard Deviation

Did You Know Take - out Containers # %

Yes 89 68.4615
No 41 31.5385
Mean
Standard Deviation

How Often Do You Compost # %

Rarely 30 23.0769
Sometimes 27 20.7692
Frequently 32 24.6154
All The Time 41 31.5385
Mean 32.5
Standard Deviation 6.0277

R. R. Stations Convenient on Campus # %

Disagree 20 15.3846
Neutral 14 10.7692
Agree 96 73.8462
Mean 43.333

36
 Standard Deviation 45.709

Symons Campus Waste Diversion Job # %

Disagree 53 40.7692
Neutral 40 30.7692
Agree 37 28.4615
Mean 43.333
Standard Deviation 8.5049

Compost Familiarity # %
Yes 89 68.46154
No 41 31.53846
Mean
Standard Deviation

Do You Compost # %
Yes 107 82.30769
No 23 17.69231
Mean
Standard Deviation

Do You Compost at Permanent Residence # %

Yes 88 67.69231
No 42 32.30769
Mean
Standard Deviation

Where Do You Compost on Campus # %

Otonabee College 47 36.15385
Champlain College 49 37.69231
Peter Gzowski College 7 5.384615
Lady Eaton College 6 4.615385
Other 21 16.15385
Mean 26
Standard Deviation 20.952

Recycling Equally Important as Compost # %

Disagree 5 3.846154
Neutral 13 10
Agree 112 86.15385
Mean 43.333
Standard Deviation 59.601

Are Resource Recovery Signs Helpful # %

Yes 107 82.30769
No 23 17.69231
Mean
Standard Deviation

Do You Use Travel Mug # %

37
 Yes 59 45.3846
No 71 54.6154
Mean
Standard Deviation

Choose the Following When Caf Dining # Yes %

Ceramic Plate 112 86.1538
Coffee Mug 84 64.6154
Metal Utensils 123 94.6154
Drinking Glasses 42 32.3077
Ceramic Bowl 84 64.6154
Mean
Standard Deviation

Familiar With Sustainable Trent # %

Yes 94 72.3077
No 36 27.6923
Mean
Standard Deviation

Heard of Sustainability Coordinator # %

Yes 53 40.7692
No 77 59.2308
Mean
Standard Deviation

Are These Items Compostable # Yes %

Bread and Baked Goods 124 95.3846
Coffee Grounds/Filters 108 83.0769
Fried Foods 88 67.6923
Fruit and Veggie Scraps 129 99.2308
Paper Napkins 92 70.7692
Paper Plates 76 58.4615
Meats and Cheeses 76 58.4615
Waxed Paper 31 23.8462
Tea Bags 114 87.6923
Paper Sandwich Wrap 62 47.6923
Paper Towels 93 71.5385
Mean 90.273 69.4406
Standard Deviation 28.723 22.0947

Are You Aware of the Discount For it # %

Yes 66 50.76923
No 64 49.23077
Mean
Standard Deviation

Choose the Following When Caf Dining # No %

Ceramic Plate 18 13.84615
Coffee Mug 46 35.38462

38
 Metal Utensils 7 5.384615
Drinking Glasses 88 67.69231
Ceramic Bowl 46 35.38462
Mean
Standard Deviation

Are Recycling and Composting Important # %

Yes 129 99.23077
No 1 0.769231
Mean
Standard Deviation

Heard/Seen Eco Trent Programs # %

Yes 62 47.69231
No 68 52.30769
Mean
Standard Deviation

Conscious Effort to Reduce Waste # %

Yes 113 86.92308
No 17 13.07692
Mean
Standard Deviation

130 Surveyed

Appendix 2
The Geographic Location of Trent’s Organic Waste Pile
Appendix 2 is showing an aerial view of the location for the Trent University compost
pile that is located off a drive way to the east of University Road. The map is from
Google Earth 4th Edition.

39
40
Appendix 3
City of Peterborough Waste Management

On February 10, 2009, we met with Chris Johnston to discuss the Trent
University compost pile. The compost pile is located across from the Trent University
Physical Resources building found on Nassau Mills Road between University and
Pioneer Roads in Peterborough, Ontario as seen in Appendix 2. The compost pile is
enclosed in a clearing of trees and from 2006 to 2007, the pile expanded by over 240% as
mentioned above. The significance of this is that if the compost pile at Trent continues to
expand at that rate, a concern may be raised as the available area is fixed as the compost
pile location is closing in on the Otonabee River. One concern is going to be where can
the compost pile go when the current location is full and the ability to expand is
exhausted. One of the methods to prevent the compost pile from filling up is the find a
way to remove some of the compost either by selling it to local merchants, or by finding
another location to compost it.
One option is the City of Peterborough which has set up a compost facility near
Highway 115 and the Parkway. From the meeting with Mr. Johnston, he addressed the
notion of what the City of Peterborough thinks of the compost pile at Trent, and we
thought the only way to find out was to ask. On February 27, 2009 we called the City of
Peterborough Waste Management Division and asked them what they thought of the
Trent University compost pile. Overall, their response was positive and had no real
issues or had never heard any problems associated with the compost pile. Their only
concern was whether or not there is sufficient volume of compost in the pile to heat the
windrows throughout the winter (City of Peterborough Waste Management Division).
The reason is that the piles must maintain an internal temperature of 55۫C to be
recorded over a period of five consecutive measurements (City of Peterborough Waste
Management Division). This process is used to insure that potentially harmful pathogens
are killed making the product safe for consumer use in their gardens if sold (City of
Peterborough Waste Management Division). As long as the Trent University compost
pile has the required internal temperature of 55۫C, then the City of Peterborough Waste
Management Division has no other concerns at the present time leading to the belief that
the compost pile, getting one step closer to a safe product to sell.

