EXECUTIVE SUMMARY
In a time of increasing vulnerability from climate change for the ski industry, the purpose of this research project was to help Beaver Valley Ski Club (BVSC), a private member ski club in southwest Ontario, advance sustainability at their organization. The club is already committed to sustainability, but lacks the time and resources to research different sustainability initiatives. As a result, the team investigated three areas that would add social, environmental, and economic value to the club and thus advance sustainability.
The objectives were: 1. To examine the technical and economic feasibility of installing a geothermal system in two potential buildings (the Clubhouse and the Keg) 2. To identify sustainability indicators that BVSC may use to measure sustainability initiatives and a sustainability reporting framework BVSC may adopt 3. To examine the challenges of integrating environmental education into recreational programs to identify and evaluate other tools and/or activities that help increase members’ environmental awareness To achieve the project objectives, Diamond AnalytiX conducted a survey of ski instructors, 20 semi-structured interviews (industry representatives and academia), desktop studies (case studies of ski resorts, books, and academic journals), and a quantitative analysis of BVSC’s energy data.
For objective 1, our results indicated that it is technically and economically feasible to install a geothermal system at the Keg, with a payback of six to eight years. For objective 2, the ski industry’s most reported themes were water and energy, the most reported key performance indicator was recycled material and the two most applicable reporting guidelines for BVSC were the CSR Reporting in Tourism and the Ski Area Citizens’ Coalition Report Card. For objective 3, the three identified opportunities of environmental education were to increase members’ pride, communicate sustainability initiatives and provide an opportunity to give a structured experience in the natural environment. The three challenges in incorporating environmental education into recreation activities were: participants viewing nature as an object, choosing appropriate educational content to communicate, and learning new skills vs. learning environmental education content. We found that interpretive signage and adventure programs were feasible opportunities to increase members’ environmental awareness.
Recommendations for BVSC ensure the ski club’s sustainability practices. First, a horizontal geothermal system should be installed at the Keg. Second, a measuring and tracking system should be established to measure BVSC’s sustainability performances. Third, environmental education should be integrated into recreational activities such as snowshoeing using the created Guidelines. Environmental training for staff along with interpretive signage should be implemented to increase environmental awareness.
In conclusion, it is expected that if BVSC implements the initiatives described above, BVSC will experience reduced cost and energy savings, greater communication of its environmental initiatives with members and the ski industry, and increased member pride and environmental awareness that would positively impact BVSC’s reputation. These will ensure BVSC advances even further along the path of sustainability.
ACKNOWLEDGEMENTS
This report was prepared to meet the course requirement of ENBUS 402: Environment and Business Graduating Project.
In addition to the course requirements, this report was written for:
Beaver Valley Ski Club R.R.#4, 100 Pioneer Drive Markdale, ON. N0C 1H0
Sincere gratitude and appreciation for support and guidance in the creation of this report is expressed to the following: Goretty Dias (Course Advisor), Neil Craik (Project Advisor), the staff and supervisors at Beaver Valley Ski Club with special mention to Kimberly Edwards (Sustainability Officer at Beaver Valley Ski Club), Brian Lobb and Tim Foster (General Manager at Beaver Valley Ski Club) for their guidance. Additionally, this project would not have been possible without the help from our twenty interviewees.
TEAM BIOGRAPHY
Brianna Aspinall has a passion to increase environmental awareness. As an outdoor educator, and through involvement in a region- wide community engagement initiative, Brianna Aspinall has the expertise to evaluate whether a sustainability education program can be integrated into recreational activities.
Tori Chai is an avid snowboarder, and will combine her passion for the sport with her interest in sustainability initiatives; most particularly renewable energy. She will bring her extensive leadership experience to the table to help inspire the group and provide strategic From Left to Right: Tori Chai, Brianna Aspinall, Dana Decent, Natasha Koo, Helen Gu direction.
Dana Decent is a committed nature lover who has a keen interest in business. Dana will use her efficient communication and time management skills to ensure prompt and effective communication within the group, and between the group and client.
Si Meng (Helen) Gu is an exceptional problem solver. With a strong background in quality assurance, system testing and data management, she will reveal the energy efficiencies and cost saving calculations of geothermal technologies.
Natasha Koo is an action-oriented challenge-seeker. With emphasis on administration and group cohesion, Natasha betters the project with creativity, curiosity and dedication.
TABLE OF CONTENTS
1.0 INTRODUCTION ...... 1
1.1 PROJECT OBJECTIVES ...... 1 1.2. PROJECT SCOPE ...... 1 2.0 OVERVIEW OF TOPIC ...... 3
2.1 GEOTHERMAL FEASIBILITY FOR SKI RESORTS ...... 3 2.2 SUSTAINABILITY REPORTING AT SKI RESORTS ...... 4 2.3 EDUCATION AND AWARENESS AT SKI RESORTS ...... 5 3.0 METHODOLOGY ...... 6
3.1 GEOTHERMAL FEASIBILITY FOR SKI RESORTS ...... 7 3.1.1 Determining Electricity Savings and Payback on Investment ...... 8 3.1.2 Determining the Challenges and Barriers of Geothermal Installation ...... 8 3.1.3 Research Limitation for Geothermal Feasibility ...... 9 3.2 SUSTAINABILITY REPORTING AT SKI RESORTS ...... 9 3.2.1 Research Limitation for Sustainability Reporting ...... 10 3.3 ENVIRONMENTAL EDUCATION AND AWARENESS AT SKI RESORTS ...... 10 3.3.1 Desktop Studies ...... 10 3.3.2 Interviews: ...... 10 3.3.3 Survey ...... 11 3.3.4 Research Limitations for Environmental Education ...... 11 4.0 RESULTS, ANALYSIS AND DISCUSSION ...... 11
4.1 GEOTHERMAL FEASIBILITY AT BVSC ...... 12 4.1.1 Technical Feasibility for a Geothermal System at BVSC ...... 12 4.1.2 Economic Feasibility for a Geothermal System at BVSC ...... 13 4.1.3 Technical and Economic Feasibility of the Clubhouse ...... 13 4.1.4 Technical and Economic Feasibility of the Keg ...... 15 4.1.5 Discussion for Objective 1 ...... 17 4.2 SUSTAINABILITY REPORTING AT SKI RESORTS ...... 18 4.2.1 CSDR Context ...... 18 4.2.2 Snapshot of CSDR in the Ski Industry ...... 19 4.2.3 CSDR Guidelines ...... 20 4.2.4 Discussion for Objective 2 ...... 20 4.3 EDUCATION AND AWARENESS AT SKI RESORTS : PART I ...... 21 4.3.1 Results and Analysis on Opportunities for Environmental Education at BVSC ...... 21 4.3.2 Results and Analysis of Challenges to Integrate Environmental Education ...... 21 4.3.3 Suggestions to Integrate Environmental Education ...... 24 4.4 EDUCATION AND AWARENESS AT SKI RESORTS : PART II...... 24 4.4.1 Interpretive Signage ...... 24 4.4.2 Adventure Programs ...... 25 4.4.3 Dicussion for Objective 3 ...... 26
TABLE OF CONTENTS
5.0 RECOMMENDATION ...... 27
5.1 INSTALL A HORIZONTAL GEOTHERMAL SYSTEM AT THE KEG...... 27 5.2 UTILIZE RECOMMENDED SUSTAINABILITY REPORTING TOOLS ...... 27 5.3 INTEGRATE ENVIRONMENTAL EDUCATION INTO RECREATION PROGRAMS ...... 28 6.0 CONCLUSION ...... 29 7.0 REFERENCE ...... 31
LIST OF FIGURES & TABLES
List of Figures:
FIGURE 1: HOW DOES GEOTHERMAL WORK (ALTER, 2008) ...... 3 FIGURE 2: INTERDEPENDENCY OF RESEARCH METHODS UTILIZED ...... 7 FIGURE 3: PAYBACK FOR CLUBHOUSE ...... 14 FIGURE 4: OPERATING SAVINGS OF THE CLUBHOUSE ...... 14 FIGURE 5: INSTALLATION AND OPERATING COSTS FOR THE CLUBHOUSE ...... 15 FIGURE 6: KEG PAYBACK ...... 16 FIGURE 7: INSTALLATION AND OPERATING COSTS FOR THE KEG ...... 16 FIGURE 8: ANNUAL SAVINGS WITH 60% ELECTRICITY BILL ASSUMPTION ...... 17 FIGURE 9: REPORTED THEMES IN THE SKI INDUSTRY ...... 19 FIGURE 10: FREQUENCY OF KEY PERFORMANCE INDICATORS (KPI) IN THE SKI INDUSTRY ...... 19 FIGURE 11: RESPONSE FREQUENCY OF CHALLENGES FOR ADVERTURE LEADERS (AL) & OUTDOOR EDUCATORS (OE) ...... 22
List of Tables:
TABLE 1: SUGGESTIONS FOR COMMICATION CONTENT ...... 23 TABLE 2: SURVEY AND INTERVIEW RESPONSES FOR ADVENTURE PROGRAMS ...... 26 TABLE 3: FINDINGS FROM RESEARCH FOR OBJECTIVE 3 ...... 27
LIST OF APPENDIXES
APPENDIX 1: GEOTHERMAL FINANICALS ...... 36 APPENDIX 2: SUSTIANBILITY REPORTING (OBJECTIVE TWO) PART I POPULATION...... 38 APPENDIX 3:CSDR INTERVIEW RESULTS SUMMARY ...... 40 APPENDIX 4A: CSDR RECOMMENDED KEY PERFORMANCE INDICATORS FOR CSDR ...... 41 APPENDIX 4B: KEY PERFORMANCE INDICATORS USER GUIDE ...... 42 APPENDIX 5: CORPORATE SUSTAINABILITY DEVELOPMENT REPORTING GUIDELINE CRITERIA ...... 44 APPENDIX 6: SKI INSTRUCTORS VIEW ON OUTDOOR RECREATION AS A COMMUNICATION TOOL ...... 45 APPENDIX 7: POPULAR SURVEY THEMES REGARDING TIME TO INTEGRATE ENVIRONMENTAL EDUCATION INTO SKI/SNOWBOARD LESSONS...... 46 APPENDIX 8: SUGGESTIONS IN OVERCOMING CHALLENGES FOR INTEGRATING ENVIRONMENTAL EDUCATION INTO RECREATIONAL ACTIVITIES ...... 47 APPENDIX 9: GUIDELINES ON ELEMENTS TO CONSIDER WHEN INTEGRATING ENVIRONMENTAL EDUCATION INTO RECREATIONAL ACTIVITIES ...... 49 APPENDIX 10: CASE STUDY ANALYSIS FOR ENVIRONMENTAL EDUCATION ...... 53 APPENDIX 11: TOOLS AND RESOURCES ...... 56 APPENDIX 12: POPULAR SURVEY THEMES REGARDING SUGGESTIONS ON HOW TO INTEGRATE ENVIRONMENTAL EDUCATION INTO SKI/SNOWBOARD LESSONS...... 60 APPENDIX 13: CONSIDERATIONS FOR THE NECESSITY OF SIGNAGE ...... 62 APPENDIX 14: SIGNAGE PAMPHLET ...... 63 APPENDIX 15: ACADEMIC CHECKLISTS ...... 67
1.0 INTRODUCTION There is a definite need to increase environmental awareness in ski resorts due to the ski industry’s increasing vulnerability towards climate change (Scott, McBoyle, Minogue, & Mill 2006), demand for more transparent environmental operations (Spector, Chard, Mallen & Hyatt, 2012), and a lack of knowledge of the environmental impacts from the ski industry such as water use, tree clearing and energy use (Hudson & Ritchie, 2001; Burgin & Hariman, 2012). Small ski resorts at lower altitudes may be forced to rethink their business strategy to adapt to the lack of natural snow (Soboll & Dingeldey, 2012). This reality encourages ski resorts to take action to stay competitive and be more environmentally responsible (Soboll & Dingeldey, 2012).
The aim of this study was to provide options to help advance sustainability initiatives in the areas of energy, sustainability reporting, and environmental education at Beaver Valley Ski Club (BVSC). As a private member ski club in southwestern Ontario, the club has taken progressive steps to address sustainability using the Natural Step Framework, and through its membership in the North American Climate Challenge organized by the National Ski Areas Association (NSAA). The club recognizes that sustainability has true business value by reducing energy costs and increasing members’ appreciation and pride. However, BVSC lacks the time and labour resources to effectively research the most feasible options in the areas of innovative energy and greenhouse gas reduction initiatives, identify sustainability reporting indicators and framework, and examine how to increase members’ environmental awareness through environmental education.
1.1 Project Objectives The purpose of this research was to investigate ways to advance sustainability initiatives at BVSC. Our project focused on 3 main objectives related to Energy, Sustainability Reporting, and Education. These objectives were decided through consultation with our client and initial scoping.
● Objective 1: To examine the technical and economic feasibility of installing a geothermal system in two potential buildings at BVSC (the Keg or the Clubhouse). ● Objective 2: Part I: To identify sustainability indicators that BVSC can use to measure and track (current and recommended) sustainability efforts. Part II: To identify and recommend recognized and suitable sustainability reporting frameworks that BVSC may eventually adopt. Part III: To identify influential factors of reporting writing, implementation and maintenance. ● Objective 3: Part I: To examine the challenges and opportunities of integrating environmental education into recreational programs. Part II: To identify and evaluate other tools and/or activities that help increase members’ environmental awareness.
