Waste Audit and
Waste Management
Education at College
of the Rockies
Cranbrook
MGMT 490, Capstone Final Report
Jennifer M Jenks
Natalie Panattoni
College of the Rockies
Greg McCallum

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Table of Contents
Introduction .................................................................................................................................... 1
Research Question and Objectives ............................................................................................... 1
The Project Collaborator ............................................................................................................ 2
The Issue Identification Process ............................................................................................... 2
Sustainable Business Issue: Waste Management ...................................................................... 3
Economic .................................................................................................................................... 3
Environmental ............................................................................................................................ 3
Social ........................................................................................................................................... 4
Anticipated Research Benefits and Outcomes ............................................................................ 5
Research Deliverables ................................................................................................................... 6
Literature Review ........................................................................................................................... 6
Methodology .................................................................................Error! Bookmark not defined.
Determining Waste Quantity .................................................................................................. 7
Determining the Nature of Waste .......................................................................................... 8
Reflecting Normal Operations.............................................................................................. 11
Benefits of Conducting a Waste Audit .................................................................................... 12
Research Model ........................................................................................................................... 12
Proposed Model ....................................................................................................................... 12

Extrapolating Data .................................................................................................................... 13
Literature Review and Research Model Summary ................................................................ 13
Research Methods ....................................................................................................................... 14
Determining Waste Quantity.................................................................................................... 14
Determining the Nature of the Waste ..................................................................................... 14
Reflecting Normal Operations ................................................................................................. 15
Equipment and Safety.............................................................................................................. 17
Rationale ................................................................................................................................... 18
Summary of Data Collection and Analysis ................................................................................. 19
Sample Parameters ..................................................................................................................... 19
Findings ........................................................................................................................................ 20
Quantity of Waste ..................................................................................................................... 20
Nature of Waste ....................................................................................................................... 20
Waste Reduction Potential ................................................................................................... 222
Key Findings ................................................................................................................................. 23
Discussion .................................................................................................................................... 23
Recommendations ....................................................................................................................... 25
Conclusions .................................................................................................................................. 28
Thank You Notes .......................................................................................................................... 29
References ................................................................................................................................... 31

Appendix A: TCPS 2: Core Certificates ........................................................................................ 33
Appendix B: Raw Data Collection Sheet ..................................................................................... 34
Appendix C: Letter of Consent ..................................................................................................... 35
Appendix D: Photo Consent Form ............................................................................................... 37
Appendix E: Research Biases and Limitations ........................................................................... 38
Appendix F: Literature Review Conceptual Model ..................................................................... 40
Appendix G: Budget ..................................................................................................................... 41
Appendix H: Extrapolation Calculations……………………………………………………………………………42

Table of Figures
Figure 1: Humber College Waste Identification………………………………………………………………..10
Figure 2: Refundable Beverage Containers ............................................................................... 20
Figure 3: Waste Category Weights .............................................................................................. 21
Figure 4: Nature of Waste ........................................................................................................... 21
Figure 5: Percentage of Divertible Waste in Landfill Streams .................................................. 24

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Introduction
Waste sent to landfill is often comprised of many materials that could have been re-used, repurposed or recycled. There is also far too much waste being produced globally. According to
Duke University, “the average person [residing in the United States] generates 4.3 pounds of
waste per day” which equates to over 1,500 pounds per year (Duke University, 2016). Once
the waste reaches landfill, it releases methane gas as well as soil and water contaminants
(Environment Victoria, 2013). Given the environmental impacts of landfill waste, an
increasing number of educational institutions, municipal governments and businesses are
adopting waste-reduction strategies (Musulin, 2015). The current research project provides
the College of the Rockies with a baseline measurement of current waste production. Stated
alternatively, this research informs the College of the Rockies on how much waste is being
generated at the Cranbrook campus. A general understanding of the types of objects being
thrown away is also gained by this study. Such information may be used in the future to
measure waste reduction progress and may also be used as a benchmark against waste
production at similar educational facilities. Overall, it is the goal of the researchers to
provoke positive change that ultimately reduces waste output.

Research Question and Objectives
Central to the development of this research, as determined by the researchers and the
Sustainability Committee of the College of the Rockies, is the following research question:
What is the quantity, and nature, of waste destined for landfill currently produced at the
College of the Rockies Cranbrook Campus during normal operational hours?

2
The overarching goal of this research is to reduce waste at the Cranbrook College of the
Rockies campus. The present study has three objectives designed to make waste reduction
possible. Establishing a methodology for measurement is the first objective. Conducting the
waste audit to create an initial baseline measurement of waste is the second objective. The
third objective is to identify appropriate waste management strategies for the college as well
as forecast waste reduction goals and expectations. Support from the college community is
needed to ensure that best waste disposal practices are understood and adopted.

The Project Collaborator
Organizations who worked in collaboration with this study include College of the Rockies
Cranbrook and SouthEast Disposal. The Sustainability Committee at College of the Rockies
undertook the tasks of providing personal protective equipment, assisting with the
measurement of waste, and maintaining communications with SouthEast Disposal.
Participation of the project collaborators is given further description below in the methods
sections.

The Issue Identification Process
The Sustainability Committee at the College of the Rockies was the first to express interest
in knowing how much waste is being generated at the Cranbrook campus. As such, the issue
under research has been identified through a client-driven process. A needs assessment
component also exists for this project. Assessment of waste audit methods and determining
what is appropriate given the available resources at the College is the responsibility of the
researchers. The literature review and development of project methodology therefore
represents the needs assessment component.

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Sustainable Business Issue: Waste Management
The core industry under study is the industry of waste management and recycling. The
current project addresses waste management as a sustainable business issue. Waste
Management may be analyzed in terms of how waste output at the college is related to the
economic, environmental and social health of the college community. The following sections
interpret the relationships between waste management and the concepts of economic
feasibility, environmental health and social health:

Economic
A waste audit is defined as the processes of studying, measuring and analysing the waste
produced in a given area, or facility, within a given time frame. For most organizations, a
waste audit is economically feasible. The total cost of the current waste audit was
approximately $450 before taxes. For a summary description of the costs incurred, please
refer to appendix G on page 41. At the conclusion of a waste audit, there is potential for
financial benefits to exist. Over the long-term, reductions in waste may result in fewer waste
hauls being necessary, and thus a reduction in waste hauler expenses.

