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Seattle Academy Carbon Sequestration Project

The Seattle Academy of Arts & Sciences launched a carbon sequestration project aimed at achieving carbon neutrality while generating non-tuition income. Led by students Alex Brewer and Kyle Shurtleff, with support from faculty and the community, the initiative utilizes sustainable forestry practices to offset emissions through the creation and sale of carbon credits. This multidisciplinary approach seeks to demonstrate that carbon neutrality is not only environmentally necessary but economically viable for schools in various settings. The project incorporates education, service, and community involvement.

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Seattle Academy Carbon Sequestration Project

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  1. Seattle AcademyCarbon Sequestration Project Alex Brewer Kyle Shurtleff Seattle Academy of Arts & Sciences June 2010

  2. Seattle AcademyCarbon Footprint (2008-2009 school year)

  3. Carbon Footprint Data

  4. Primary Goals • To become a carbon neutral institution; • To create non-tuition derived cash flow; • To prove that carbon neutrality is an economic reality for Seattle Academy; • To investigate if carbon neutrality could be an economic reality for a broad range of urban, suburban, and rural schools.

  5. Team • Students, from the class of 2010 forward; • Currently Alex Brewer and Kyle Shurtleff. Preliminary work by Page Ive, Andy Healey and the Environmental Studies class. • Lead Advisor Dexter Chapin • Faculty, Administration and Board of Directors. • The broader Seattle Academy community of parents and supporters.

  6. Stipulated Assumptions • Anthropogenic carbon dioxide, as well as other anthropogenic greenhouse gases, are engendering climate change; • There is a demand and a market for individual and corporate amelioration; • This project combines education, service, non-tuition income, and amelioration.

  7. Organizational Context • Seattle Academy has the conditions socially and environmentally to simultaneously educate and ameliorate climate change. • Internally, the culture of performance; • Externally, an educated, environmentally, socially, and economically committed and supportive community; • Legally, a 501(c)(3) tax-exempt organization who can act as a conservation easement trustee, meeting the requirements of 509(a)(2).

  8. Business Summary • Seattle Academy initially offsets its total organizational carbon emissions. • Sustainable forestry practices and sales of carbon credits begin to generate institutional income from year 6 onward. • Sustainable harvesting of hybrid poplar and long-rotation selective harvesting of conifers and broadleaf trees. • Monitoring and sale of ex-post carbon credits. • Sequester carbon in a mixed forest on a clear-cut, purpose donated or leased/loaned, parcel of approximately 60 hectares in the Cascade foothills.

  9. SAAS Advantages • As far as we know, no other school in the country is doing this • Broad interest and support among administration, faculty, and students • School’s entrepreneurial culture

  10. Sequestration Projections

  11. Sequestration Projections

  12. Sequestration Projections

  13. Sequestration Projections • Land Required to Immediately Offset SAAS Emission • 100% Conifer – 385 hectares • 50:50 Conifer/Broadleaf split – 280 hectares • 100% Broadleaf – 225 hectares • 100% Hybrid Poplar – 23.4 hectares

  14. Credit Value Projections

  15. Sustainable Forestry • FSC Certification • Long-term Forest Management Plans • Direct Sales / Local Marketing

  16. Process and Goals 1st year: • Locate and negotiate use of land • Topography dependent planning • With input from UW and WADNR • Reserve and procure seedlings from Webster Forest Nursery (WADNR) • Seasonal planting • Conifers and broadleaf trees at approximately 380 units per hectare • Hybrid poplar at approximately 1700 units per hectare

  17. Process and Goals 2nd to 6thyears: • Additional planting • Selective cutting for carbon analysis. 6th year: • Begin hybrid poplar harvesting. • Additional planting • Selective cutting carbon analysis

  18. Process and Goals 6th year onward: • Maintain optimal planting density • Continue poplar harvesting with an aggressive 6 year rotation • Begin selling carbon credits in year 15 • Begin conifer/broadleaf harvesting with a sustainable 40-50 year rotation.

  19. Financials 1st year: • Costs: • Travel to meetings and activities between Olympia and Monroe; unknown • Direct costs of involved faculty; unknown • Seedlings for pilot planting/5 hectares; est. $1,000 • Planting tool sets/12 sets; est. $800 • General overhead and expenses; est. $2,500 • Income: none • Goodwill: “It’s such a SAAS thing to do.”

  20. Financials 2nd year: • Costs: • Travel to activities in Monroe; unknown • Travel to Olympia is reduced; unknown but low • Direct costs of involved faculty; unknown • Seedlings/25 hectares; est. $5,500 • Planting tool sets/36 sets; est. $2,600 • General overhead and expenses; est. $2,700 • Income: none • Goodwill is increasing as PR increases at PNAIS, etc.

  21. Financials 3rd and 4th year: • Costs/year: • Travel to activities in Monroe; unknown • Direct cost of faculty; unknown • Seedlings: 3rd year est. $5,600, 4th year est. $1,000 • Planting tool sets/10 sets; est. $900 • General overhead and expenses; est. $2,800 • Income: none • Goodwill: Continues to spread through word-of-mouth, local media, etc.

  22. Financials 6th year • Costs/year: • Costs will stabilize at about the level for the 4th year • New costs may be incurred putting in an education/retreat center based on ten platforms, guide tents, a well, and associated equipment • Goodwill: maintained at high level • Income: First poplar cuttings sold at $2/bf

  23. Resource Requirements at Start Up • Non-financial • Planning and technical support from State and University Departments • Input from potential harvesters and buyers • Financial • Startup costs of seedlings, tools, utility vehicle, etc. • Land, insurance, and overhead, including staffing

  24. Organizational Rewards SAAS would • Be carbon neutral, and in a position of community leadership • Have a non-tuition income stream for scholarships, and development of program and facilities • Have gained an educational/retreat center that can be used in multiple ways to further the goals and culture of the school • Have a recognized brand

  25. Educational Rewards Students would • Have a place-based, experiential, expeditionary, opportunity to learn in an interdisciplinary, authentic manner both in and out of class. • Be exposed to the complexity of scientific, economic, and socio-cultural facets of making a project work. • Develop a long-term, vested interest and understanding of sustainability issues

  26. Near-term Key Issues • Is acreage available? • Donation, long-term rent, loan? • What don’t we know? • Don’t underestimate our ignorance. • Are possible mentor/models available? • Commercial, academic, government • What resources are available to explore this effort?

  27. Long-term Key Issues • What is the impact of Cap and Trade? • How do we maintain the integrity of the SAAS project so that only realized offsets are sold? • How do we maintain interest, enthusiasm, and support for ongoing project?

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