1.2. Project Scope BVSC was interested in achieving energy and cost reductions, improving and broadcasting their green initiatives, and increasing member pride. Our three main areas for the project were thus geothermal
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technology, sustainability reporting, and environmental education. If implemented, these areas would result in cost savings, increased member awareness of green initiatives and club pride, and lower environmental impact. Each of these project components not only matched the original goals, but each component complemented each other by providing social, economic, and environmental benefits to BVSC, and thus advancing sustainability.
First, research into the feasibility of geothermal technology as a cost-effective energy conservation measure was completed. BVSC consumes enormous amounts of energy through their operations and facilities, and BVSC was interested in an innovative energy solution. Research suggested that geothermal technology, most commonly referred to as ground source heat pump (GSHP) technology, could result in energy cost savings, reductions in energy use and greenhouse gas emissions, and trend leading as few ski resorts have yet implemented the technology. Geothermal had a relatively short investment payback period, and there were no regulatory barriers. Horizontal closed loop systems were chosen as a focus for investigation instead of vertical closed loop systems because the club had a wide area of open space that would make a horizontal system more feasible.
Secondly, BVSC had not written a sustainability report and was interested in tools and frameworks for sustainability reporting in order to benchmark their initiatives and broadcast their success. The context of sustainability reporting in the ski industry was examined in order to gain an understanding of BVSC’s position in relation to the industry average performances. In order to help increase member pride and provide information for decision-making, tools and frameworks were recommended in order for BVSC have resources to begin sustainability reporting. The study identified the frequency of different indicators and themes in sustainability reports in North American ski resorts but this proved problematic as there were a limited number of quality sustainability reports with indicators. Therefore, our scope widened to include ski resorts in Australia and New Zealand.
Lastly, BVSC was interested in environmental education as a way to increase member pride and raise environmental awareness. It could also provide an alternative activity for ski instructors when they are looking for more activities for their students. At first there was discussion about designing an environmental education program, but this was deemed too time consuming. Thus, we chose to provide guidelines and possible tools or resources (such as signage). Different perspectives in integrating environmental education into recreational activities were researched. Accordingly, three main groups (outdoor educators, adventure leaders and ski industry representatives) were chosen to be interviewed for research.
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2.0 OVERVIEW OF TOPIC
To ensure the continual improvements of sustainability practices at Beaver Valley Ski Club (BVSC), literature review is presented based on three themes: geothermal feasibility for BVSC’s selected buildings, sustainability reporting at BVSC, as well as environmental education and awareness at BVSC.
2.1 Geothermal Feasibility for Ski Resorts
Geothermal technology (also known as a ground source heat pump or GSHP) is a system to supply the ECONOMIC ENVIRONMENT heating and cooling needs of a building. In the North American ski industry in particular, there are significant barriers to the adoption of geothermal technology. This is due to a lack of knowledge of geothermal, as few North American ski companies have implemented the technology.
As illustrated by Figure 1 (Alter, 2008), a GSHP harnesses the energy the ground absorbs from solar radiation (David Suzuki Foundation, 2004) using pipes and a heat pump in order to provide a building’s heating and cooling needs. Ground temperature is very consistent at all seasons (Canadian GeoExchange Coalition, 2009). In Toronto, the ground remains around an average 10.1 degrees Celsius throughout the year (Canadian GeoExchange Coalition, 2009). A mixture of anti-freeze and water circulates throughout pipes. The pipes are often made from high density polyethylene, range from two to ten centimetre in diameter (Rehau Group, 2009) and are laid out underground often for several thousand feet. The size depends on the capacity of the system
Figure 1: How Does Geothermal Work (Alter, 2008) required. The pipes connect to a heat pump that runs on electricity within the building, and the anti-freeze mixtures flows to the pump and then to a heat exchanger filled with a refrigerant. The refrigerant absorbs the heat from the mixture, and then boils to become a vapour. The cooler anti-freeze mixture travels back to the pipes to circulate in the ground again, while the vapour travels to the compressor. The compressor squeezes the vapour to reduce its volume and thus increase the heat content; this heat then transfers to a coil where air blows across to convey the heat into the building’s ventilation
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system. In the summer, the system is reversed where the antifreeze mixture absorbs the colder temperature in the ground and transfers it to the building to provide cool air (Natural Resources Canada, 2009).
Two key barriers to the adoption of geothermal technology for a small ski resort such as BVSC are: lack of knowledge (Younis et al., 2010; Dowd, Boughen & Carr-Cornish, 2011) that leads to lack of confidence (Roy, Caird & Abelman, 2008) towards GSHPs’ services and benefits, and the high upfront capital cost. Homeowners in Canada are generally less informed about geothermal technology compared to being informed about other eco-friendly energy technologies. This is one of the many reasons that contribute to a distrust of the technology (Dowd et al., 2011; Younis et al., 2010). High costs are a barrier to geothermal adoption because the average upfront costs for geothermal can be more than double that for conventional heating and cooling options. The Canadian GeoExchange Coalition (2009) estimates that for a new 160 m2 house in suburban Ontario, a horizontal geothermal system will cost approximately $23,000, compared to $11,000 for a high efficiency propane furnace with air conditioning, or $9,000 for an electric furnace with air conditioning.
Despite a GSHP’s has a high upfront cost, it offers higher efficiency compared to conventional heating technology (Natural Resources Canada, 2009) and this delivers significant operating cost savings. A GSHP’s efficiency is conveyed through its ‘coefficient of performance’ (COP), which is the amount of energy the geothermal system delivers divided by the amount of electricity the heat pump uses (David Suzuki Foundation, 2004). In Canada, “closed-loop applications have heating COP ratings between 3.1 and 4.9” (Natural Resources Canada, 2004, p. 28), so are 310% and 490% efficient. In comparison, mid efficiency conventional propane furnaces are 79% to 85% efficient, oil furnaces are 83% to 89% efficient and natural gas is 78% to 84% efficient (Natural Resources Canada, 2009a). Operating cost savings can be significant; the example detailed above of the 160 m2 building states how the GSHP could annually cost $996 while the propane furnace would cost almost $3,500. The payback would be 8.6 years (Canadian GeoExchange Coalition, 2009). Even older installations have achieved significant savings; almost 30 years ago, Braun’s Bicycle Store in Kitchener converted from oil furnaces to a vertical geothermal installation and saved $7,960 in heating and cooling costs in their first year (Canadian GeoExchange Coalition, 2002). While there is extensive information about the characteristics of GSHPs, it was difficult to find studies and literatures that directly examined detailed costs and paybacks.
2.2 Sustainability Reporting at Ski Resorts ECONOMIC ENVIRONMENT
SOC Corporate sustainability development reporting (CSDR) is a fairly new concept in the North American ski industry and thus many ski operators do not utilize such reporting initiatives (Gray, 2006). CSDR reporting is
a tool that informs interested parties of a firm’s ability to manage environmental, social, and economic risks IA (Ballou, Heitger, & Landes, 2006). L
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Sustainability reporting is a means to separate business performance reporting initiatives into economic, social and environmental factors (Daub, 2007). Sustainability reporting is different from conventional financial reporting as it is an all-encompassing balance of social, financial, and environmental objectives (Gray, 2006). Sustainability reporting is beneficial and contributes to stakeholder value creation within a business (Jones, Frost, Loftus, & Van Der Laan, 2007). Van Staden and Hooks (2007) view sustainability reporting as a method to ensure validity in an organization’s sustainability initiatives. They find it crucial for businesses to voluntarily provide sustainability data in order to avoid public opposition against a firm’s assumed lack of environmental compliance (Van Staden & Hooks, 2007).
Literature that examines the relationship between sustainability reporting and businesses’ reputations are complimentary. Fombrun and Van Riel (1997) define reputation as “a collective representation of a firm’s past actions and results that describes the firm’s ability to deliver valued outcomes to multiple stakeholders.” Bebbington, Larrinaga, and Moneva (2008) utilize this definition to deduce that sustainability reporting may be able to impact a business’ reputation and conclude that the control of reputation may explain and contribute knowledge to the field of sustainability reporting.
CSDR indicators and frameworks are the pillars of CSDR, and one well-known framework is the Global Reporting Initiative (GRI). GRI, the Global Competitive Principle, and the International Organization for Standardization (ISO) standards are common frameworks used to report CSR performance. GRI plays various roles in academic literature. For example, research by Manetti and Toccafondi (2012) utilized GRI as a key criterion in determining the scope of the study population.
Despite the abundance of literature on large corporations, very little information is available regarding sustainability reporting frameworks and guidelines for small and medium enterprises (SMEs) (Bos-Brouwers, 2010). Although standards and guidelines for SMEs exist (Van Staden & Hooks, 2007), they are not the subject of academic journals. In addition, CSR reporting guidance and frameworks are absent for the ski industry that is extremely vulnerable to climate change (Soboll & Dingeldey, 2012).
2.3 Education and Awareness at Ski Resorts
ENVIRONMENT SOCIA Research in environmental education at ski hills is of great importance due to the increase in recreational activities (Thapa, 2010) and concern regarding the ski industry's vulnerability towards climate changes (Scott, McBoyle, Minogue & Mills, 2006). Resorts can utilize recreational activities as a means to communicate ways they can address the challenges their industry faces regarding climate change. Both outdoor education (OE) L
and outdoor recreation are practices of outdoor leadership that focuses on guiding groups through natural areas by walking, skiing, or other activities (Martin, Cashel, Wagstaff & Breunig, 2006). Ski resorts can benefit from integrating environmental education into their recreational programs. This can be used as a tool to enhance environmental awareness among members and the public (Burgin & Hardiman, 2012), and to reduce
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their impacts on the environment. Environmental education can also help increase the instructors’ knowledge of sustainability to spread awareness both inside and outside of the ski industry setting.
A study by Haluza (2001) found that after an outdoor excursion, most teens saw nature as a separate aspect of their lives and felt their individual actions would not have an effect on nature. However, D’Amato and Krasny (2011) found that after an outdoor course, participants benefited through personal growth development and a desire to protect the environment. This illustrates a gap in understanding how to lead an outdoors program that creates an understanding towards nature compared to an outdoor program that creates a disconnection with the natural environment.
Outdoor educators should understand ecological principles, and the culture and history of the area where their program would be delivered. Lugg (2004) and Preston (2004) argue that outdoor curricula should be developed based on the history and culture of the area, as this makes the curricula more relevant to participants. Additionally, Thomas (2005) argues that by knowing local knowledge of the area, outdoor educators are able to make the program more unique.
There are various debates on how appropriate it is to integrate environmental education into adventure activities (Thomas, 2005; Lugg, 2004; Martin, 2004; Brymer, Downey & Gray, 2009). Thomas (2005, p.35) mentions that many authors suggest, “removing adventure and challenges from outdoor educator programs”. For example, if the activity requires high skill level and is fast paced, participants might not truly have the opportunity to learn more than the skill required to perform the activity. As Lugg (2004) suggests, additional research is required to understand if the adventure activities are by nature compatible with environmentally responsible practices.
Further research is needed to examine the types of winter activities at ski resorts that can have an environmental educational component. In addition, research should be based on the appropriate educational content that should be taught as part of these programs. Another research gap is the need for tools and activities that ski resorts can use to help increase individual's environmental awareness. Lastly, there is limited research on how to integrate environmental education into recreation activities, and additional research is needed to understand how to increase participants’ environmental knowledge in a skiing context.
3.0 METHODOLOGY
This project utilized a variety of qualitative and quantitative primary and secondary research methods. Desktop studies provided qualitative background information for each objective, as well as quantitative information on cost and energy use estimates. Secondary case studies were used to provide qualitative information about ski resorts’ sustainability initiatives and activities. Twenty semi-structured interviews (over
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phone, videoconference and in person) with businesses, industry representatives and academia were chosen over structure interviews because this allowed more flexibility with interview questions and responses (Bryman, A., Bell, E., Mills, A., & Yue, A., 2011). Surveys delivered qualitative information in the form of opinions and experiences from ski instructors. This method was chosen to allow a variety of responses within a short period of time. Data collected was analyzed through open coding, meaning data was “examined, conceptualized, and categorized” (Bryman et al., 2011). Findings were formed in main categories through data analysis. Figure 2 illustrates the interdependency of all research methods utilized in this project to develop outcomes.
Figure 2: Interdependency of Research Methods Utilized
3.1 Geothermal Feasibility for Ski Resorts
To complete Objective 1, a mix of desktop studies, an energy analysis of BVSC’s energy data, and 5 semi- ECONOMIC ENVIRONMENT structured interviews were used. Desktop studies included an examination of academic literature, reports from industry and non for profits, and company websites. These were used to find relevant information that would guide interviews and provide a greater understanding of geothermal technology and energy efficiency.