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 Appendix 4
A Survey on Composting at Trent University’s Symons Campus

A Survey on Composting at Trent University’s Symons Campus

Date:______________ Survey Volunteer(s):__________________
Time Started:______________Time Finished:________________
Which best describes your role in the Trent Community
Role 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Student (write in
year)
Faculty
Staff
Are you familiar with Trent’s Composting Program?
Use recycling 1 2 3 4 5 6 7 8 9 10 11 12 13 14
station
Yes/No, n/a
Are you familiar with the resource recovery stations?
Use recycling 1 2 3 4 5 6 7 8 9 10 11 12 13 14
station
Yes/No, n/a
Do you currently compost any of your organic food waste?
Use recycling 1 2 3 4 5 6 7 8 9 10 11 12 13 14
station
Yes/No, n/a
Did you know Champlain & Otonabee’s cafeterias have compostable take-out
containers & cutlery?
Use recycling 1 2 3 4 5 6 7 8 9 10 11 12 13 14
station
Yes/No, n/a
Do you compost at your permanent residence?
Use recycling 1 2 3 4 5 6 7 8 9 10 11 12 13 14
station
Yes/No, n/a
How often do you compost?
Frequency 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Rarely
Sometimes
Frequently
All the time
Where do you compost on campus the most?
Location 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Otonabee C.
Champlain C.

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Peter Gzowski C.
Lady Eaton C.
Other (incl. on
back)
Please indicate how strongly you agree/disagree with the following
statements.
Recycling is equally as important as composting for the waste diversion process.
Agreement 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Disagree
Neutral
Agree
Resource Recovery Stations are conveniently located on campus.
Agreement 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Disagree
Neutral
Agree

Symons campus does an excellent job in promoting waste diversion & informing about
composting.
Agreement 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Disagree
Neutral
Agree
Do you find the new resource recovery station signs helpful?
Use recycling 1 2 3 4 5 6 7 8 9 10 11 12 13 14
station
Yes/No, n/a
Do you use a travel mug when purchasing beverages on campus?
Use travel mug 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Yes/No, n/a
Are you aware that you get a discount on your drink purchase when you use a travel
mug?
Aware 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Yes/No, n/a
Do you know that you can choose to use the following when dining in the cafeteria?
(Yes/No, n/a)
Reusable Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Ceramic plate
Coffee mug
Metal utensils
Drinking glasses
Ceramic bowl

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Do you make a conscious effort to reduce waste?
Conscious effort 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Yes/No
Do you think that recycling and composting are important for the health of our
environment?
Diversion 1 2 3 4 5 6 7 8 9 10 11 12 13 14
important
Yes/No
Are you familiar with the campus group Sustainable Trent?
Familiar 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Yes/No, H (heard
of)
Were you aware that Trent University has hired a Sustainability Coordinator?
Aware 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Yes/No
Have you heard of/seen the EcoTrent programs?
Heard of/seen 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Yes/No
I am going to say a number of items, please tell me if you think that we can compost
them at Trent.
Waste item 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Breads & baked
goods
Coffee
grounds/filters
Fried foods
Fruit & veggie
scraps
Paper napkins
Paper plates
Meats & cheese
Waxed paper
Tea bags
Paper sandwich
wrap
Paper towels

Do you see any advantages or disadvantages to having a compost program on campus?

1._________________________________________________________________________
2._________________________________________________________________________
3._________________________________________________________________________

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4._________________________________________________________________________
5._________________________________________________________________________
6._________________________________________________________________________
7._________________________________________________________________________
8._________________________________________________________________________
9._________________________________________________________________________
10.________________________________________________________________________
11.________________________________________________________________________
12.________________________________________________________________________
13.________________________________________________________________________
14.________________________________________________________________________

Do you use more take-out containers this year than you did last year? If so, why?

1._________________________________________________________________________
2._________________________________________________________________________
3._________________________________________________________________________
4._________________________________________________________________________
5._________________________________________________________________________
6._________________________________________________________________________
7._________________________________________________________________________
8._________________________________________________________________________
9._________________________________________________________________________
10.________________________________________________________________________
11.________________________________________________________________________
12.________________________________________________________________________
13.________________________________________________________________________
14.________________________________________________________________________

Would you like to join the EcoTrent/Sustainable Trent email list to be kept up-to-date
on environmental initiatives & activities on campus?

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1._________________________________________________________________________
2._________________________________________________________________________
3._________________________________________________________________________
4._________________________________________________________________________
5._________________________________________________________________________
6._________________________________________________________________________
7._________________________________________________________________________
8._________________________________________________________________________
9._________________________________________________________________________
10.________________________________________________________________________
11.________________________________________________________________________
12.________________________________________________________________________
13.________________________________________________________________________
14.________________________________________________________________________

Comments:
1._________________________________________________________________________
2._________________________________________________________________________
3._________________________________________________________________________
4._________________________________________________________________________
5._________________________________________________________________________
6._________________________________________________________________________
7._________________________________________________________________________
8._________________________________________________________________________
9._________________________________________________________________________
10.________________________________________________________________________
11.________________________________________________________________________
12.________________________________________________________________________
13.________________________________________________________________________
14.________________________________________________________________________

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