Environmental
Reducing waste has a positive impact on the overall health of the planet. Sending out less
waste means less fossil fuels burned in the process of transporting waste. Although
recycling requires transportation as well, there are significant benefits to avoiding the
landfill. According to the Provincial Government of Saskatchewan, “the more waste we put in
the ground, the more our landfills release methane gas, a contributor to climate change”
(Government of Saskatchewan, 2013). Another contaminant produced in landfills is known
as leachate; “a toxic sludge that can kill plants and animals” (Government of Saskatchewan,

4
2013). Most concerning, leachate can “contaminate our water supplies” and is therefore
capable of polluting a large geographic area not confined to the landfill it was produced in
(Government of Saskatchewan, 2013). The Saskatchewan Government urges that the
sustainability issue of waste is not receiving the concentration that it is merited; “Waste
causes pollution, contributes to climate change and squanders more money, energy and
natural resources than most of us realize” (Government of Saskatchewan, 2013).
Considering the impacts of waste, the overarching objective of the current research study is
indeed waste reduction. For waste to be successfully reduced, however, it must be
measurable. Understanding what types of waste are being produced and in what quantities
will help to direct waste reduction efforts in an effective manner. Further, measurement
allows for clear goals to be set and for celebration as progress is achieved. The present
study, therefore, establishes a baseline of waste output. The baseline may be used to set
specific and clear waste reduction objectives. Future audits can then be compared to the
baseline for the purpose of tracking waste reduction and waste diversion progress.

Social
Socially, this project aims to inspire positive behavioural change among college community
members to reduce waste. It is the expectation of the researchers that by conducting the
present study, individuals within the college community will become more aware of their own
contributions to landfill waste. The results of the waste audit may be used to direct future
efforts in educating the college community on how to effectively sort waste. For example, as
discussed in the Waste Reduction Potential section on page 22, it is crucial that objects sent
for recycling be clean. Rinsing objects such as food containers in order to recycle them is
one way many individuals could reduce their contributions to landfill waste. Waste reduction

5
strategies initiated by the college or the Sustainability Committee may be refined and
improved based upon audit results. There is hope that students and faculty will reduce
waste not only on campus, but will also use their knowledge outside of the college.

Anticipated Research Benefits and Outcomes
The anticipated benefits from this project to the Sustainability Committee, the College of the
Rockies, and the researchers are:


Quantitative data regarding waste production which will prove useful to the College of
the Rockies,



Academic materials which can be referenced for the benefit of future waste audits or
other applied research,



Potential financial benefit to the college or Sustainability Committee from waste
reduction,



Improved brand strengths for the College of the Rockies, South East Disposal, and
the RDEK as a result of supporting environmental initiatives,



Societal benefit of a reduction in waste being sent to the RDEK landfill,



Personal benefits to the researchers of applied research experience and the
exceptional credibility to which it is related on a resume.

Waste audits give stakeholders a clear idea of how much waste is being produced. The
relative amount of waste that can be deferred from landfill by improving sorting practices is
also made apparent. By bringing specific and relevant waste issues into attention, a
reduction in waste sent to landfill is encouraged. The baseline measurement of waste
obtained in the audit can be used to track progress of waste reduction in proceeding years.

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The researchers expect to benefit from applied research experience and earn a credible
addition to their professional resumes.

Research Deliverables


Documentation of waste audit procedures,



Baseline measurement of waste production at the College of the Rockies Cranbrook
Campus which may also be used as a benchmark measurement for comparison to
other educational institutions,



Analysis of waste content in terms of identifying recyclable and compostable
components,



Recommendations for the improvement of current waste management practices

Literature Review
The purpose of the literature review was to determine the optimal methodology for
conducting a waste audit at the College of the Rockies Cranbrook campus. Completed prior
to project implementation, the literature review explores how successful waste audits have
been conducted at other institutions/facilities. From this review, the researchers identify
possible benefits and challenges faced in other waste audits. Conclusions involving other
educational institutions are of particular relevance, since they allow predictions into how a
waste audit may be conducted at the College of the Rockies. Applying the knowledge they
acquired from the literature review, the researchers proposed a waste audit method tailored
to the needs and limitations of the College of the Rockies.

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Determining Waste Quantity
Two basic methods have been identified for determining waste quantity. CleanRiver, a
recycling products company, suggests weighing the waste by bagful and recording the
results (Midpoint International, 2016). Another method identified is to measure waste by
volume, such as the volume of the dumpsters used multiplied by the number of dumpsters
filled (PLAN, 2015). In order to gain further understanding of these methods, three waste
audits at Canadian educational institutions were reviewed including mini waste audits at the
University of Alberta, an audit at Humber College in Toronto Ontario, and an audit at St.
Thomas Aquinas Secondary, also in Ontario. None of these waste audits reviewed used a
volume-based method. There was variance however, in how much of the waste was weighed
and the sorting methods used.
At the University of Alberta, mini waste audits are conducted every quarter year to measure
contaminants in recycle streams (Leblanc, Kwasny, Yan, & McCartney, 2016). A recent
publication in Bio Cycle describes the mini-audit process; “Sustainable operations and
building maintenance staff worked together to conduct mini waste audits. They selected a
sample of Zero Waste stations, set aside the material generated from about half of a day,
then sorted and weighed it” (Leblanc, et al, 2016). To allow for a necessary amount of
efficiency, “these audits used simplified categories of ‘correct’ or ‘impurity’” (Leblanc, et al,
2016). By regularly conducting mini-audits, the University receives timely feedback on
contamination levels and the effectiveness of current waste management. In addition, the
University receives information from their waste hauler indicating the weight of total waste
hauled (Leblanc, et al, 2016). Given that total waste is already being weighed, waste audits
are used exclusively to measure contaminants and are thus quite simple to execute.

8
When waste hauler weights are not available, a more comprehensive waste audit is needed.
The Humber College in Toronto Ontario conducted their own audit by collecting waste and
recycling bags from one day and loading them into a temporary dumpster for the day. The
dumpster was hauled offsite for sorting and weighing. Of all the waste collected, only a
relative 50% sample was sorted and weighed. The resultant amount was then extrapolated
to reflect a full day’s waste production (Urban Resource Group Inc., 2015). Although a oneday audit would not be as accurate as having waste hauler weights, it does serve to indicate
the waste production on at least a notional level.
St. Thomas Aquinas, a secondary school in Ontario, also completed a one-day waste audit.
As was the case with Humber College, St. Thomas Aquinas Secondary did not sort and weigh
all of the waste. The institution weighed a minimum of one quarter of the total number of
bags. Bags were chosen to be weighed at random with no discrimination to defining
characteristics such as size, weight or smell (St. Thomas Aquinas Secondary, 2012).
Compared to the method used by Humber College, the method at St. Thomas Secondary is
likely to have the higher risk of error due to the small sample size. However, this method
would require less labour to measure a lower number of bags.