In particular, desktop studies helped the group identify potential benefits, challenges, and cost estimates associated with the technology. We focused heavily on publications by the Canadian GeoExchange Coalition due to their expertise with the technology and focus on Canada. Publications from REEP, an environmental non for profit in Kitchener, were also used to investigate insulation types and costs that could be done before or at near the time of a geothermal installation.
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3.1.1 Determining Electricity Savings and Payback on Investment The Keg and the Clubhouse were the two buildings analyzed for technical and economic feasibility. The Keg is a 3,000 square feet, two-storey building atop a hill that includes a seating area, mini cafe and outdoor patio. It serves as a resting spot at the top of the ski hills, a place to host events, and is closed during the summer. The Keg is heated with electric baseboard. The percentage of the 110,000 kWh of electricity the Keg uses that goes towards heating is unknown, so for our estimates we calculated separate paybacks where either 60% (67,000 kWh), 40% (45,000 kWh) or 20% (22,000 kWh) of the bill accounted for heating.
To determine a payback, the specific current electricity use and heating and cooling data from the Keg and Clubhouse was analyzed. Estimates from interviews with three geothermal companies (see below) were used to determine the average cost to install and operate a horizontal closed loop geothermal system at both buildings. We then calculated the approximate payback on the technology. The current cost of heating and cooling was then compared to the operating costs of the GSHP for each building to calculate the payback and the operating cost savings of the GSHP. Graphical analysis demonstrated cost savings and the point at which the cost of installing and operating the GSHP would become more cost-effective than operating current heating and cooling for both buildings (See Section 4.0 Results, Analysis and Discussion).
Semi-structured interviews were conducted over the phone with two groups: three geothermal companies operating within southern Ontario, and two business owners who resided in buildings where a geothermal system had been installed within the past five years. The purpose of the interviews was to obtain primary data on cost estimates, savings, benefits, challenges and any other information about the technical and economic feasibility of a GSHP that could be useful to our client. We then used this information to make final recommendations.
3.1.2 Determining the Challenges and Barriers of Geothermal Installation All interviewees were found through our desktop studies by examining geothermal websites of geothermal companies and different businesses that had a geothermal system installed, and groups were recruited via email. We chose the geothermal companies based on their level of expertise and their location in Ontario. Only geothermal companies operating in Ontario were selected as they would be most familiar with provincial incentives and regulatory challenges, but also any challenges or benefits specific to this region (such as municipal bylaws). Two businesses were chosen based on whether they had a geothermal system installed within the last five years (to make technological comparisons as similar as possible, as COP’s increase with time), and whether the building size was similar to the Keg or Clubhouse (3,000 square feet and 26,000 square feet respectively) so that energy and cost information would be relevant. The businesses were also chosen based on the location within Ontario so that the provincial regulatory context would be the same as BVSC. The first interviewee resided in a building over 18,000 square feet that had a vertical geothermal installed when it was built approximately 5 years ago. The second interviewee resided in a building over 4,000 square
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feet that had a horizontal geothermal system installed less than 3 years ago to replace 2 aging electric heat pumps.
3.1.3 Research Limitation for Geothermal Feasibility Our research was limited in several ways. First, we were not able to interview as many businesses who had geothermal installed as we would have liked. Multiple reasons included: a narrow scope (Ontario based, similar sized buildings to Clubhouse or Keg, and installation within 5 years) that made it difficult to locate interviewees. Of the potential interviewees who fit these criteria, there was a limited number interested in participation. There is thus a potential bias in our research for a positive view on geothermal technology as we interviewed more geothermal companies, and each had a vested interest to promote a positive view of the technology since this was their business. This limitation could be corrected in any future studies by perhaps widening the interviewee scope. As well, the data for BVSC is limited to less than a 2 year period, and is thus not indicative of fuel and electricity spending for every year. Last winter was particularly warm, so it is possible the heating costs were lower than they would be during a colder winter.
3.2 Sustainability Reporting at Ski Resorts
ECONOMIC ENVIRONMENT To achieve Objective Two Part I, desktop research was first completed on a selection of 30 websites and SOCIA sustainability reports (see Appendix 2) chosen from ski companies in North America, Australia and Europe that demonstrate sustainability initiatives. This method produced numerical values of the main reported sustainability impact areas and indicators within the ski industry. Next, reported indicators were then L
categorized into themes and the frequencies of indicators and impacted areas established. Findings from desktop research and interviews were used to establish criteria for selecting indicators, from a database of key performance indicators used by well-known CSDR standards (GRI, ISO 26000, Dow Jones Sustainability Index, FTSE4Good Index and Global 100). The selected indicators were recommended to BVSC. To achieve Objective Two Part II, the findings of the desktop study and interviews were utilized to evaluate the suitability of three credible sustainability guidelines for the ski industry. The guidelines with the most qualified attributes were recommended to BVSC.
To achieve Objective Two Part III, a total of six individuals were interviewed. The interviewees were divided into three groups: professors and associates from the University of Waterloo, ski industry leaders, and representative from a non-governmental organization (NGO). The interviewees were selected based on qualifications and diversity of experiences with CSDR both academically and in the industry. For example, a Sessional Faculty provided a small to medium-sized enterprises (SME) perspective as a small business owner while an Associate Professor was chosen based on his wide experiences in CSDR with large corporations and academically. A Research and Teacher Assistant provided insight as a CSDR third-party assurance and verifier. From industry, a representative from Sustainable Waterloo Region was interviewed for their expertise
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in assisting SME with CSDR writing and implementation. Two SME ski resorts, selected from the 30 reports in Objective 2 Part I, gave valuable insight on sustainability reporting in the ski industry.
3.2.1 Research Limitation for Sustainability Reporting Although we extended our best efforts in researching the latest sustainability report for ski resorts, some reports were more than five years old. In addition, many ski resorts published their CSDR report in a website format instead of a formal report. This imposed a limitation as some reporting indicators in website format did not provide sufficient details for the indicators utilized by the ski resorts.
3.3 Environmental Education and Awareness at Ski Resorts ENVIRONMENT SOCIA Desktop studies, interviews and surveys were used to fulfill objective 3 – environmental education and awareness at ski resorts.
3.3.1 Desktop Studies L
Desktop studies were completed to gain a better understanding in the following three main areas for the education objective. Firstly, the challenges of using outdoor education as a means to increase environmental awareness were analyzed and categorized into themes. Secondly, different tools or resources were discovered through case study analysis on ski resorts. Thirdly, analyzing various educational requirements and processes leads the creative process to develop guidelines.
The purpose of the case study analysis was to understand other ski resorts’ pre-existing environmental education activities. Twenty-two ski resorts were selected from the section on Education and Outreach from NSAA Sustainable Slopes 2012 and NSAA’s website. Preference was given to resorts with the most information on their activities and outdoor education programs. Subsequently, a list of all the different education and outreach activities from these 22 ski resorts was made. Similar activities were then grouped into themes, which were analyzed to understand those most applicable to BVSC.
3.3.2 Interviews:
Two sets of semi-structured interviews were conducted for objective 3. The purpose of the first set was to gather information on the challenges and opportunities of increasing environmental awareness by integrating environmental education into recreational activities. The second set of interviews focused on exploring what other ski resorts were doing in the area of outdoor education, and what resources or tools could be used to assist outdoor leaders when teaching environmental education or recreational activities.
From the eight interviewees, four were adventure leaders (AL), two were outdoors educators (OE) and two were ski industry representatives. Both AL and OE are considered outdoor leaders (OL). The six semi- structured interviews with AL and OE provided different views from individuals. The OE interviewees mainly taught environmental content from school curriculum while guiding natural hikes, while the AL
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interviewees had a stronger focus on adventure and recreational activities. For the second set, two ski industry representatives were chosen by looking for ski clubs that were of a similar size to BVSC, and for people who had experience in outdoor programs and education. When contacting possible interviewees DiamondAnalytiX connected, via e-mail, with previous employers and co-workers at organizations that practiced environmental education (curriculum and adventure programs). This was more practical due to the time constraints of the project. In order to respect their privacy and research ethics, the names of the interviewees used for quotes in this report have been modified.
3.3.3 Survey A survey of ski instructors was chosen to provide information on their perspective on environmental education activities. Surveys were selected over interviews as they could reach a wider number of potential instructors in less time. The purpose of this survey was to gain a better understanding of ski instructors’ day- to-day activities and the feasibility of increasing or integrating educational components into recreational activities.
The survey aimed to provide a deeper understanding of instructors’ time, challenges, and tools needed to facilitate educational components into recreational activities. A variety of participants were selected: mostly through BVSC’s Sustainability Officer (Kim Edwards), and the rest through personal contacts of Diamond AnalytiX. The survey was completed through Free Online Surveys, sent out to 139 ski/snowboard instructors by email, and completed by 28 individuals (20% response rate). The survey results were analyzed through a blend of quantitative and qualitative data analysis. Identifiable trends emerged through observation of the frequency of certain responses. The survey answers were categorically defined and analyzed for patterns amongst the ski instructors.
3.3.4 Research Limitations for Environmental Education There were a small amount of interviewees from the different interview sets, which posed a limitation to our research. For example, interview set number one only consisted of two outdoor educators (OE) and four adventure leaders (AL). This did not provide a representative sample from those two groups. In addition, only two industry representatives were interviewed. Therefore, the majority of the responses might be biased to the perspectives from AL versus OE perspectives.
The low survey response rate limited our research by not allowing for a statistically significant analysis to be conducted. Instead a focus was given to common themes that emerged from each survey question.
Finally, the case study analysis on ski resorts environmental education tools and activities were challenging. This was mainly due to the limited information from online sources, and the limited number of ski resorts with the same scope and size of operations as BVSC that were interested in sustainability.
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4.0 RESULTS, ANALYSIS AND DISCUSSION This section outlines the results for our three objectives that relate to geothermal, reporting and environmental education. The results, analysis, and discussion of each objective are presented below.
● Objective 1: To examine the technical and economic feasibility of installing a geothermal system in two potential buildings at BVSC (the Keg or the Clubhouse). ● Objective 2: part I: to identify sustainability indicators that BVSC can use to measure and track (current and recommended) sustainability initiatives. Part II: to identify and recommend recognized and suitable sustainability reporting frameworks BVSC may eventually adopt. Part III: To identify influential factors of reporting writing, implementation and maintenance. ● Objective 3: part I: To examine the challenges and opportunities of integrating environmental education into recreational programs. Part II: to identify and evaluate other tools and/or activities that help increase members’ environmental awareness.
4.1 Geothermal Feasibility at BVSC
ECONOMIC ENVIRONMENT The objective for the geothermal component was to determine the technical and economic feasibility of installing a geothermal system at two potential sites on BVSC property: a 3,000 square feet building at the top of the main ski hill (the “Keg”), and a 26,000 square feet main area at the bottom of the hill (the “Clubhouse”). The Clubhouse is a 26,000 square feet, three storey building that is BVSC’s main centre, and there are offices, locker rooms, a sitting area, and a kitchen and cafeteria. The Clubhouse currently runs on oil and propane furnaces. Several rooms have been added on since first built in the 1960’s; these new addition rooms have air conditioning system but the majority of the building has no cooling. The Clubhouse currently costs over $15,000 to heat and cool annually.
4.1.1 Technical Feasibility for a Geothermal System at BVSC Technical factors investigated included: challenges with installation such as environmental factors including land area, soil type, and building exposure to wind, and other technical issues that our client should be aware of. Both groups of interviewees emphasized the importance of choosing a qualified installer to ensure a quality installation. Interviewees also highlighted the importance of an installer understanding the building’s heating and cooling needs or else the system will be less efficient. For example, one interviewee stated how they had extensive cooling needs, yet the installer had assumed the building would need roughly equal amounts of heating and cooling and failed to build for extra capacity.
Identified environmental challenges obtained from interviews with geothermal companies included: sandy soil (denser ground is better to hold heat, thus improving efficiency), bedrock that can make a vertical system impractical, the presence of shale gas in the ground that can make drilling for vertical systems problematic,
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and digging near a river where water can overrun the trenches. For BVSC, these technical challenges are not expected to pose significant obstacles because of their location.
4.1.2 Economic Feasibility for a Geothermal System at BVSC The economic feasibility included an analysis of BVSC’s energy bills from the past year. The average heating and cooling and electricity use were determined for both the Clubhouse and the Keg. This information was used in the financial payback analysis for both buildings, extra cost saving measures such as insulation, and potential energy savings were determined through interviews. In general, Spring and Fall were identified as the best seasons for installation as companies are less busy. Both groups of interviewees agreed that the most cost-effective time to install a geothermal system in an existing building is when a replacement of the current heating system is required. This helps compensate for the lack of grants for geothermal technology that can make the upfront cost a challenge.
