Greeners Sustainability Projects Network

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Draft of Greener Guide to Change in TESC Community

This guide is intended to help Evergreen students understand the basics of the campus organization, and layout a pathway to make a change (be it policy, infrastructure, or services). This is a first attempt at creating a guide for incoming and returning TESC students to knowing Evergreen and how to navigate a college’s naturally occurring bureaucratic systems.

Later expansion will concisely delve into how to socially motivate and organize effectively with Evergreen peers (students, staff, faculty, etc.). For more on this topic, Student Activities can provide great starting insight and advice.

Overview of Content:
Seeing Evergreen – Organizations/Resources
Suggested Steps – A starting point
Others’ Advice – On dealing with college administrations
Future Content – Expansions for this document

Presentation “Visualizing Carbon”

To help individuals see how much “a ton” of carbon really is. Providing visuals and giving statistics of various average citizens’ carbon emissions.

This is a powerpoint that is to be combined with a 33ft. wide weather balloon (potentially stored in the Student Activities cubicle for “Students for Sustainable Urban Design”). To have a real life example of the powerpoint’s slides. Marking off with blue tape inside a room could also work, but less effective.
As can be seen in the slides, a physical model of the campus is also to be produced, with a scaled-version of the 33ft wide balloon. Beads were used in the original, and it would be recommended to string together the colors to allow easy separating, allowing participants to physically hold the different amounts.

An expansion for the model would be to section off proportionate numbers of beads to represent different “green” projects, such as solar panels or insulation for buildings. To show how much past or potential future projects could save.

A secondary expansion for kids (or adults), is bringing a set of objects that weigh or have a physical diameter proportionate to the carbon emitted from different daily activities. Such as “Running the bulb for 10 hours produces about 2.1 pounds of carbon dioxide” ( and bringing a 2.1 pound weight, and lightbulb. This further adds to the visualization and tactile memory of carbon production.
A game could be made of this, where students make hypothetical everyday choices, and throw proportionally carbon-weights into their “carbon contribution basket”. To further show how many individuals can greatly contribute, have them stand in a circle facing outwards towards their personal baskets, so they only focus on theirs. Then at the end have everyone pile theirs together to see how much everyone made together.

Also linking carbon calculators, or “” (a very visual graphic walkthrough, good for youth).

Biological Methane Potential Test Methods Development for The Evergreen State College

The biological methane potentials (BMPs) of three different waste samples were
determined in order to determine the amount of methane that could be produced using these
waste streams in an anaerobic digester. The samples tested included cow manure from James
Road Dairy in Rochester, WA, chicken manure from The Armstrong­-Zita ranch in Tumwater,
WA, and a co­-digestion of 70% cow manure from James Road Dairy and 30% food waste from
The Evergreen State College (TESC) in Olympia, WA. Due to technological and experimental design errors, the data is not reliable and the paper advises on better experimental design for future experiments at TESC.

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