Determining the Nature of Waste
There are many different ways that the nature of waste can be determined. The elected
method depends on the goals and limitations of the institution. As described above, the
University of Alberta only uses two categories: “Correct or Impurity” (Leblanc, et al, 2016).
An audit at Appalachian State University was similarly focused, as it was mostly concerned
with the amount of waste being sent to landfill that could have been recycled in their
existing recycling program (Maxwell, 2014). Appalachian state also included other

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categories that could potentially be added to their program. Their categories for sorting
waste are: “program recyclables, other recyclables, compostable materials, and all other
materials. Program recyclables are recyclables accepted in Appalachian’s existing single
stream recycling program” (Maxwell, 2014). Both universities hand sorted the materials into
their categories.
In contrast, St. Thomas Aquinas took a comprehensive approach to their waste sort by using
the following categories:


Recyclable plastic (#1, 2, 5)



Non-recyclable plastic



Recyclable paper (including cardboard and newsprint)



Organic paper



Recyclable Metal



Glass



Food and yard waste



Multi-composite/other waste

(St. Thomas Aquinas Secondary, 2012). The extensive sorting system at St. Thomas is most
relevant as a diagnostics procedure to determine which materials could be most easily
diverted from landfill if a recycling system were to be established. This contrasts with the
more simplified university audits, which were concerned with the effectiveness of current
recycling programs.
The audit at Humber College had an additional objective regarding the nature of waste.
When collecting waste, the auditors labeled the bags by colour according to which campus it

10
was from, and where on campus the waste was disposed of. The table below represents the
colour coding system Humber College used to determine the nature of its waste. (Urban
Resource Group Inc., 2015)
Humber College Waste Identification
Note: Common areas include hallways, classrooms and washrooms

Residences

Food Areas

Common Areas

Lakeshore Campus

Yellow

Red

Black

North Campus

Green

Blue

Clear

Figure 1: Humber College Waste Identification

The method used by Humber to classify waste streams pinpoints the areas that are
producing the most waste. The institution can then effectively choose where to focus its
waste reduction efforts. (Urban Resource Group Inc., 2015)
In all of the above examples, the goals of the institution dictated the categories used for
sorting waste. Categories may be derived from observations made when sorting, location of
waste production, or if it is divertible from the landfill or not. Another observation is that the
waste was sorted by hand which is a labour-intensive process. If the labour requirement is
prohibitive, an alternative to hand sorting is a visual estimate method (PLAN, 2015). To
conduct an audit with the visual estimation method, the weight of one dumpster worth of
waste must be known. Relative proportions of different types of materials within the
dumpster are then visually estimated with the total weight allocated to the different
materials as a result of that estimation (PLAN, 2015). Given the high risk for error, this
method is not recommended unless it is the only method available.

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Reflecting Normal Operations
A challenge faced when conducting waste audits is extrapolating data to represent more
than one day’s worth of waste. The amount of waste produced day to day varies for reasons
due to seasonality, attendance and other unusual things. As described by the Post Landfill
Action Network, “Examples of unusual things that can affect waste generation during the
school year include:


Weather: snow and rainwater add weight to dumpsters



Winter sand tracked indoors and swept up by housekeeping



Renovation Projects



Campus-wide events” (PLAN, 2015).

It is necessary therefore, to consider how the waste audit results or methodology may need
to be adjusted to reflect normal operations. For example, the University of Alberta can adjust
for seasonality by taking measurements every quarter year for several consecutive years
and comparing results from the same quarter when measuring progress. Another option is
to extend the waste audit period to encapsulate waste produced over several days. The
University of Northern British Columbia conducted a waste audit in 2008 that used a five
day waste collection period (Smyth, 2008). The data was used to estimate average waste
production over the months of September to April (Smyth, 2008). When determining how to
extrapolate data, institutions should also consider the average number of occupants on a
given day, and which days are busiest or slowest for attendance (Midpoint International,
2016).

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Benefits of Conducting a Waste Audit
Many benefits of conducting a waste audit have been identified through the literature
review. One benefit that is of interest to the College of the Rockies is establishing a baseline
of waste production. This waste output can be used to map progress of an institution’s
efforts to reduce waste (Ontario Ministry of Environment, 2008). Additionally, waste audits
can determine the nature of generated waste, allowing waste sorting habit changes to be
targeted at the source of the problem (Urban Resource Group Inc., 2015). A financial benefit
may also exist if it is found that the current waste hauler frequency is higher than necessary,
and the expense of waste hauling can be reduced (Midpoint International, 2016). Finally,
conducting a waste audit is symbolic of an institutions commitment to sustainability.
Demonstrating such a commitment enhances the public image of an organization, namely
the College of the Rockies, and helps to communicate the importance of waste reduction
initiatives.

Research Model
Proposed Model
The original research model proposed for the waste audit by the researchers was offered in
consolidation with the literature review as well as with specific needs and limitations of the
College of the Rockies. Resource limitations, such as limits on available time and storage
space, required that waste involved in the study be collected over the course of one day.
The initial plan was to have the waste collected by SouthEast Disposal and transported to
the Henderson Pavilion located on the Wycliffe Exhibition grounds for sorting in early
January. Due to schedule restrictions, the audit was rescheduled for February 1st and 2nd.
The additional time allowed for a change in location as well as a thorough review of logistics

13
to ensure the success of the audit. SouthEast Disposal allowed the sorting team to sort the
collected waste in their industrial yard, reducing costs significantly. The sorting team
separated waste into key categories, weighing sorted divertible waste by the bagful,
comparable to the total weight of all waste provided by SouthEast Disposal. Raw data was
recorded to determine key ratios of waste destined for landfill and divertible waste. For an
example of the data collection sheet, see Appendix B.

Extrapolating Data
In order to accurately extrapolate the waste audit data, and therefore estimate the amount
of waste produced throughout an operational year, an estimate of the college population is
required. Unfortunately, the researchers were unable to obtain a population estimate from
the Internal Research department due to exceptional time constraints on the department.
Future researchers may obtain population information with more ease by requesting the
number of full-time equivalent students per semester from internal research at least three
months before the summary of their project. The number of full-time equivalent students in
each semester would then serve as the populations in the calculation (in appendix H) to
arrive at a more accurate estimation of annual waste.

Literature Review and Research Model Summary
Determining the amount, and nature, of waste produced at the Cranbrook College of the
Rockies has been accomplished through a one-day waste audit. Audit examples reviewed in
this study determined waste quantity by weighing their waste. If researchers did not have
access to a scale, they planned to use a volume based measurement. The nature of waste
produced could have been determined in many ways. After reviewing the methods of several
educational institutions, the researchers feel that sorting by a few key categories such as

14
paper recyclables, refundables, and plastics, is most appropriate for the College of the
Rockies. Careful consideration has been given to events that may alter audit results, such as
attendance fluctuations. The researchers hope to provide a reliable baseline measurement
of waste which can be used in the future to measure waste reduction progress.