Cost savings measures were also discovered. Before installation, companies emphasized that insulation would be an effective efficiency measure that would decrease the heat loss from the building. This would reduce the operation cost of a GSHP because the building would need less heating. This is particularly relevant as many parts of the Clubhouse are not insulated. Cost estimates for closed systems were the focus of our research, as they are generally more common compared to open loop systems (Canadian GeoExchange Coalition, 2012). One company emphasized that an existing lake or pond could be used for an open-loop system; although the temperature of the river would change, this open-loop system could be more efficient compared to vertical drilling and thus save costs. However, a temperature change in the river where BVSC obtains its water is not practical as temperature-sensitive trout spawn in the river. This was another reason to focus research on just horizontal and vertical systems. BVSC also has the ability to excavate the trenches itself, and two out of three companies said that this was a feasible option. Companies estimated that this could reduce the installation cost by 6% to 13% (see exact cost estimates for both buildings below). There would even be some cost savings if BVSC excavated only a part of the recommended 5ft depth. Another company stated they preferred to do the dirt removal themselves as they laid the pipes and dug trenches simultaneously – this would prevent dirt from falling into the trenches in between digging and laying pipes.
4.1.3 Technical and Economic Feasibility of the Clubhouse There were no specific technical limitations found at the Clubhouse. Added-on rooms were identified as potential challenges, however all companies stated this was not a significant challenge. Companies agreed some ductwork might have to be installed, but they agreed that it would not be prohibitive. As well, if BVSC wanted to keep its current heating and air conditioning in an added room, companies stated this would be possible since not all rooms would have to connect to the geothermal system.
Specific cost estimates from geothermal companies were difficult to obtain. From the geothermal companies interviewed, one claimed a site visit was necessary for any estimates, while another focused on residential
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installation and was unfamiliar with estimates for Clubhouse-sized buildings. Another company provided the estimate of $120,000 for a horizontal system which was used for payback calculations (Figure 3). This payback showed that a horizontal geothermal system at the Clubhouse is seven years (the negative numbers on the left axis in Figure 3 represented the cost savings). If geothermal installers complete excavation, the payback is 8 years. We only had an estimate for a horizontal system, hence there is not another payback calculation for a vertical system (for assumptions in the calculations, see GEO Appendix 1).
Best Case Payback: Horizontal Geothermal System at Clubhouse $150,000.00
$100,000.00
$50,000.00
$-
Cost ($) 1 2 3 4 5 6 7 8 9 10 $-50,000.00
$-100,000.00
$-150,000.00 Years
Figure 3: Payback for Clubhouse
Figure 4 and Figure 5 illustrate the operation costs for the geothermal system are significantly lower than the current operating costs for oil and propane, despite the high estimated installation cost of a horizontal geothermal system at the Clubhouse. Year 1 includes the operating costs as well as the installation cost for a geothermal system and the installation cost for two new furnaces. Figure 5 illustrates the annual savings in operational costs of a horizontal system compared to the annual oil and propane operating costs (for assumptions in the calculations, see Appendix 1).
Figure 4: Operating Savings of the Clubhouse Diamond AnalytiX Embracing Sustainability at Beaver Valley Ski Club (BVSC) 14
Figure 5: Installation and Operating Costs for the Clubhouse 4.1.4 Technical and Economic Feasibility of the Keg There were no technical issues found with the Keg. The Keg is only open in the winter season, so there was a concern regarding a reasonable payback. However, the short building usage was offset by the high electricity costs of the Keg. The payback for the Keg depends on the percentage of the electricity bill that currently goes towards heating (the Keg currently has no cooling). This percent was unknown to BVSC, and therefore different paybacks were created based on whether 60% or 40% of the electricity costs respectively contributed to heating. Figure 6 is the best case scenario where BVSC installed a horizontal geothermal system and can excavate most of the trenches itself (the negative numbers on the left axis in Figure 6 represented the cost savings). If 60% of the bill goes towards heating, then the payback is six years. If 40% of the bill goes towards heating, then the payback is eight years. Immediate cost savings would be $5,130 and $2,100 respectively. It is suspected that these estimates are reasonable as electric baseboard is one of the most expensive forms of heating compared to oil, propane or natural gas, and lighting is not extensive at the Keg. There was an initial concern that with the electric baseboard, a geothermal system could not connect to the building without prohibitive ductwork. We demonstrate that even with ductwork, there were significant savings (see GEO Appendix 1 for assumptions in the calculations). The costs for both horizontal and vertical installations (see Appendix 1) were calculated. However, as a horizontal system is cheaper (see Appendix 1) and the Keg has several hundred square feet of land next to the building for underground pipes, it makes sense to use a horizontal system.
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Figure 6: Keg Payback
Figure 7 illustrates the operating costs for a horizontal geothermal system compared to the operating costs if the heating cost is 60% or 40% of the total electricity bill for the Keg. Year 1 in Figure 7 included installation and operation costs for the geothermal system, however, because the electric baseboard would not need to be replaced that year, only the current electricity operating costs are included. Figure 7 demonstrates that it is significantly cheaper to operate a geothermal system, and this is an attractive benefit of the technology.
Figure 7: Installation and Operating Costs for the Keg
The savings that result from the operating costs depend on whether 60% or 40% of the bill goes towards heating. If 60% of the bill goes towards heating, then the savings immediately are larger than the current operating costs for electric baseboard (see Figure 8).
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Figure 8: Annual Savings with 60% Electricity Bill Assumption
4.1.5 Discussion for Objective 1 This research was consistent with technical and economic findings from the literature. Companies affirmed how a geothermal system requires less maintenance (Younis, Bolisetti, & Ting, 2010) and is consistently cheaper to operate compared to oil or propane heating (Canadian GeoExchange Coalition, 2009). Geothermal systems resulted in more consistent temperature within buildings, as discussed in the literature (Bakirci, 2010; Thorsteinsson & Tester, 2010) and as mentioned by several geothermal companies. For example, an interviewee who had a geothermal system installed at his business less than five years ago stated, ‘we don’t have any complaints from staff that works in the facility. Before the geothermal installation, there were lots of complaints about cold areas in the facility (personal communication, February 27, 2013). Cost estimates from companies were consistent with the high upfront cost mentioned in the literature (Sovacool, 2009; Younis et al., 2010), and their payback estimates ranging from five years to nine years for horizontal and vertical systems respectively. This coincided with concerns from literature that cost and uncertain payback are clear barriers to geothermal adoption (Roy, Card & Abelman, 2008). However, all interviewees emphasized potential cost and energy savings. The same interviewee who experienced consistent temperature claimed they achieved 18% energy savings.
Not only did the research coincide with findings from the literature, it also provided real environmental and economic value. Through installation of a geothermal system, BVSC can reduce energy use and also enhance its green reputation. As demonstrated by the lack of relevant case studies available, geothermal systems are still not a widely popular option. By installing one, BVSC will support its position as a sustainable leader in the ski industry and advance the geothermal industry. A geothermal system at the Keg or Clubhouse would
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add economic value through immediate cost savings, however the shorter payback and lower upfront cost makes the Keg the more attractive option. The research directly contributes to sustainability at BVSC.
4.2 Sustainability Reporting at Ski Resorts ECONOMIC ENVIRONMENT SOCIA Objective Two of the project was to explore CSDR by identifying Part I (sustainability indicators BVSC can use to measure and track sustainability initiatives), Part II (sustainability frameworks BVSC may eventually adopt), and Part III (influential factors of reporting writing, implementation and maintenance). This section
highlights the results, findings, analysis, and discussion specific to Objective Two. L
4.2.1 CSDR Context To achieve Objective 2 Part III, six interviews were conducted to gather data on factors that influence CSDR (Corporate Sustainability Development Reporting) for non for profits and small medium enterprises (SMEs), Interview result summary presented in Appendix 3. The most common themes identified as barriers to writing an organization’s first sustainability report and its implementation are: lack of expertise, operational and implementation complexity of CSDR, and lack of senior management support and value recognition of CSDR. Correct data collection and processes, and internal and external support were the two main themes identified to address these barriers. Data on key factors for maintaining successful CSDR is varied and focused on a range of topics such as reporting content (e.g. data focused), execution style (e.g. light and fun), and report audience (e.g. public). However, two themes identified as key factors of maintaining successful CSDR were improvement plans and goals, and an established baseline.
From the interview findings, the main identified theme for CSDR risks is there are no negative impacts for creating the first report if the report is transparent and well done. Three risks were identified, but only one interviewee mentioned that ‘no one reading or caring [about the sustainability report]’ (Personal Communication, March 2 2013) was experienced by a ski organization. Similarly, the majority of data collected support the benefits of CSDR, consistent with literature (Staden and Hooks, 2007; Daub, 2007; Bubna-Litic, 2007 & Gray, 2006). One interviewee stated however that ‘the value of reporting has yet to be established in small businesses in a way that’s actually achievable’ (Personal Communication, February 26 2013), thus opposing the conclusions of the data and literature referenced above. A consistent theme for the dissemination of reports was that they should be distributed through every avenue. For example, social media could be used to illustrate report highlights, the company website could broadcast the report, and different versions could be made for different audiences. A focus on smaller-scale, less structured and more informal forms of reporting, such as short summaries of sustainability initiatives, would also be beneficial.
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4.2.2 Snapshot of CSDR in the Ski Industry Part I of the study fills a literature gap by identifying what themes and indicators are currently reported by the ski industry. Of the 30 top industry leading sustainability reports, all but one ski resort reported on water use and conservation and 24 reports mentioned energy, followed by other topics (see Figure 9). As many of the reports selected are by ski resorts from the National Ski Areas Association (NSAA), there is a bias in the number of reports that mentioned the theme climate change because NSAA has a voluntary Climate Challenge program. Therefore, a large number of the sources of data may have climate change and greenhouse gas initiatives, skewing the frequency for climate change to be higher.
Recycled material was the most reported key
performance indicators Figure 9: Reported Themes in the Ski Industry (KPI) with a frequency of 14 followed by other KPIs with significantly lower frequencies (Figure 10). Most KPIs had a frequency of one. A weakness of KPI data is that recycled material is skewed to be higher as
Figure 10: Frequency of Key Performance Indicators (KPI) in the Ski Industry many indicators measured a wide selection of waste materials (such as glass, metal or oil); this raised the frequency of KPI measuring recycled materials. The number of KPIs reported by each ski resort varied greatly (from zero to over 15).
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Through the five interviews, qualities of a successful KPI were identified as: cost-effective and realistic to measure, quantitative and accurate, meaningful and already being tracked. This criterion was used to narrow down the comprehensive database of KPIs created by the University of Waterloo student research group Team Magna. The resulting recommended KPIs, such as water consumption, employee satisfaction, policies on local hiring (see Appendix 4a for full list), are recommended for BVSC in addition to a corresponding user-guide (see Appendix 4b).
4.2.3 CSDR Guidelines A mixed approach of interviews and desktop research was utilized for identifying appropriate tools and frameworks for CSDR. From interviews it was found that simplicity and measurability were the two main themes to create a high quality CSDR guideline.
These findings were then used as a criterion to identify, through desktop research, the two most relevant CSDR guidelines for the ski industry: Guidelines CSR - Reporting in Tourism (GCRT) and the Ski Area Citizens’ Coalition Report Card (CCRC). The GCRT meets all the recommended criteria (see Appendix 5 for CSDR guideline criteria) except for third-party accreditation and verification (as it is a guidance document) and being local (it is German). The CCRC also meets all the criteria except for third-party accreditation and verification (it currently only applies to American ski resorts) and local (it is based in the US). The GRI for SME was also considered but deemed unsuitable for the ski industry as it focuses on manufacturing suppliers in the value-chain. The GRI is the most well-known framework in literature (Brown, Jong, & Levy 2009; Brown, De Jong, & Lessidrenska, 2009), but it is not utilized in the ski industry.
4.2.4 Discussion for Objective 2 The research contributing to Objective Two explored many literature gaps such as a lack of reported indicators and guidelines in the ski industry discussed. Data collected regarding the benefits of CSDR were generally consistent with literature (Staden and Hooks, 2007; Daub, 2007; Bubna-Litic, 2007 & Gray, 2006), except for a comment made by an interviewees who believed “the value of reporting has yet to be established in small businesses in a way that’s actually achievable” (Personal Communication, February 26 2013). Another valuable finding is that GRI is not utilized by the ski industry, even though it is highly regarded and abundant in literature (Brown, Jong, & Levy 2009; Brown, De Jong, & Lessidrenska, 2009). In addition to achieving the three parts of Objective Two, the study creates a snapshot of the quantity and quality CSDR in the ski industry, which is also a gap within literature. With the identification of reported themes and indicators in the ski industry, and key factors that influence CSDR, BVSC can advance sustainability by utilizing the recommended tools and frameworks. The findings of this study allow BVSC to assess its own sustainability progress against the average CSDR initiatives in the ski industry and take further action and communication of its environmental impacts, social benefits, and financial gains.
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4.3 Education and Awareness at Ski Resorts : Part I
ENVIRONMENT The first part of the educational objectives was to examine the opportunities and challenges of integrating SOCIA environmental education into recreational programs. The following section examines these opportunities and challenges at Beaver Valley Ski Club (BVSC).
4.3.1 Results and Analysis on Opportunities for Environmental Education at BVSC L
BVSC already runs recreation activities that offer the opportunity to integrate environmental education. Both adventure leaders (AL) and outdoor educators (OE) mentioned 13 times that an opportunity of environmental education is to give participants a structured experience in the natural environment. Examples of what interviewees referred to as a structured environment include: taking the opportunity to teach environmental education, introducing individuals to the natural environment, creating responsible citizens by connecting individuals to the natural environment, and enjoying eco-tours that are an exciting full body experience (physical, mental, and social). Only one AL mentioned the opportunity to be part of a growing industry, which relates to Thapa’s (2010) statement that the number of individuals participating in outdoor recreation activities is increasing. Finally, both ski industry representatives believed that by increasing members’ knowledge on environmental issues affecting the ski industry, members would experience greater pride for their ski resort.
The ski industry representatives also agreed that outdoor recreation could be a useful tool to communicate the resorts’ environmental activities. This was supported by 39% of ski instructors, yet 57% were uncertain about this claim (Appendix 6). These findings add to the statement by Burgin & Hardiman’s (2012) that having educational programs can help improve recreationalist knowledge on the attributes of the local natural environment. Communication of environmental initiatives could also increase member pride in BVSC.
4.3.2 Results and Analysis of Challenges to Integrate Environmental Education During interviews with outdoor leaders (OL), five themes derived from literature (related to environmental education, outdoor education, and adventurous activities) were presented. The five themes were: choosing what environmental education information to communicate, understanding the effectiveness of an outdoor program, participants viewing nature as an object (a disconnect between humans and the natural environment), participants focusing on learning a new skill versus learning educational content, and lack of structure during the tour due to reliance on the natural environment (missing teaching moments) (Thapa, 2010; Haluza, 2001; Lugg, 2004; Thomas, 2004; Preston, 2004; Sibthrop, Paisley & Gookin, 2007). Interviewees were asked to rank these from most challenging to least challenging and were then asked to propose a suggestion to overcome the challenge.
The bar chart in Figure 11 examines the frequency that both adventure leaders (AL) and outdoor educators (OE) ranked as their top three challenges. The challenges for OE were based on the responses of only two
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individuals. Thus most of the ranking descriptions are based on responses from AL to avoid biased responses. For AL, ‘what to communicate’ and ‘understanding effectiveness’ were ranked first and second most challenging. Although, only one OE each ranked both of these in the top three most challenging. Both AL and OE ranked ‘viewing nature as an object’ in the top three challenges, while only half of AL and OE ranked ‘focus on learning new skills’ in their top three. ‘Lack of structure’ was not ranked in the top three for either AL or OE. The following section analyses the top challenges and suggestions that were considered most relevant to BVSC.
Ranking of Challenges for Adventure Leaders and Outdoor Educators
4
3
2
1
Response count Response 0
Theme Description Level of AL Challenge #1 AL Challenge #2 AL Challenge #3 OE Challenge #1 OE Challenge #2 OE Challenge #3
Figure 11: Response Frequency of Challenges for Adverture Leaders (AL) & Outdoor Educators (OE)
Challenge 1: Participants Viewing Nature as an Object Viewing nature as an object is an individual feeling disconnected from the natural environment (Haluza, 2001). This theme was more challenging for OE than AL, likely because OE worked with children from an urban environment who did not spend much time outdoors and who had a greater disconnect with nature. Two OL mentioned that exposing participants to nature could help overcome this. This connects with Martin’s (2004) point that by taking part in outdoor activities, participants will at least spend more time outside and connect with nature. However, in order to avoid viewing nature as an object, outdoor leaders should not only make the connection that the adventure activity is possible because of the natural environment, but also that they should show the myriad ways nature connects to participants’ lives.
Challenge 2: Communicating Content for Environmental Education This theme could have been more challenging for AL compared to OE because the OE interviewees had mostly school children as participants and directly connected communicated information with school curriculum content. Three out of four of AL did follow an environmental framework and had defined environmental content to teach. However, they had a broader participant base, thus making it difficult for Diamond AnalytiX Embracing Sustainability at Beaver Valley Ski Club (BVSC) 22
them to create content relevant for different groups. Several OL suggested focusing on understanding each new group by asking participants questions, paying attention to visual signals (e.g. body language), and perceiving the environmental and personal situations affecting participants’ attention span to help OL choose communication timing and content.
Communicated information should be simple, direct, and relevant as illustrated in Table 1. Relevant information could include local flora and fauna, the time of year, or a resort’s environmental initiatives. Interviews reinforced this; all OL agreed it is useful to know ecological principles, culture, and local history. Of the survey respondents, 15 out of 28 stated that knowledge of ecological principles and environmental features of the area would very much or extremely increase their confidence to incorporate environmental education into ski/snowboard lessons. These findings align with previews research by Lugg (2004), Preston (2004), and Thomas (2005) who argue that that outdoor curriculum should be developed based on the culture and knowledge of the area; this makes the curricula more relevant and unique to participants.
Table 1: Suggestions for Commication Content Communicate Content Supported by: Simple short and specific information Interviews: Both Industry representative Surveys: Ski instructors (4 of 35 comments) refer to appendix 3 Local and relevant to the activity, area, and Surveys: Ski instructors (5 of 35 comments) refer to appendix 3 season (winter). Literature: Lugg (2004), Thomas (2005), Preston (2004) A resort’s current environmental initiatives Interview: 1 Ski industry representative Flora and fauna of the area Interview: 1 Ski industry representative
Challenge 3: Learning New Skills compared to a Learning Environmental Education Content A challenge of teaching environmental education while performing recreational activities is that participants must first learn the required recreational skill before they can focus on learning the educational content. There may also be a limited time to perform the activity and learn the environmental content (Personal Communication, February 4th, 2013). For example, Debora (an AL) mentioned that many people are task- oriented and can only handle around five pieces of information at a time. Thus, OL should focus on not overwhelming the participants with information and activities. Consequently, the recreational activity must be appropriate (e.g. not requiring a high skill level) and structured to create the space and time to learn about the natural environment (Lugg, 2004; Thomas, 2005).
A general theme of ‘time’ emerged in interviews with OL and surveys with ski instructors. When ski instructors were asked if there would be enough time to integrate environmental education equal numbers said ‘yes’ compared to ‘no’. The main reason for lack of time was because children are fully involved in ski/snowboard lessons and could not devote their attention to other activities. Also, interviewees said that children were paying to learn a skill, not paying to learn about the environment, so time spent teaching about the environment should be minimal. However, those who said yes stated the environmental component could
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be integrated during the chair lift (Appendix 7). Thus, this challenge is not only influenced by the nature of the activity, but also by the allocated time, the main goal participants want to achieve at the end of the activity, and how the environmental content is integrated.
4.3.3 Suggestions to Integrate Environmental Education A list of themes was created from the suggestions of both AL and OE (Appendix 8). Subsequently, each of the themes was used as a basis to create guidelines that are meant to outline the recommended elements to consider when implementing environmental education into recreational activities. The seven Guidelines on elements to consider when integrating environmental education into recreational activities (Appendix 9) are: Goal setting, understanding your group, choosing what information to communication, the importance of links, the nature of the activity, making it fun, and keeping informed.
4.4 Education and Awareness at Ski Resorts : Part II
ENVIRONMENT The second component was to identify and evaluate tools and activities that can help increase members’ SOCIA environmental awareness at BVSC. Four main themes were identified from case studies of other ski resorts: community programs, interpretive signage, environmental learning centers, and adventure programs or guided tours. Analysis on feasibility and value of the themes was conducted through interviews, the survey, L and desktop studies (See Appendix 10). In addition, specific tools and activities identified through interviews and surveys can be applied to the themes, such as use of artifacts to enhance participants’ physical experience.
BVSC is a member of NSAA (National Ski Areas Association) Sustainable Slopes, so each of the four themes connects to one or both of the NSAA’s Sustainable Slopes initiative’s Education and Outreach Principles (NSAA, 2005). These principles are: To use the natural surroundings as a forum for promoting environmental education and increasing environmental sensitivity and awareness and to develop outreach that enhances the relationship between the ski area and stakeholders to ultimately benefit the environment (NSAA, 2005). Two of four themes (signage and adventure programs) were chosen for more analysis based on client feasibility. Community programs were not further analyzed because BVSC already organizes several events throughout the year, and they did not wish to do more (Personal Communication, March 2013). Environmental learning centres were not further analyzed because they would be difficult for BVSC to implement. Appendix 10 illustrates these four themes.
4.4.1 Interpretive Signage Interpretive signage refers to signs that display environmental information, which could be located across resort trails or indoors. BVSC already has indoor displays about their environmental initiatives, and to avoid repetition, it was determined that it was preferable to have signage outside. Signage was identified by 21% of survey respondents as a good tool for instructors to teach environmental education (see Appendix 11). In
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addition, both ski industry representatives and all but two OL identified signage as a tool to increase participants’ environmental knowledge. The ski industry representatives indicated an opportunity for signs along nature trails, which corresponded to the survey respondents’ comments about placing signage at stopping points on walking or snowshoe trails. From the survey, 18% of respondents indicated that information relevant to the local area is the most impactful information to communicate on the signs, and 14% indicated that information has to be simple and specific (see Appendix 12). This corresponds with many of the OL interviewees’ suggestions on how to address the challenge of ‘what to communicate’.
It is important to consider the goal of the program when determining the need for signage. For example, signage can help increase guides’ confidence by marking a specific stop and material to teach the participants, but it might not help increase members awareness if it is placed on a trail that does not receive much foot traffic. Key considerations for the necessity of signage are addressed in Appendix 13, such as identifying if there is something interesting at the site that visitors might miss if it is not interpreted (Province of Nova Scotia, 2008).
According to Hughes & Morrison-Saunders (2002), signage increases visitors’ positive perception and provides a deeper experience and appreciation of the site. In addition, signage acts as new points of interest to repeated visitors, and the information on the sign will increase participants’ environmental knowledge (Hughes & Morrison-Saunders, 2002). Signage can transmit a consistent message to many people, and is available for viewing at the participant’s convenience (USFS, 2013). However, signs are not personal and communicate only one way, so will be much more effective when combined with personal contact through a tour guide or instructor (USFS, 2013). Surveys, interviews, and desktop studies showed that signage can be a valuable tool for increasing members’ environmental awareness, especially when combined with guided tours. There are opportunities for implementation at BVSC if information is locally relevant, short and simple. See Appendix 14 for important things to consider when planning interpretive signage.
4.4.2 Adventure Programs In the context of this project, adventure programs are recreation programs (such as cross-country ski tours, scavenger hunts, hikes, snowshoeing, or geocaching) that incorporate some environmental education. BVSC could create these adventure programs and tours for their members and or local schools. With hiking and snowshoe programs in place, and the forested land on BVSC property for the guide tours, this option appears feasible.
Interview results showed that both outdoor educators agreed that activity-based learning is a good way to teach people about the environment. In addition, both ski industry representatives and one OL suggested that snowshoeing and/or cross-country skiing could be opportunities to incorporate environmental education. Downhill skiing was not recommended by the ski industry representatives and was agreed upon by approximately half of the survey respondents. Participants could be too focused on learning to ski to
Diamond AnalytiX Embracing Sustainability at Beaver Valley Ski Club (BVSC) 25
concentrate on environmental learning unless environmental education occurs at a less active time such as the chairlift or lunch time. One suggestion by a ski industry representative that was particularly interesting and feasible was for geocaching to be implemented, which is a type of scavenger hunt where guests use global positioning systems to find marked caches containing items of interest.
When asked about how to incorporate environmental education into ski lessons, it was generally agreed upon by survey respondents that other outdoor activities are better suited for incorporating education. Table 2 below shows the results from the survey respondents for this question. Common suggestions from instructors included snowshoes, hikes, or cross-country skiing. Both survey respondents and interviewees were asked about useful tools to facilitate environmental education, and Table 2 below shows the responses. Survey and interview responses were similar, with most people identifying signage, guidebooks, and staff training as tools to facilitate environmental education. In addition, two important tools that were identified by OL were the use of sensory input, and the value of a structured experience to connect people to nature. This supports the literature that adventure education is valuable because it leads to personal growth from spending time in nature, and to an increase in environmentally responsible behaviour such as environmental sensitivity, empowerment, and ownership for nature (D'Amato & Krasny, 2011).
Table 2: Survey and Interview Responses for Adventure Programs Question Response How to incorporate • Three instructors thought other outdoor activities and guided tours are better suited to environmental education integrating environmental education into ski lessons? • 18 of 38 comments suggested snowshoes, hikes, or cross country skiing (see Appendix 12) • Eight instructors did not think it was possible Tools to facilitate • Both ski industry representatives, and 15 out of 25 comments by the OL mentioned environmental education? signage, guidebooks and staff training (see Appendix 11) • All but three survey respondents identified the same tools as the OL above • 13 out of 23 comments by OL noted that a structured experience is valuable to connect people to nature • All of the OL mentioned sensory input as a valuable tool
4.4.3 Dicussion for Objective 3 Through the creation of environmental educational programs, BVSC could benefit from increasing member pride and environmental awareness of the local area. These activities would provide a new program or experience for current members and a different and unique feature of attraction for potential new members. In addition, through connecting with NSAA’s Sustainable Slopes principles in Education and Outreach, BVSC will get more recognition from NSAA and subsequently, their stakeholders.