Research Methods
Determining Waste Quantity
The waste audit began by collecting waste from the College of the Rockies Cranbrook
campus over a one day period on Wednesday, February 1, 2017. For purposes of the audit,
SouthEast Disposal supplied a rollaway bin and placed it at the kitchen delivery entrance,
moving the permanent bin elsewhere on campus where it would not be used. Waste from all
departments in Kootenay Centre, Summit Hall, Pinnacle Hall, and the Aboriginal Gathering
Place was collected in the rollaway bin for the audit. On the morning of February 2, 2017
SouthEast Disposal picked up the rollaway bin (and replaced the regular bin) hauling it
offsite to the SouthEast Disposal yard for sorting. The waste was weighed and sorted by a
delegated crew including the researchers and other volunteers. A total weight of all waste
was provided by SouthEast Disposal.

Determining the Nature of the Waste
Nature of waste, for the purposes of this project, is defined by the types of substances found
in the waste as well as to what extent the total amount of waste is comprised by each
material. For example, if a proportionately large amount of paper is found, it could be said
that the nature of the waste is largely paper. To determine the nature of waste produced at
the college, the waste collected has been physically sorted in categories. Certain categories
of material that comprise the nature of waste are of particular interest to the College

15
because they represent waste or recycle streams that could be diverted from landfill in the
future. The Sustainability Committee at the College has already committed to purchasing
fifteen new waste sorting bins that encourage proper waste sorting and recycling practices.
The new bins are to be strategically placed around the college to encourage their use.
Categories of waste that the bins allow users to sort include paper recycling, refundables,
and other waste. In addition, the Sustainability Committee has expressed interest in
including a fourth sorting pod for organic waste and compostable materials. Given the
potential capacity of the new waste sorting bins, the categories of waste that are of value in
the audit are;


Paper recycling,



Other “yellow bin” recyclables such as numbered plastics and tin cans,



Refundables, including pop bottles, beverage cans and water bottles,



Compostable materials,



Clear, food grade glass, and



Other waste.

Once sorted, each individual category was weighed to determine its proportion of the overall
quantity of waste. Taken together, the different proportions of the six waste categories will
define the nature of the waste.

Reflecting Normal Operations
The researchers will face several challenges in attempting to reflect the normal operations
of the college with their research results. Things such as weather (precipitation adding
weight to dumpsters), sand tracked indoors and swept up, renovation projects and special
on-campus events affect waste generation during the school year (PLAN, 2015). Researches

16
will also consider the average amount of faculty and students on campus on a given day as
these numbers fluctuate throughout the week and in different seasons. Choosing an
appropriate week day to conduct the audit, such as one with relatively high attendance on
campus that does not coincide with renovation projects or special events, will help to
minimize distortion in the amount of waste generated that day. At the College of the
Rockies, Tuesdays and Thursdays have the highest student attendance. Monday is a routine
garbage pick-up date, which would leave Tuesday as an ideal weekday to begin the audit
because the day is begun with no waste currently on campus. Even with these
considerations, due to scheduling conflicts, the waste was collected on a Wednesday.
Garbage collection by SouthEast Disposal is Monday, Wednesday and Friday; therefore the
rollaway bin was empty on Wednesday morning, ready for waste collection. On the following
day, the waste was sorted and weighed. To ensure that the college community does not
distort audit results by altering their behaviour, the waste audit was not public knowledge to
all of the college community. Only the sorting crew, the Sustainability Committee of the
college, and members of the janitorial staff were aware of the date and duration of the
waste audit prior to its conduction. During the waste audit, care had to be taken that data
was recorded promptly and in a manner that is easy to understand. Recorded weights were
always accompanied by the category of waste to ensure that valuable data was not lost and
all of the waste was included in the data analysis. To this end, every weight will be linked
with one of the following descriptions: paper, recyclable plastics, clear glass, tin cans,
refundable beverage containers, paper towel, and non-divertible waste. The researchers
took the raw data for use in data analysis and extrapolation. Extrapolation is the process of
converting the amount of waste generated in one day into an estimation of the amount of
waste produced over a longer period of time such as a year. A simple example of data

17
extrapolation is how St. Thomas Aquinas Secondary conducted their waste audit. Weighing
only 25% of their waste, the school multiplied their total weighed waste by four to estimate
one day’s operations, then by five to represent one week, and then by 40 to represent a
whole year’s worth of waste (St Thomas Aquinas Secondary, 2012). This method serves only
as a simple example because as a secondary school it has relatively the same attendance
each day all year round. As a post-secondary institution, the College of the Rockies’
attendance rate varies per day and per semester. Appropriate adjustments for seasonality
include consideration of the average attendance rates per season, the operational days in
those seasons, and the total operational days in a year.

Equipment and Safety
The procedures described above are incomplete without more consideration given to crew
safety and the equipment which is required for the audit. Sorting crew members were
briefed on the procedures of the audit and were aware of all potential safety risks such as
contact with allergens or sharp material. For example, the scent of peanuts may be present
in discarded food which would be a risk to someone with a severe allergy. Volunteer crew
members were also advised that they may leave the waste audit at any time, and were
under no commitment to perform labour that they do not wish to perform. The crew was
supplied with personal protective equipment comprised of coveralls and gloves. Closed toed
footwear, preferably waterproof, was required for participation in the audit. As suggested in
the waste audit report of Humber College, taking pictures of the audit process will help to
illustrate certain situations (Urban Resource Group Inc., 2015). Crew members brought
cameras to contribute photographs for the enhancement of the audit report. Crew members
were required to sign a field trip consent form along with a photo consent form (see

18
Appendices C and D) for liability purposes, protecting the college. Other equipment required
included a scale for weighing waste, a clipboard with paper and writing utensils, a large tarp,
shovels, extra garbage bags, and sanitation equipment. The tarp was laid out on the ground
of the SouthEast Disposal yard to collect any waste that may not be picked up.

Rationale
The methods outlined in the above sections have been chosen as a result of the literature
review, as well as the consideration of the needs and limitations of the College of the
Rockies. The literature review includes waste audit reports from various organizations which
led to some general conclusions as to how a waste audit is best conducted. Considering the
size and limitations of the College of the Rockies, the chosen methodology is an attempt to
adopt and modify previous procedures in an appropriate manner. For example, Humber
College conducted a waste audit consisting of two campuses and the student residences.
Due to the large quantity of waste, the audit report claimed that the researchers weighed
only half of the collected waste and extrapolated data to reflect a whole days’ waste (Urban
Resource Group Inc., 2015). The waste audit at the College of the Rockies involved only one
campus with fewer students. The researchers correctly predicted that the sorting of one
day’s waste was to be a manageable task. Choosing weight as the quantity unit is a direct
result of the literature review, since it was generally found that measurements based on
volume tend to be less accurate (PLAN, 2015). The SouthEast Disposal industrial yard was
chosen as the sorting location due to budget and transportation constraints. Although it was
cold due to being exposed to the winter weather conditions, the location was spacious to
facilitate sorting. The sorting categories had been chosen as a means to align audit results
with the future plans of the Sustainability Committee.