Literature research highlighted the challenges of integrating environmental education into outdoor recreation programs; through primary research findings, it was discovered that these challenges can be overcome through appropriate planning and communication. Table 3 below shows results from primary research that help reinforce literature review findings, and connects challenges found in literature with suggestions to overcome such challenges from primary research. Diamond AnalytiX Embracing Sustainability at Beaver Valley Ski Club (BVSC) 26
Table 3: Findings From Research for Objective 3 Findings from Literature Review New Findings from Primary Research The opportunity to utlize outdoor programs to Outdoor programs can be used to communicate sustainability increase environemntal awareness (Burgin & iniciatives and increase member pride. Hardiman, 2012). The challenges of having participants view nature Through interviews it was discovered that when leading OL as an object (Haluza, 2001) during outdoor should have two main goals, connecting the nature environment programs, yet at least providing a moment to to participants daily life’s and to the adventure activity. interact with nature (Martin, 2004). The suggestion of communicating information Have a structure/framework to follow (e.g the natural step) can that is local and relevant to the area (Lugg, 2004; make it easier to choose what information to communicate. Preston, 2004; Thomas, 2005). It is essential to keep the content simple, short and relevant. The higher the skill level needed to practice the The skill level needed is not the only thing that affects this but activity the less information can be communicated also the time allocated for the activity, the main goal that to participants. As well, the nature of the activity participants what to archive, and the moments where the should be analysed before deciding to integrate content is integrated. When considering these 3 aspects it might environmental education (Lugg, 2004; Thomas, be possible to integrate environmental education 2005).
Finally, research findings showed what tools and activities that other ski resorts are using to increase their environmental awareness. BVSC can use similar tools and activities in the way of adventure programs and interpretive signage, and the guidelines for integrating environmental education into recreational activities can be applied to these tools and activities. Taken together, the Guidelines (see Appendix 9), tools, and activities can help increase environmental awareness at the ski club, member pride, and BVSC’s reputation as a more sustainable ski resort.
5.0 RECOMMENDATION The following recommendations are made to better ensuring sustainability performance for Beaver Valley Ski Club (BVSC).
5.1 Install a Horizontal Geothermal System at the Keg It is recommended that BVSC install a horizontal geothermal system at the Keg. Our analysis demonstrated that BVSC would save over $2,000 or over $5,000 depending on whether 40% or 60% of the current electricity bill goes towards heating. The payback would therefore be six to eight years respectively. The payback for the Clubhouse would be seven years, however this assumes that BVSC would implement a geothermal system at the Clubhouse when the current furnaces need replacing (estimated within three years from now). Thus, it makes sense to install a geothermal system at the Keg where the payback is shorter and savings are immediate.
5.2 Utilize Recommended Sustainability Reporting Tools The recommendations regarding corporate sustainability development reporting (CSDR) may be categorized by timing, talent, starting-point, momentum, values, and tools (summarized in Table 3 below). BVSC is recommended to utilized the tools provided while taking into account the other advised areas.
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Timing: start CSDR early in order to maximize and showcase sustainability progress.
Talent: gain internal support (both senior level buy-in and support from various departments) and access in- house resources and talent to identify gaps.
Starting Point: establish a good baseline in order to create improvement plans and goals.
Momentum: distribute the report to the public to foster greater sustainability commitment and accountability.
Values: be transparent, keep it simple and light, and have fun
Tools: consider reporting selected recommended key performance indicators from Appendix 4a by using the User Guide (see Appendix 4b); and consider eventually becoming a member of the Ski Area Citizens’ Coalition and/ reporting based on the Guidelines CSR - Reporting in Tourism standard.
5.3 Integrate Environmental Education into Recreation Programs When integrating environmental education into recreational programs, it is recommended to follow guidelines (Appendix 9) such as setting a goal, having a clear understanding of participants, and evaluating the nature of the activity.
Educational Content: Create an inventory of local, cultural and ecological information to be used in signage and programs. This can be done as a project to engage both members and employees. Cater the content to the audience through simple and relevant information; make it engaging for adults and fun for children.
Training: Train BVSC’s employees to confidently incorporate environmental education into the resort’s activities. In order to do this effectively, it is recommended to focus on the importance of meeting both educational and recreational goals, include updates of BVSC’s sustainability initiatives, and take employees on a test run of the tour.
Signage: Implement interpretive signage around the resort (in the chalet and on the snowshoe and hiking trails). Signage should be directed towards adults, as children may be more engaged by an outdoor leader or guide. Before implementing signage, conduct a study of frequency of trail usage to determine if it is cost- effective for the number of guests that it will influence.
Activities and Programs: Incorporate environmental education into activities that are more passive than downhill skiing, such as guided nature hikes and snowshoe tours. Implement new adventure programs with environmental education such as geocaching and cross country ski tours. In addition, geocaching can help engage local businesses (i.e. providing coupons for guests to find in the caches). In the future when there is a stronger sustainability culture, BVSC could incorporate environmental education into downhill ski lessons during more passive moments (i.e. on the chairlift).
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6.0 CONCLUSION
Beaver Valley Ski Club (BVSC) along with other ski resorts in Ontario is experiencing a direct negative impact from the unstable temperature of Canadian winter season and climate change. Reducing energy use, measuring sustainability performances, and raising environmental awareness of the ski club are key successful pillars for BVSC to embrace sustainability and increase corporate social responsibility.
Geothermal embraces the economic and environmental theme. A geothermal system will immediately reduce BVSC’s heating and cooling costs and, if installed at the Clubhouse, minimize BVSC’s dependence on rising oil prices. A geothermal system will reduce GHG emissions associated with oil and propane so BVSC’s indirect carbon footprint is lowered. If installed at the Keg, a geothermal system will also reduce BVSC’s electricity use, thus energy costs and use. Both reducing fossil fuel and electricity use align with the goals of the Natural Step Framework that BVSC aims to follow.
Further research could be done on whether a geothermal system would be feasible for other buildings on the property. In addition, BVSC currently reports its annual direct greenhouse gas (GHG) emissions. A more in- depth analysis could demonstrate the indirect GHG emissions associated with the club’s current energy sources. With the energy sources defined, a GHG emission comparison would be drawn to identify geothermal system’s impact on GHG reduction. More broadly, research on the benefits, challenges and barriers of geothermal adoption in Ontario is lacking and an analysis with a wider number of participants would greatly aid an understanding of these topics.
Corporate Sustainability Development Reporting (CSDR) addresses all themes of sustainability:
economical, environmental, and social. Although CSDR in the ski industry is uncommon and preliminary, the most frequently reported themes and KPIs have been identified. In order to improve sustainability at BVSC, the recommended KPIs are more comprehensive than the ‘low-hanging fruit’ KPIs identified from industry, such as employee turnover and impacts on biodiversity compared to the amount of recycled material or total water use. Guidelines for writing an effective sustainability report were also assessed. The two recommended guidelines are also suitable for the ski industry. There is undoubtedly a lack of literature and case studies on sustainability reporting in the North America Ski Industry. Future research could use BVSC as an example to establish a case study to illustrate the positive impact of CSDR towards small-medium sized ski resorts and the industry.
Environmental Awareness has many challenges associated with creating recreational programs that incorporate environmental education. However, with sufficient employee training, interactive signage and appropriate context, BVSC can overcome these challenges. The guidelines for integrating environmental
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education into recreational activities (Appendix 9) can be applied to any tools and activities (Appendix 11) that a ski resort might choose to use. Further research could focus on evaluating the effectiveness of these guidelines on recreational programs. Additionally, observational studies could be done to evaluate how many individuals utilize the snowshoe trails. Conducting surveys with individuals that participate on the snowshoe trails or to BVSC members could assess the value of the interpretive signs and programs.
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Appendix 1: Geothermal Finanicals Below are outlined the assumptions used to determine operating costs, cost savings and paybacks for the Clubhouse and Keg. Most estimates were obtained through interviews with geothermal companies. Excavation means BVSC was able to able to dig trenches in preparation for laying pipes.
Table 1: Assumptions for Clubhouse Calculations Table 2: Assumptions for Keg Calculations
Assumptions Source Assumptions Source
14% Annual Heating Fuel Index Mundi (2013) 5% Annual Electricity Interview with Increase (based on past 10 Increase Geothermal Company years of historical data) Ductwork Estimation Baker Street Home 2 Furnaces Bought at Beaver Valley Ski Club of $10,000 Inspection Services $2,500 each (2007)
Current Operating Cost of Interview with Current Operating Interview with $8635 Geothermal Company Cost of $3,960 Geothermal Company
Installation Estimate for Interview with Installation Estimate Interview with Horizontal of $120,000 Geothermal Company for Horizontal of Geothermal Company
Excavation Savings of Interview with $21,467 $15,000 Geothermal Company Excavation Savings of Interview with Geothermal Company $1,800 b) The Keg
Installation Comparison $35,000.00 29250 $30,000.00 27450 21500 $25,000.00 19700 $20,000.00 $15,000.00 Cost ($) $10,000.00 $5,000.00 $0.00 Horizontal Horizontal with Vertical Vertical with BVSC Excavation BVSC Excavation Installation Choices
Figure 1: Installation Comparison
Figure 1 demonstrates the different types of geothermal installation and their respective estimated costs for the Keg. If BVSC excavates some of the ground itself it could save an estimated $1,800. This figure illustrates that it is cheaper to install a horizontal geothermal system compared to a vertical system.
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Figure 2: Payback for Keg for a Vertical Geothermal System
Figure 2 illustrates the payback of a vertical geothermal system if the percentage of the bill that goes towards heating is 60% or 40%. As the cost of installing a vertical geothermal system is higher than the cost of installing a horizontal system, the payback is longer. The payback is seven years if 60% of the bill goes towards heating, and over 10 years if 40% of the bill goes towards heating.
Figure 3: Annual Operating Costs and Savings (40% of Bill)
Figure 3 shows the operating cost savings from switching away from electric baseboard to either a horizontal or vertical geothermal system. Even in the first year, savings are substantial, particularly if 60% of the electricity bill goes towards heating
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Appendix 2: Sustianbility Reporting (Objective Two) Part I Population
Ski Resort Website Whistler Blackcomb http://media.intrawest.com/whistler/environment/09_WB_Sustainability_Re
port.pdf Blue Mountain http://www.bluemountain.ca/environment.htm
Canada Sun peaks http://www.sunpeaksresort.com/corporate/environment/eco-initiatives Aspen Snowmass http://www.aspensnowmass.com/we-are-different/our-environmental- commitment/towards-sustainability/-/media/Sustainability/2010- 2011_ASC_Sustainability_Report.ashx Smugglers' Notch http://www.smuggs.com/pages/universal/environment/index.php Vermont Jimmy Peaks. New http://www.jiminypeak.com/green-jiminy England Alta Ski area http://www.alta.com/documents/AltaSkiAreaSustainabilityReport_web.pdf Arapahoe Basin www.arapahoebasin.com/ABasin/assets/docs/A- Basin_Environmental_brochure.pdf Grand Targhee http://www.grandtarghee.com/the-mountain/environment/index.php Resort Steven Pass www.stevenspass.com/Stevens/SiteAssets/files/the- mountain/sustainability_report_2011.pdf Alta Ski Area http://www.alta.com/documents/AltaSkiAreaSustainabilityReport_web.pdf Squaw http://www.squaw.com/environmental-programs Copper http://www.coppercolorado.com/summer/about/environment/2006Copper EnvironmentalReport.pdf Grand Targhee http://www.grandtarghee.com/the-mountain/environment/index.php Resort Big Sky http://www.bigskyresort.com/stewardship/ Killington http://www.killington.com/winter/mountain/environment Mammoth http://www.mammothmountain.com/CorporateHome/Environment Mt Hood http://www.skihood.com/About-Meadows/Environment Schweitzer Mountain http://winter.schweitzer.com/mountain/our-values/environment/
Sugarloaf http://www.sugarloaf.com/TheMountain/environment.html Sunday River Resort http://www.sundayriver.com/ResortInfo/environment.html
Tao Ski Valley http://www.skitaos.org/content/green-initiatives Wachusett Mountain http://www.wachusett.com/TheMountain/GreenInitiatives/tabid/61/Default Ski Area .aspx
Waterville Valley http://www.waterville.com/eco-friendly.html Resort Winter park resorts http://www.winterparkresort.com/the-mountain/environmental- initiatives.aspx
United States United Wisp Resort http://www.wispresort.com/wisp/info/green-efforts.aspx
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Australia Perisher http://www.perisher.com.au/resort-information/environment.html Mt Buller http://www.mtbuller.com.au/Summer/Environment2 New Zealand Ohau http://www.ohau.co.nz/content/library/OHAU_SUSTAINABILITY_REPO RT_2008__CLOSING_THE_LOOP.pdf Treblecone http://www.treblecone.com/mountain-information/keep-winter-cool-at- treble-cone.asp Europe Alpine Convention http://www.alpconv.org/en/publications/alpine/default.html
30 ski resorts’ CSDR websites and reports were used for data collection to fulfill Objective Two, Part I.