19

Summary of Data Collection and Analysis
The research method chosen to best address the research question is a waste audit. The
waste audit involves gathering data on the weight of waste produced over a day at the
College of the Rockies Cranbrook campus. Further, sorting the waste into valuable
categories and weighing each category allows for a determination of the nature of the waste.
Through various precautions, such as avoiding special event dates, the researchers have
minimized the possibility for distortion in the amount of waste collected. In analyzing the
data, the researchers will determine how much waste the college can divert from landfill by
implementing the new waste sorting bins. In addition, the analysis will reveal the proportion
of waste currently destined for landfill that is compostable. This proportion will assist the
Sustainability Committee in deciding whether or not to invest in adding a compost option to
the new bins.

Sample Parameters
The waste collected for the study is essentially one large sample of the waste generated at
the College of the Rockies. In order to ensure the reliability of the data, the sample is not
random. Sample parameters were chosen carefully to reflect normal operations as closely
as possible. College areas involved in the study include Kootenay Centre (main campus
building), Summit Hall, Pinnacle Hall and the Aboriginal Gathering Place. Trades such as
carpentry, welding and automotive mechanics are included. The Children’s Centre and
student housing areas are omitted from the study. Abnormal waste, such as construction
waste or waste generated by special on-campus events, are also excluded from the study.
The waste sample collected is all of the waste generated over a single weekday at the
college.

20

Findings
Quantity of Waste
SouthEast disposal weighed all of the waste collected for the audit. The weight of waste
collected totalled 297 pounds prior to sorting. If the same amount of waste was produced
on every operational day at the college, then 22,275 pounds would be produced in the
winter semester. Over one year, 66,825 pounds would be produced (See Appendix H). As
discussed on page 13, a more accurate analysis requires an estimate of the college
population throughout the year.

Nature of Waste
During the audit, the following categories of waste
were sorted and weighed: numbered plastics, paper,
paper towel and organic (compostable) materials.
Although tin cans, food grade glass and electronics
were identified in our methodology as being
categories of interest, none of such materials were
found in the waste sample. A count of 22 refundable
beverage containers were found. The refundable

Figure 2: Refundable Beverage Containers

beverage containers were not weighed due to the assumption that their weight would be
negligible. The chart below (figure 3) lists the categories of waste which were weighed,
alongside each result in pounds.

21
Category Weight (lbs)
Numbered Plastics 10
Paper (not including paper towel) 20.4
Paper Towel 36.8
Organics 59.4
Figure 3: Waste Category Weights

An effective means of translating the weight of each category into an understanding of the
nature of the waste, is to determine each categories percentage of the total weight (as
stated above, 297 lbs). As shown in the chart below, most of the waste is “other” or landfill
waste while the next most prominent category is organic material.
Ten percent of the waste
sent to landfill was
recyclable while 33% was
compostable. As stated in
the guest College of the
Rockies blog entry, titled
Rinse and Recycle,
“126.6 pounds (42.6%) of

Figure 4: Nature of Waste

waste sent to landfill was
composed of recyclable or compostable materials” (Jenks & Panattoni, 2017). One of the
observations our team made was that there seemed to be a large amount of single use
disposable gloves, bibs and facial masks. We assumed these objects were from the nursing
and dental departments. Through email correspondence with the coordinator of the dental
program and the lab assistant for the nursing program, it was determined that the amount

22
of waste from those departments was normal for the current (winter) semester.
Furthermore, there is little fluctuation throughout the week in lab frequencies during the
winter semester. In the fall, the dental program has fewer labs resulting in less gloves and
bibs being used during that time. In spring, glove and bib use is highest for the program. It is
the prediction of the researchers that the amount of gloves, bibs and masks found in our
winter audit would represent an average from the year although further study is required for
an accurate assessment of glove, bib and mask use.

Waste Reduction Potential
Another important observation made in the blog entry is that, “most recyclable paper
destined for landfill was coffee cups” (Jenks & Panattoni, 2017). The inherent challenge
involved with recycling coffee cups is that they must be rinsed in order to be recyclable to
not contaminate paper products. Similarly, “numbered plastics were generally from food
containers (coffee lids, yogurt cups, sandwich containers) that needed to be rinsed in order
to be recycled” (Jenks & Panattoni, 2017). In the event that paper cups and food containers
were to be rinsed out regularly before recycling, then 10% of the waste by weight from the
Cranbrook College of the Rockies could be diverted from landfill. As previously noted, there
were no tin cans or clear glass found in the waste sample. As a result, it is reasonable to
assume that the kitchen staff at the College of the Rockies is actively sorting out tin cans
and food grade glass for recycling. If composting is adopted by the college, it is the belief of
the researchers that the kitchen staff would embrace the practice. Therefore, if organics
composting was adopted by the college in addition to rinsing and recycling food containers
30% of the waste by weight would be diverted. By composting the paper towel as well as the

23
organics, while also rinsing and recycling food containers, then a 43% reduction in waste by
weight could be achieved.

Key Findings
As reported in the blog entry, the researchers agreed on the following key findings from the
waste audit:


Rinse and Recycle. “Reduce, reuse, and recycle” is not enough. Critical to making
recycling successful is to rinse out coffee cups and plastic containers so they don’t
have to be thrown away and they don’t contaminate a recycle stream. Think Reduce,
Reuse, Rinse and Recycle.



A significant reduction in landfill waste would result from composting as well as
rinsing and recycling. Organics accounted for 59.4 pounds (20%) of waste from a
single day at the college (Jenks & Panattoni, 2017). In addition, 13% of the waste is
compostable paper towel. Thus, composting could result in a 33% reduction in
landfill waste.



The lack of food grade glass and tin cans is impressive as well as encouraging (Jenks
& Panattoni, 2017).



Further study regarding glove, bib and mask use may reveal significant seasonal
differences in waste composition.

Discussion
In relation to the literature review, some of the audit findings were unexpected. Coffee cups
were not a focal point of discussion in any of the audits reviewed. The audit at Humber
College identified 7% of their landfill waste as “hot and cold beverage cups,” while mixed

24
paper and cardboard represented 13.45% of their waste (Urban Resource Group, Inc.,
2015, p. IV). As such, the researchers did not predict that they would observe coffee cups as
being the dominant source of paper waste. Similarly, the prominence of disposable gloves in
the waste was also unanticipated. In terms of quantity of waste, the research team had little
in the way of a hypothesis. Perhaps due to vague impressions gleaned from the waste audits
reviewed, all members of the team were surprised with how little waste was present for
sorting.
As stated above, 43% of the waste sent to landfill from the College of the Rockies is
divertible as recycling or composting. Compared to the educational institutions reviewed
prior to the waste audit, such results are favourable. To illustrate, the table below compares
the percentages of divertible waste in landfill streams at College of the Rockies, University of
Alberta, Appalachian State University, Humber College and St. Thomas Aquinas Secondary.
At the University of Alberta, which
has the highest purity of waste,
“the landfill stream still consists
of 20 to 30 percent recyclable or
organic material” (Leblanc et al.,
2016, p 25). Appalachian State
University had the least
Figure 5: Percentage of Divertible Waste in Landfill Streams

favourable results with 79.7% of

their landfill waste stream being recyclable or compostable (Maxwell, 2014). Humber
College and St. Thomas Aquinas Secondary reported that 50.08% and 52.08% of their
respective waste streams were divertible (Urban Resource Group Inc., 2015, p. IV.

25
St.Thomas Aquinas Secondary, 2012, p. 8). It is encouraging to note that the College of the
Rockies is currently performing well compared to three of the four institutions. Going
forward, the University of Alberta may become a source of valuable information regarding
waste reduction and composting.

Recommendations
Following the analysis of waste audit results the researchers developed recommendations
for the College of the Rockies to reduce waste destined for landfill. Prior to conducting the
audit the researchers developed the following questions to answer post audit:


Are there any suggestions that can be made regarding waste management education
in light of the results?



Is the proportion of divertible waste satisfactory to implement the new bins, or should
more action be taken?



Do the new bins adequately reflect the waste reduction needs?

In terms of waste management education, recommendations are limited. It was found that,
for the most part, students and faculty at the college are sorting waste to the best of their
abilities. Paper, clear glass, tin cans and refundable beverage containers were mostly
diverted from landfill due to proper sorting practices. Where the researchers expect the
small bits of paper and few beverage containers are coming from is small waste bins in
hallways or classrooms that aren’t accompanied by another option for waste sorting. With no
convenient option, individuals will often toss their divertible waste in the nearest bin without
taking time to find somewhere else to put it. For this reason, the researchers recommend
eliminating all single stream waste bins. That is to say, that no waste bins will only have the

26
option of collecting waste strictly destined for landfill – especially in high-traffic areas such
as the cafeteria, the lobby, high-traffic hallways, and study areas.
The new waste sorting bins, or “collection pods,” will be implemented by the Sustainability
Committee and the facilities team at the college. The researchers were curious if the audit
results would justify the purchase of the new pods. Currently there are stations throughout
the college where students can choose to sort waste into either landfill destined waste or
refundable beverage containers. There are also locations that offer paper recycling bins. The
new collection pods will allow for the sorting of three waste streams, reducing the potential
acts of thrashing divertible waste if the stream in question is not present at that waste
location. Given the levels of divertible waste the researchers would recommend
implementing an additional stream: organic. A significant portion of the divertible waste
destined for landfill was of organic nature. Implementing an organic waste stream to the
current waste collection program is more complex than just adding another bin. To include
composting, the college will have to take measures to properly manage the composting
materials in a way that it will break down and not attract wildlife. Following the breakdown of
the organic waste, the resulting compost will have to be managed. The nutrient rich compost
could serve a number of purposes including landscaping projects at the college. The
resulting compost could also be donated to a community garden, or be useful to the college
should they choose to establish their own garden. The bulk of compostable materials are
derived from the kitchen and cafeteria, as well as washrooms (paper towel). Should the
college choose to adopt composting practices, the researchers recommend placing bins in
the kitchen, cafeteria, and washrooms.

27
The new bins do not adequately reflect the current waste reduction needs of the college. The
divertible paper and plastic waste that was discovered during was deemed destined for
landfill by the disposing individual because it was unfit to be recycled (needed rinsing). Most
of the divertible paper and plastic waste was derived from disposable coffee cups (and lids)
as well as plastic food containers, both of which needed to be rinsed before recycling. Two
recommendations are stemmed from this finding. Firstly, in terms of education, students
and faculty should be reminded that paper coffee cups as well as any plastics numbered 1-6
are recyclable if they are clean. Currently, however, there are signs at water fountains and
washroom sinks asking individuals to refrain from rinsing any food or beverage container to
avoid plugging drains. Thus, these signs discourage anyone from rinsing their otherwise
recyclable item. This brings the researchers to their other recommendation: implementing a
rinse and recycle station. The college needs an area specifically intended for rinsing
recyclables, preferably near a collection pod. This will drastically reduce the amount of paper
and plastic recycling that is currently being directed to the landfill. Another point to note
about disposable coffee cups is that the cafeteria can help reduce generation of these cups.
They may do so by advertising the discounted price for hot beverages if someone brings
their own reusable mug.
Lastly, the small quantity of waste surprised the researchers. Their final recommendation is
to review the current garbage collection schedule. It is recommended that the garbage
collection by SouthEast Disposal be reduced to no more than twice a week, hopefully
reducing associated costs. Based on the quantity of waste collected in a one day period, the
researchers believe that garbage collection once per week would suffice. It has been
brought to the attention of the researchers, however, that the attendance on the day of
waste collection for the audit was low. Therefore, to account for higher traffic days, along

28
with campus wide events and the desire to not attract wildlife, the researchers feel that
collection twice per week would be adequate.
To recap, based on the waste audit results, the researchers recommend the following:


The elimination of all single stream waste bins, especially in high-traffic areas



The implementation of an additional waste stream: organic waste



When implementing an organic waste collection program, begin by locating bins in
the kitchen, cafeteria and washrooms



Waste reduction education should remind students and faculty that paper coffee
cups as well as any plastics numbered 1-6 are recyclable if they are clean



The implementation of a rinse and recycle station



Ensure the consistent use of a monetary incentive to bring reusable cups for
cafeteria use



The reduction of garbage collection by SouthEast Disposal to no more than twice a
week, potentially reducing associated costs.

Conclusions
Waste sent to landfill is often comprised of many materials that could have been re-used, repurposed or recycled. At the College of the Rockies Cranbrook campus, the divertible waste
destined for landfill consisted mostly of organic waste as well as paper and plastic recycling.
Concluding the study, the researchers would like to revisit the research question:
What is the quantity, and nature, of waste destined for landfill currently produced at the
College of the Rockies Cranbrook Campus during normal operational hours?

29
The researchers feel that their study has adequately addressed all elements of their
research question. The current research project provided the College of the Rockies with a
baseline measurement of current waste production, informing the institution of the quantity
of waste that is being generated at its Cranbrook campus. By conducting a waste audit the
researchers have determined that 43% of the waste generated on audit day was divertible
from the landfill if proper measures were taken. The nature of divertible waste mostly
comprised organic/ compostable materials. The implementation of the new waste collection
pods is believed to be beneficial to the college, however to capitalize on waste reduction the
researchers recommend the implementation of organic waste collection and composting
program, as well as a solution to rinse food-soiled recyclable containers. By reducing the
overall waste destined for landfill it is believed that waste hauler services may also be
reduced to save funds at the college. Overall, it is the goal of the researchers to provoke
positive change that ultimately reduces waste output.