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Appendix 3:CSDR Interview Results Summary Subject Results Frequency Lack of expertise 5 Barriers to Senior level buy-in/ value recognition 3 implementation/ Operational/ implementation complexity 4 writing of first report Other 2 Collect the right data/ process 4 Methods to address Internal and external support 4 barriers Storytelling of core values (social media) 2 Other 2 Key factors for Improvement plans/ goals 4 maintaining successful Determine good baseline 3 reporting Other 9 Cost-effective/ realistic 3 Quantitative/ accurate 2 Qualities of a good Follow the money (utilities, bills)/ what is already tracked 2 indicator Relevance/ meaningful 2 Other 4 Qualities of a good Simple 3 reporting guideline for Measurable/ quantitative 2 ski SME Other 4 No backlash (mergers, well done reports) 3 Risks and Backlash Transparency/ honesty 2 Other 3 Everywhere 3 Website 3 Dissemination of Social media (pick good soundbytes) 3 Report Pdf 2 Focus on smaller (non-traditional) report 2 Other 3 Competitive advantage 2 Benefits of Reporting Better understanding of operations 2 Driver for continuous improvement 1 Cons of Reporting Value not yet established for SMEs reporting 1
After interviews were conducted, interviews were transcribed and the identified themes are summarized in the chart above.
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Appendix 4a: CSDR Recommended Key Performance Indicators for CSDR
Theme Subject Key Performance Indicators Materials Materials used Recycled input Energy Energy consumption Energy saved Initiatives to reduce energy consumed Water Water consumed Water sources affected Water recycled and reused Biodiversity Land area Impacts on biodiversity
Habitats protected or restored Managing impacts on biodiversity Numbers of species or habitats affected
Environment Emissions, Effluent GHG emissions measured and Waste GHG emissions reduced Total water discharge Total water disposal Water bodies affected Products and Services Efforts to reduce environmental impacts of products/services
Transport Environmental impact from transportation Overall Environmental protection expenditures/investments Corporate Wide Env. Policies and programs to reduce environmental impacts Policies Employment Total workforce Employee turnover Employee satisfaction scoring Occupation Health & Occupational health & safety committee and programs
Safety Health and safety incidents and impacts reduction monitoring
Health/safety education/training Training & Education Hours of employee training Skills development and career advancement training programs Labour Practices
Diversity & Equal Employee breakdown by gender, age, ethnicity, minority groups Opportunity Salary ratio - male vs. female
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Programs/practices to assess organization's impacts on local community
Promoting social responsibility with sphere of influence
Community Community skills development Community technology development
Society Community social investment Public education Communication Stakeholder engagement Economic Revenues Performance Operating costs Employee compensation (wages, benefits) Payments to capital providers
Payments to government (taxes) Donations and community investments Retained earnings Economic Economic Defined Benefit, Defined Contribution Plans (retirement) Financial assistance from government Local Economy Policies, practices, spending on locally based supplies Policies on local hiring
Appendix 4b: Key Performance Indicators User Guide The above table is a comprehensive list of recommended key performance indicators (KPI). As BVSC is advised to track and report with a few KPI to begin corporate sustainability development reporting (CSDR), the selection of the most suitable KPI is critical to the effectiveness of CSDR at BVSC. This section examines the various factors that BVSC should consider when selecting KPI from the Appendix 4a. Influential Factor Recommendation Start Simple Only expand when experienced with CSDR and a baseline has been established Follow the Money Use bills and utilities to understand what is already being tracked Project-by-Project Before starting a new sustainability initiative, identify the potential impacts of the project Internal Knowledge BVSC’s own values and definition of sustainability should a role in CSDR. Ex. Each department should have the opportunity to contribute to the definition of sustainability and the most significant impact areas of its operations (baseline, progress, goals) Balance Assess the feasibility of KPI and strike a balance between impact and difficulty to execute Do not reinvent Numerous well-established KPI are commonly used and should not be strayed away from Drive Behavior KPI should serve as a driver of more sustainable behavior and operations
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Appendix 5: Corporate Sustainability Development Reporting Guideline Criteria Criteria Guidelines CSR - the Ski Area GRI for Small- and Reporting in Citizens’ Coalition Medium-Sized Tourism Report Card Enterprises Simple √ √ × Measurable and quantitative √ √ √ Local initiative × × × User-friendly √ √ √ Third-party accreditation/ verification × × √ Low emphasis on greenhouse gases √ √ × Relevance to industry √ √ ×
The criteria above were used to assess the suitability of various reporting standards for BVSC.
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Appendix 6: Ski Instructors View on Outdoor Recreation as a Communication Tool
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Appendix 7: Popular survey themes regarding time to integrate environmental education into ski/snowboard lessons.
Survey Question #12: YES or NO - Would there be time in the lesson to incorporate environmental education? Please provide a brief explanation (where, when, or why not). Answer Frequency No 12 Yes 12 Yes and No 3
From the ones that responded ‘no’ the following themes emerged: Description Frequency Beginners - only need to try it out and that’s enough 1 Students are there to ride; you need to focus on teaching them 5 that. Enough for kids to focus on/short attention span 4 Time: Hard to get enough runs. The chair lift is slow 3
From the ones that responded ‘yes’ the following themes emerged: Description Frequency During the chairlift 5 Simple and brief 4 Middle of the lesson 2 End of the lesson 1 Integrate destination point 1 Run in the designated forests 1 Yes (No description) 1
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Appendix 8: Suggestions in overcoming challenges for integrating environmental education into recreational activities
Theme (Frequency) Description (Notes from interviews)
Enquiry based learning
Use lunch hour as a learning experience
Start simple (connected to age) then it starts becoming more complex (as age increases)
Need to use it to enhance the program that you already offer Activity (12): Helps with lack of Learning the activity is in itself the adventure / Mix of emotional and structure, understanding effectiveness, physical activity is good learning new skills, and nature as an object Provide follow up activities
Exposure to the natural environment
Could do tours with school or during other times
Good idea for children but not adults
Signage and leaving green sections to encourage habitat
Creativity
Interpersonal skills are important
Children learn through play (Mortlock, 1984) Make it fun (9): Helps with lack of Interactive games & Quizzes & getting them talking structure, understanding effectiveness Having skiing poles with pictures of native plants/make it a game
Make it fun
Keep it positive
Mind links: Make connections and links with their personal lives
Taking ownership of the experience: linking the outdoor environment to personal lives. Ownership = no longer a barrier.
Linking it to everyday life Links (9): Helps with Nature viewed as an object, communication, understanding Always make that connection that the Adventure activity exists because effectiveness, participants focusing on of the natural environment (making that experience meaningful) new skills "There is no you with out nature"
Using signals to talk about something
Make it relevant to the area - e.g. talk about snow versus ponds
Slowly Introduce Information Communication (7): Helps in choosing
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what to communicate, participants Should be digestible learning a new skill, and effectiveness Story Telling
Nature as a prop
School Curriculum
Do not give to much information - "a person can only take in five bits of information at a time"
Less is more, can't pack to much information
At the end of the day reinforce learning: e.g. stone circles
Use your spiel
Make them comfortable = more likely to pay attention
Be prepared for the activity - make it a positive experience
Outdoor educator have control on making it a positive experience Keeping informed, maintain structure, and being prepared (7): Be informed to current pedagogy/prepare - Know how to make Participants focusing on learning new connections skills, understanding effectiveness Inventory what they have on site- plants, trees, wildlife, First Nation history, settlement history
Would have to be very structured (if advertised as eco-school lesson)
Read your group
Classify groups
Understanding your group (5): Helps Ask them questions: Understand environmental situation and personal with communication, understanding situations that are affecting their attention spam effectiveness, lack of structure Create links between environmental impacts and what is happening with their lives
Observe your group: Are they listing?
Make sure participants have something to take away (set goal) Goals (4): Helps with what to Go with something in your mind (Goal) communicate, participants focusing on new skills understanding effectives, Find balance between time/information/skill learning having lack of structure Selling the tour as a eco-adventure
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Appendix 9: Guidelines on elements to consider when integrating environmental education into recreational activities
1.Setting a goal
A goal is able to provide a direction and aim for the new educational and recreational activity. This will help in choosing what information should be Key tools: communicated, how effective the activity is at meeting the goal, and in Outline goal of the activity providing more structure to the activity. on website. It is essential that the goal of the activity combines the goal of environmental education and the recreational activity. Thus, the goal must Outdoor leader training be structured to achieve a balance between learning new environmental should focus on the information and the needed recreational skill during the time available. importance of meeting both Ideally the goal for this new program would be to use a recreational educational and recreational goal. activity as a tool that allows you to a) facilitate a connection/awareness to the natural environment and b) have a fun and entertaining time.
2. Understanding your group
By having a better understanding of the group in the educational & recreational activity, information can be catered accordingly. This Key tools: helps to choose what information to communicate, understanding the Categorize different group effectiveness of the program, and in creating a more interesting types and understand their program. main areas of interest.
This can be done by having a target group; for example, if the activity is only catered towards children then one can have a better idea on Outdoor leader training could what to communicate to this group. Consequently, outdoor leaders outline different tricks that can be used to understand groups’ would have a better idea of the links/connections to make between body language. the information that needs to be presented and what participants might find relevant to their day-to-day life. If the activity is offered to a wider range of participants then the outdoor leader must pay attention to different groups by observing their behaviour, asking questions, and understand the environmental situation. For example, if participants seem to be affected by a very cold and windy day, the outdoor leaders should notice this. Subsequently, he/she should try and teach the educational component of the activity in a more comfortable setting where participants will be able to focus on the educational component compared to the environmental situation.
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3. What to Communicate? The information that is communicated during the environmental and recreational activity can influence participants’ interest, the ability for participants to process and understanding the information, and the effectiveness of the activity. ● Group Interest: The program content can Key Tools: be made more unique and relevant by being
based on local information about the area. For Signage can help to show key stops and example, talking about local flora and fauna of provide information for guides to talk about. the area or environmental initiatives the resort undertakes. This information can be communicated through a storytelling style or Training should include updates about by using nature as a medium such as taking resorts sustainability initiatives and advantage of certain views of the area, sounds, or natural textures during the hike. explanation of applicable processes.
● Ability to take in information: The content communicated should be introduced slowly, broken down into different sections, and explained in a simple manner.
● Understanding effectiveness: At the end of the program, the learning should be reinforced. This could be done by having each participant share what they learned throughout the day.
4. The importance of Links When communicating educational information, it is very important for outdoor leaders to make connection between humans and the natural environment. This helps to avoid participants viewing as something disconnected to their day-to-day life. Particular to educational & recreational activities, two main links should be established: 1 Create links between what participants learned about the natural environment and how it affects participant’s day-to-day life.
2 Create the link that the recreational activity is possible because of the natural environment.
It is important to mention both connections, because if there is a focus only on the second point, nature could be viewed as an object to perform the recreational activity. An example of how to make these two connections would be to talk about the river, which helps produce snow for skiing but can also be used for drinking water.
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5. Nature of the activity The nature of the activity can help in overcoming the challenge of having participants focus on learning a new skill versus learning the educational content. Additionally, the way the activity is conducted can help in understanding the effectiveness of the program. ● Ideal activities would help transmit the environmental content through the action of practicing the activity in itself. For instance, on a snowshoeing hike, the outdoor leader would teach about the history of snowshoeing and refer back to aboriginals and their relationship with the natural environment.
● The chosen recreational activity should be passive in nature. This will provide more time for the outdoor leader to both practice the recreational activity and teach the environmental content without overwhelming participants.
● Alternatively, if the activity requires a high performance level, participants should have an intermediate skill level so that they can focus on learning the environmental content. Additionally, the teachable moments should happen during the least active moments such as during the chair lift or during the lunch break.
Enquire based learning activities can help in understanding the effectiveness of the program. For example, the outdoor leader starts the program by asking a question to participants and focus on answering the questions throughout the program. Participants should also work together to answer the questions.
6. Keeping informed, maintaining structure, and being prepared
By having a specific environmental framework as a guideline, the communication content can be better structured and organized. This helps to assure the main points from the environmental content is taught to Key Tools participants during the activity. It is important to keep informed and have knowledge of the environmental Producing inventory of features, culture, and history of the area. This can help an outdoor leader local: plants, trees, direct the activity as it increases their confidence in subjects to talk about, wildlife, First Nations, and creates unique connections to the environmental content. Settlers, or history.
Having a well-prepared program is essential as this can have an influence on the type of experience participants will have. Facilitating a positive experience with the natural environment is ideal as this can help participants form positive future connections to the natural environment.
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7. Making it fun When preparing activities for children it is important to consider the following points: ● Learning by playing games: Have interactive games and fun quizzes or challenges related to the educational content.
● Keeping activities creative, fun, and positive: It is important to have a positive attitude and tone on the information that is taught about the environment, as the aim is to educate and motivate participant, not generate fear about certain environmental information.