Thank You Notes
The researchers would like to thank the following persons/organizations for their valued
input, time and support throughout this research project:


Greg McCallum for providing significant guidance and input for the study,



COTR Sustainability Committee for sponsoring the waste audit,



Carmen Vadillo for participation in sorting through the waste on audit day, as well as
providing photo and video content,



Allan Knibbs and COTR Facilities Department for their assistance in the organization
and project implementation as well as providing protective gear and tools for waste
sorting,

30


Program Coordinators Barb Fenwick, Sandi Hill, Marla Jones and Nursing program lab
assistant Jenny Damstrom for program information and support,



Brian Millis and the student life department for suggestions and support,



South East Disposal for transporting the waste as per the required project schedule
and providing a location for conducting the waste audit,



And lastly the RDEK for their willingness to provide a location for conducting the audit

31

References
Duke University. (2016). How much do we waste daily? Retrieved from Duke University
Centre for Sustainability & Commerce:
https://center.sustainability.duke.edu/resources/green-facts-consumers/how-muchdo-we-waste-daily
Environment Victoria. (2013, June 16). The Problem with Landfill. Retrieved from:
http://environmentvictoria.org.au/resource/problem-landfill/
Government of Saskatchewan. Ministry of Environment. (2013). Green Living: Reducing
Waste. Retrieved, Oct. 10, 2016, from:
http://www.environment.gov.sk.ca/ReducingWaste
Hoods, I. (2013). Zero waste budget: draft for expert review. Retrieved from:
http://www2.gov.bc.ca/gov/content/environment/waste-management/zero-waste
Jenks, J. M., & Panattoni, N. M. (2017, March 8). GUEST BLOG: Rinse and Recycle - What a
small team of researchers learned by sorting through the garbage. [Web log post].
Retrieved from: http://www.cotr.bc.ca/blog/story.asp?ID=90
Leblanc, S., Kwasny, J., Yan, K., & McCartney, D. (2016). Organics Recovery on Rise at
University of Alberta. BioCycle, Vol 57 (Issue 7), p24-26.
Maxwell, Jennifer. (2014). Waste Audit: Executive Summary. Retrieved from:
http://sustain.appstate.edu/sites/sustain.appstate.edu/files/FINAL%20exec%20su
mmary%20feb%202014_1.pdf
Midpoint International Inc. (2016). How to Complete a Waste Audit in 5 Easy Steps.
Retrieved from: https://cleanriver.com/waste-audit-in-5-easy-steps/
Midpoint International Inc. (2016). 8 Recycling Tips for Facility Managers. Retrieved from:
https://cleanriver.com/8-recycling-tips-forfacilitymanagers/?utm_source=Beyond+the+Bin+September+2016&utm_campaign
=Beyond+the+Bin+September+2016&utm_medium=email

32
Musulin, K. (2015, Aug 31). 10 trends defining the industry – and why they matter. Waste
Dive. Retrieved from: http://www.wastedive.com/news/10-trends-defining-the-wasteindustry-and-why-they-matter/404810/
n.a. (2016). I. Retrieved from: http://urbanimpact.com/waste-audits/
Ontario Ministry of Environment. (2008). A Guide to Waste Audits and Waste Reduction
Work Plans for Industrial, Commercial and Institutional Sectors. Retrieved from:
https://dr6j45jk9xcmk.cloudfront.net/documents/1355/227-guide-to-waste-auditsen.pdf
PLAN. (2015). Waste Audit Manual. Retrieved from: http://www.postlandfill.org/wpcontent/uploads/2016/02/PLAN-Waste-Audit-Manual-preview.pdf
St. Thomas Aquinas Secondary. (2012). Waste audit report results and waste reduction
workplan. Retrieved from:
http://www.hcdsb.org/Schools/Environment/Waste/Analysis%20Results/2012_AQU
I.pdf
Smyth, D. (2008). 2008 University of Norther British Columbia waste audit report. Retrieved
from: http://www.unbc.ca/assets/green/wasteauditreport.pdf
Urban Resource Group Inc. (2015) Waste audit & reduction work plan: Humber institute of
technology & advanced learning North and Lakeshore campuses. Retrieved from:
http://www.humber.ca/sustainability/sites/default/files/uploads/documents/2015
%20%20Humber%20Institute%20of%20Technology%20%20Advanced%20Learning%20
Waste%20Audit%20Report_%2528March%203%20revised%2529.pdf

33

Appendix A: TCPS 2: Core Certificates

34

Appendix B: Raw Data Collection Sheet
Data Collection Template
Instructions:

Please record your name and weight of yourself wearing your
protective gear without holding any waste. After sorting waste into
categories please weigh yourself holding a bag of a selected category
and record the weight. Do not subtract your initial weight, that will be
done by the researchers. Please weigh twice before recording on the
data sheet to ensure accuracy.

Name
Weight
Category
1
Paper (not including paper towel)
Numbered Plastics
Tin Cans
Refundable Beverage Containers
Paper Towel
Clear Glass
Comments/Observations:

Weights of Sorted Waste
2
3

4

5

35

Appendix C: Letter of Consent
College of the Rockies Field Activity Consent Form- Medium to High Risk
Medium to High Risk activity (waiver form, Policy 3.3.3): these are activities which have an
inherent risk of injury by virtue of the activity itself, risks that the student or guardian must
accept and from which the student or guardian releases the college from all responsibility.
These activities may require specialized clothing or equipment or training and they carry the
risk of serious injury or death even for experienced practitioners.
Activity Name: COTR Waste Audit
Activity Date: Thursday, February 2-Friday, February 3rd 2017
Activity Location: South East Disposal Yard (see map attached)
Activity Transportation: Students look after their own transportation.
Activity Description (describe the activity and potential risks along with the supervision and
oversight that will be provided):
The waste audit was initiated by the COTR Sustainability Committee. Two student
researchers have offered to conduct the waste audit to fulfil the capstone research
requirement for their BBA in Sustainable Business Practices Degree. The Sustainability
Committee Assistant has also offered to assist.
Their research question and objectives are as follows:
“What is the quantity, and nature, of waste destined for landfill currently produced at the
College of the Rockies Cranbrook Campus during normal operational hours?
The overarching goal of this research is to reduce waste at the Cranbrook College of the
Rockies. The present study has three objectives designed to make waste reduction possible.
1) Establishing a methodology for measurement
2) Conducting the waste audit to create an initial baseline measurement of waste.
3) To identify appropriate waste management strategies for the College as well as
forecast waste reduction goals and expectations.”
To mitigate the risks the following will be provided:
-Coveralls
-Gloves