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Appendix 10: Case Study Analysis for Environmental Education
Tools to Size of facilitate (See resorts Connection with Theme (count) Description Feasibility Value Appendix 12 that have NSAA for done this descriptions)
BVSC already Events BVSC would organizes special host to engage the events throughout the Connects to Sustainable Recognition through NSAA, local community and year, meaning they Slopes Principle on Most members, and the community. their employees. have the experience 'Education and popular Can host activities that give Examples: Planting and resources to host Outreach'. Mainly activity, back to the community, i.e. days, garbage pick- more community connected to this specific done at environmental repair programs up days, or events that have a point: "Develop outreach Community various ski (woodchip a path)- engages Signage, educational tours of focus on sustainability. that enhances the Programs/Engag resorts. students in Geocaching, the facilities and the The main input to be relationship between The environmental tasks that Technology ement (12) environmental able to create this type the ski area and smallest improves the local initiatives. Target of event would be to stakeholders to one was a community/watershed. That audiences would be: get members' interest, ultimately benefit the 200 acre ski has a greater outcome than a the surrounding ideas on what type of environment" resort. more traditional field study community, staff events to host, and (Sustainable Slopes, approach and their relatives, possibly create some 2005) school groups. partnerships with schools in the area BVSC already has According to (Hughes & Connects to Sustainable some indoor displays Morrison-Saunders, 2002) Slopes Principle on about their signage had an increase in 'Education and environmental visitors positive perception of Outreach'. Mainly Signage around the initiatives, so they the site that provides a connected to this specific resort, across trails would expand to have learning experience. Signage point: "Use the natural either for people Smallest Signage, Interpretive signage around the ski acted as a new point of surroundings as a forum walking or for the one was Guidebooks, Signage (6) resort or trail signage, interest to repeat visitors. for promoting guided tours. Also 428 acres Training or in the Sugar Shack. Also, if the information on the environmental education includes signs BVSC would have to signage is new then it will be and increasing displayed indoors. spend time deciding increasing members' environmental what information to environmental knowledge. sensitivity and communicate, signage However, signage would lack awareness" (Sustainable design, and budget. of the personal relevance and Slopes, 2005)
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After that, some emotion that can be advertisement of the experienced on a guided hike. trail and signage and training of guides would need to be done. It would be hard to Can inform guests about create an ELC for local biodiversity and other Connects to Sustainable school groups/camps, ecological principles, connect A central location Slopes' Principle on or to become a day- people to the surroundings, with information on 'Education and trip facility, because give information about trails the environment and Outreach': Develop other places nearby and activities, arts and crafts, culture of the area. Smallest outreach that enhances Signage, have better facilities have interactive Environmental Can be as simple as a was 428 the relationship between Objects/artifact Learning Centre that are more suitable zones/imaginative activities to room with acres the ski area and s to use, (ELC) (8) (i.e. ropes courses). If teach kids (i.e. displays that signs/posters, or can (Gore) stakeholders to Sensory input they did something in kids can climb in and out of). be more interactive ultimately benefit the the summer, it could Opportunity to team with with places for kids environment"; help them round out local conservation authority. to play and learn (Sustainable Slopes, their ability to hire Interactive material is 2005) staff on for the important in making effective summer/year-round. messages (Tubb, 2003) Connects to Sustainable There are a few Slopes' 2 main Principles Guided tours that summer camps in the on 'Education and incorporate area. BVSC could be a Outreach': 1) Develop environmental day-trip facility for outreach that enhances education; local schools/people, Signage, Outdoor adventure education the relationship between Recreation guided but there are other Objects/artifact leads to personal growth from the ski area and programs that facilities nearby that s to use, spending time in nature, as stakeholders to include Smallest are more suitable. Sensory input, Adventure well as leading to an increase ultimately benefit the environmental was 900 There is 200 acres of Guidebooks, Programs/Guided in environmentally responsible environment"; 2) education (i.e. ski acres forested area, and a Training, Tours (7) behaviour (environmental "Use the natural tours, hikes, (Arapahoe) few hundred acres of Teachable sensitivity, empowerment, and surroundings as a forum snowshoeing, crown land, as well as moments that ownership for nature) for promoting scavenger hunts, the Bruce Trail come up (D'Amato & Krasny, 2011) environmental education geocaching); or travelling through the naturally and increasing programming for ski club. BVSC would environmental camp day trips or be open to considering sensitivity and local schools cross country ski tours awareness" (Sustainable in the future Slopes, 2005)
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Appendix 11: Tools and Resources
Outdoor Leader Interview Responses for Tools and Resources to facilitate Outdoor Education
*** Note when we introduced this question we used the example of signage and guidebook, so that might influence the answers frequencies
Theme (Frequency) Description
Signage (4) Signage (on trail and/or in facility) Make artifacts/kits or publications (i.e. First Nation artifacts, Objects/artifacts to use (4) game kits, measurement sheets, binoculars on a bird walk)
Backpack to keep resources on hand
Guidebook (for either student or teacher) (4) Guidebook/fact book/storybook Merchandise that the company sells: i.e. guidebooks about trees Website/Blog Technology (4) Inclusion of technology (i.e. smartphone apps, or taking pictures with their phones)
An ecology expert who trained the guides for a day
Knowing certain points, and then fill in with solo moments (allow Training (3) people to just stop and experience the moment)
Would have been good to have more training on how to run a smooth tour
Teachable moments that come up naturally (2) Seasonal changes- different plants blooming, etc…
Teachable moments that come up naturally (i.e. pick up a lichen)
Sensory input (2) Sensory input: see, touch, eat, hear, etc
Guides are encouraged to research beyond the basic manual on Other (2) their own interests *No guidebook for guides to carry because they're doing the activity, so it would be hard to carry
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Question Asked to Ski Industry Representatives
What other tools could be used to increase participants’ environmental knowledge? For example a guide book or signage on the trails? Geocaching- hidden treasure, hidden in nature, camouflaged- you have to search for the hidden treasure, you find it and you can take a piece of the treasure if you replace it with something else. Treasure hunting with GPS. Can create a multi-stage geocache adventure They have tried it at their resort- it is a treasure hunt where each stage you get a piece of information to solve a problem Geocaching It is technically interesting, so kids might be interesting because its technology based They tried it where instead of treasure, they got information that helped them solve a puzzle- like a scavenger hunt (puzzle could be a sustainability related thing)- could be on cross- country/snowshoeing/walking, alpine skiing, etc…
They did it in Collingwood- around town, going into town hall, stores, asking questions, etc…
They don’t incorporate signs along the trail except for dog pooping- cartoon signs designed to be humorous- the signs have been working well- if you make it funny then people will do it. If you make instructional and forceful, people are less likely to do it.
There would space for having nature signs on the cross country trails- they make their own- they have some sign shops because of weather proof signs. Intermountain make signs for ski industry Probably wouldn’t be allowed to put nature signs on ski hills- too many safety signs- nothing that stops people in the middle of the hill
Signage Halfway down one of their hills, they have a “memory bench” where people can stop and sit… you have to decide to ski into one of those areas. Maybe could create an environmental area like that where you talk about environmental education (maybe at the top or bottom of the ski hill) They have considered interpretive signage for their hiking trails, and they have potential locations/information, but just haven’t built them yet. You can reach everyone, and it would be good for people hiking by themselves to read it, and also for guides leading the hikes as a reference point. Once the guides become more experienced, they can stop reading off the signs and add more.
Have to be careful with highlighting rare species, because sometimes the public will seek them out and pick them (i.e plants). This might be different in a private club though If they were to get into a more formalized school group environmental program, they’d train staff Guide Book & more, and have a guide book. - Have to keep the sign simple, visual/pictures (less wording), maps, Train staff general/interesting facts, or “this is what you’re looking at if you’re standing here”. incorporate relevant and useful information Stay away from printed material
Question asked to Survey Respondents for Tools and Resources
*** Note when we introduced this question we used the example of signage and guidebook, so that might influence the answers frequencies
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Theme (Frequency) Description A small simple give away booklet. Guide/nature book would be useful to show people what we are skiing around
A book with some fun facts or tips to be environmentally friendly.
An instructor's manual would be a good tool. Fun sticker books or anything that isn't too complicated would be useful for kids Pamphlet or pocket size cheat sheet
Guidebook (12)- for Instructor or Guest If the guidebook was small and waterproof it would be useful, if it is large and not waterproof then it would be a burden.
This will vary from facility to facility, however providing the instructors with a guidebook outlining any local environmentally sensitive areas that are protected (native species, nesting grounds, etc) would allow for conversation topics on the chairlift beyond the students skiing. It is difficult to include too much beyond this as the student has generally paid good money to focus on their skiing, rather than learning about the surrounding area.
Signage ie. plant/tree identification might be of interest on snow shoe trails.
Signage (6) Signs about the natural environment at the hill. on-hill signage - clear to read, big print, not too long, visible at side of trails Signs, specific locations to stop and talk
Perhaps if the resort had a scavenger hunt or something like that where you would have to tour the mountain looking for certain spots off that are off the main runs and when you got there, there was a sign that point Interactive Game/Activity (2) something neat about the environment to you. Kicking horse in Golden BC has something like this, where you look for hidden features to ride
A scavenger hunt game with stations hidden on the hill could be fun.
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At Beaver Valley, our sustainability coordinator hiked staff to an area where native trees and plants had been recently planted, and gave some context to the environmental issues in the valley. We did this during our staff training in December, and every time I ski a class by that area staff training/pre-planned topic (3) (there's a great sign there too explaining it), I point that out. Actually going there to see it helped me to remember it, and will help my students too.
Mention in annual staff prep day Specific locations to stop and talk, preplanned topics Online (1) online reference
I spend most of my time teaching 2-5 year olds, they are not interested in environmental education. Signage and a guide book to me would be a double standard - Let me tell you about the environment while I pull out No guidebooks (2) my trusty laminated guide book. That not only used trees (even recycled paper uses lots of energy, but now its covered in plastic to protect it from the elements)
Guide books would be awkward to carry around.
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Appendix 12: Popular survey themes regarding suggestions on how to integrate environmental education into ski/snowboard lessons.
Survey Question #15: How do you think we could incorporate environmental education into ski/snowboard lessons? For example, think about a) the appropriate time/space of the lesson; b) the environmental content to introduce; c) the nature of the activity.
Theme: Frequency: At a specific time 9 comments Thinks it cannot be done 8 comments Local and Relevant 5 comments Simple information 4 comments Take advantage of visual/sensory moments 3 comments Other outdoor activities or tours 3 comments Guidebooks/tools 2 comments Fun games 1 comment
Theme: Local and relevant comments “Content should be very local and have some visual aspect that the students could see. If there was a waterfall or a stream near by that you could ski to and talk about that. Or you could talk about different types of snow and avalanche risk. I think that would be very important at mountain resorts.” “Appreciation of the areas needed to enjoy skiing and boarding.” “Make topics relevant to their ski/board experience. Natural vs man-made snow. Source of the water for snowmaking. Importance of trees (not just to ski through), identify tree types? Animals in the local area (bunnies, deer, wasp nests in chairlift towers).” “Focus on winter aspects... it would be hard for someone to visualize what the hill would look like in the summer - (example, on this slope there are no plants so there is erosion when snow melts, show example).” “Importance of natural snow when skiing glades.”
Theme: Simple information “Simple education environment ‘tid bits’.” “A little bit of info (short "fun facts") would be interesting to them” “Fact of the day, talk about it on chair lift rides” “Keep topics short and specific (example, on this slope there are no plants so there is erosion when snow melts, show example).”
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Theme: Thinks It Cannot Be Done Don't know what outdoor environ. ed. you are referring to Does not apply to ski/board lessons
In some lessons you don't have a lot of time with the kids and they are mainly focused on learning how to ski.
How do I justify environmental education when before the hill was all trees, now it has been landscaped, pipes buried under ground, wild life running in fear across runs the energy it take to power the lifts, water and energy to make snow, all the cars on the road driving up from the cities . . . in reality is alpine skiing environmentally friendly when you take into consideration all the things that are needed to make it happen in Ontario?
I don't have the time during a standard lesson. Other than in passing conversation.
This might be best left to a teacher on the bus. You would need to increase the length of the lesson and this wouldn't likely work because the students are often exhausted after a full day of skiing.
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Appendix 13: Considerations for the Necessity of Signage
Question Suggestions for BVSC
Is there something forest visitors can see, smell, - See: Niagara Escarpment, trees, habitat, snow or hear at the site that needs explaining? - See/hear: River, woodpecker and the holes they leave in trees.
Is there something interesting at the site that - Snowmaking forest visitors will probably miss if it is not - Where does this water come from and where does it go? Is it interpreted? connected to our community?
Will forest visitors get more from their - Visitors feel like they learn more by having signs on the tour experiences if appropriate interpretive signs are provided?
Is interpretive signing appropriate or would - Tours with outdoor leaders would be more personable another method work better? - Signage might become outdated - However it is a good starting point because it provides a reference for new outdoor leaders and provides information for random foot traffic
Are there impacts or damage being caused by - This would not be the goal of our proposed signage. visitor use or behavior that can be alleviated or - The proposed signage would focus on helping individuals stopped by an interpretive sign? have a better understanding of the natural environment, the ski industry’s impact, and BVSC initiatives.
Will enough visitors see the sign to make it cost- - This is something that could be determined through further effective? research e.g. how many people walk on these trails? - Also note what activities the person going on the trail is doing. e.g. joggers would most likely not use the sign
(Province of Nova Scotia, 2008)
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Appendix 14: Signage Pamphlet
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Appendix 15: Academic Checklists
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