36
-Face masks
-Students will provide sturdy foot wear and work clothes
-racks, garbage tongs, garbage cans
Students under the age of 19 years old require parental consent.
Accidents can be the result of the nature of the activity and can occur with or without any
fault on either the part of the student, or the college or its employees or agents/partners, or
the facility where the activity is taking place. By participating in this activity, you are
accepting the risk of an accident occurring, and agree that this activity, as described above,
is suitable for you. Risks include being cut by sharp objects, being exposed to toxic
substances, injuries from heavy lifting.
--------------------------------------------------------------------------------------------------------------------------I understand that I may be exposed to medium risks while participating in this activity and
that accidents and injuries may occur.
Name Student (print)

Signature of student

Name of Parent (print)

Signature of Parent

Date

Jennifer Jenks

Feb. 2, 2017

Natalie Panattoni

Feb. 2, 2017

Carmen Vadillo

Feb. 2, 2017

Figure 1: Map of approximate location of the study
Contacts:
SE Disposal
Kevin French kevin@southeastdisposal.com
250-417-3607
COTR
Allan Knibbs –
knibbs@cotr.bc.ca
250- 489- 2751 ex 3227
Research Supervisor
Greg McCallum gmccallum@cotr.bc.ca
250-427-6331 (cell)

37

Appendix D: Photo Consent Form

Photography / Video / Copyright

RELEASE FORM

I,

, do hereby give the

College of the Rockies permission to use, in any way they deem fit, the item/image/video/ logo described as

I hereby release all rights and future claims to the aforementioned item. These images may appear in any of
the wide variety of formats and media including, but not limited to, print,
broadcast, videotape, CD-ROM, DVD, and electronic/online media.

[Parent/Guardian segment removed for purposes of this report, all participants of the waste
audit were over the age of 19]

Name: (Please Print)
(I am 18 years of age or older.)

Signature:

Date:

FOR MORE INFORMATION:
Heather Jackson, Manager of Communications and Marketing
College of the Rockies  Box 8500, Cranbrook, BC V1C 5L7 Phone: 250-489-2751 ext. 3258
 Fax: 250-489-1790 email: jackson@cotr.bc.ca

38

Appendix E: Research Biases and Limitations
Several limitations exist for the current study which affect the project scope, methodology,
implementation, and analysis.


Conflicts of Interest: The supervisor for the current study is also a beneficiary of the
study which may lead to biases in both project implementation as well as analysis of
results.



Research Biases: The research team is eager to make useful conclusions regarding
the nature of waste. This may result in an unintentional over-or-under emphasis of
observations made. Additionally, the sorting categories for the waste were
determined based upon their relevance to the new collection pods and upon
researcher expectations.



Budget Constrictions: Renting an industrial scale was assumed to be an expense far
beyond the Sustainability Committee’s budget and thus was not an option pursued by
the researchers. Weights were obtained through the use of an electronic bathroom
scale. The accuracy level of the scale may have impacted results.



Knowledge of Study: In order to avoid alteration of waste audit results, the college
community could not know that a waste audit was going to take place. Certain
members of the college community were instrumental to the study and were aware of
the audit dates. Community members aware of the audit include the sustainability
committee members, facilities staff, and the researchers.



Research Timeline Constrictions: Capstone project course requirements dictate that
the implementation of the applied research project is to be completed within 15
weeks during the winter semester at the college. Therefore the waste audit is held

39
during winter. There are different courses offered in different seasons at the college.
Thus, the nature of waste may vary from season to season. A more accurate
assessment of the nature of the college’s waste would involve three audits to reflect
the three different mixes of courses.


Schedule Discoordination: Due to the difficulty in aligning the schedules of the many
individuals involved in enabling the current study, the audit was ultimately conducted
on a Wednesday. The original intent of the researchers was to conduct the audit on a
Tuesday as discussed in the Research Methods section above.



Cold Weather: The cold weather resulting from having a winter waste audit also has
impact upon audit results. Some of the waste collected in the audit had frozen into
clumps that were not reasonably sortable. In addition, the distribution of weight in
waste categories may have been altered since liquid may soak into materials such as
paper towel and freeze.

40

Appendix F: Literature Review Conceptual Model
Waste audits are conducted in order to determine one or more characteristics of an
organizations waste. The conclusions regarding a particular organizations waste are used to
stimulate or inform waste reduction efforts. Existing literature on waste audit studies
describe how various institutions have completed their audits as well as how those
institutions may benefit from their efforts. The current study endeavors to both replicate,
and expand upon, existing studies. Similar to previously conducted studies, this audit
examines an organizations waste in order to conclude how it may be reduced. In expansion
to previous studies, this audit demonstrates how a small team with modest resources can
successfully complete a waste audit.
The conceptual model below illustrates the replicative intention of the current waste audit.
Human behaviour is identified as the independent variable while waste quantity and nature
are the dependant variables. By studying the nature and quantity of waste, conclusions
regarding human behaviour may be drawn. Such conclusions may then be used to reduce
waste.

Human
Behavior

Quantity &
Nature of
Waste

Analysis of
Waste

Waste
Reduction
Initiatives

Reduction in
Waste

Improved
Environmental
Sustainability

Understanding
Behavior

41

Appendix G: Budget
The costs of the waste audit have been generously covered in full by the College of the
Rockies. Not all costs were recorded, however, the following list summarizes identifiable
costs associated with the waste audit:


Moving the current waste bin away from the COTR Kitchen Dock area $50



Drop off roll-off bin placement in place of the moved bin $90



Rental of waste collection in roll-off bin ($6.50/day x 3 days) $19.50



Pickup of roll-off bin and transport to SouthEast Disposal for weighing and audit
$135



Replacement of original waste bin back to the COTR dock area $50

Total recorded costs $344.50 plus applicable taxes.
In addition to the identifiable costs, other costs associated with the audit include:


Disposable coveralls, approximately $40 ($10 x 4 pair)



Work gloves, approximately $60 ($15 x 4 pair)

Total estimated costs to the College of the Rockies: $444.50 plus applicable tax

42

Appendix H: Extrapolation Calculations
In the findings section on page 20, it is estimated that; “If the same amount of waste was
produced on every operational day at the college, then 22,275 pounds would be produced
in the winter semester. Over one year, 66,825 pounds would be produced.” The following
calculations provide these estimates:


297 pounds/day X 75 Operational days = 22,275 pounds in one semester.



297 pounds/day X 225 days = 66, 825 pounds per year.

If an estimate of population had been available, the calculation would have been:
75(Lbp X Sp) + 75(Lbp X Fp) + 75(297) = Estimated weight of waste produced in one year.
Where:
75 is the operational days per semester
297 is the weight of waste from an average day in winter
Sp is the Spring and Summer Population
Fp is the Fall Population
Lbp is the pounds of weight produced per person. (297 pounds divided by the winter
population)