Accelerating Campus Climate Initiatives

By Michael Kinsley and Sally DeLeon of Rocky Mountain Institute

1 November 2009

Principal Authors Michael Kinsley, RMI Sally DeLeon, RMI

Major Contributors Aalok Deshmukh, RMI Sam Newman, RMI Kristine Chan-Lizardo, RMI

Contributors Elaine Adams, RMI Michael Bendewald, RMI James Brew, RMI Cara Carmichael, RMI Julian Dautremont-Smith, AASHE Lindsay Franta, RMI Stephanie Hodgin, RMI Hutch Hutchinson, RMI Tripp Hyde, RMI Alexis Karolides, RMI Carrie Jordan, RMI Virginia Lacy, RMI Molly Miller, RMI Chad Riley, RMI John Simpson, RMI Judy Walton, AASHE Eric Youngson, RMI Aris Yi, RMI

3 Acknowledgements

This book builds on the work of several important nonprofit organizations that are the nonprofit leaders in campus sustainability:

• Association for Advancement of Sustainability in Higher Education • Second Nature • National Wildlife Federation’s Campus Ecology Program • Clean Air-Cool Planet • National Association Of College And University Business Officers Also providing advice:

Clay G. Nesler, Vice President, Global Energy and Sustainability, Johnson Controls, Inc. RMIJohn researcher)Porretto, Verde for help Capital understanding building metering and controls. ChipDerek Werlein, Supple, VerdeGlobal Capital Energy & Sustainability Building Efficiency, Johnson Controls Inc. (former

Cover photos courtesy of National Renewable Energy Laboratory

Navigating This Book

In order to turn immediately to text that addresses the barriers, issues, and problems that you are encountering on your campus, please use the navigation pane, bookmarks tab, which will reveal summary versions of all barriers covered in this book, with links to each. The term “barriers” means both actual and perceived barriers to campus climate initiatives. If you are reading hardcopy of this book and do not have access to the navigation pane, then refer below to the same summary versions of the barriers and their locations. We recommend too that you read the Introduction, which describes issues surrounding campus climate initiatives and outstanding practices for effective climate action.

4 Table of contents Introduction 1

Chapter 1. Climate Action Planning 7

1.1 1.2 Evaluating options for climate initiatives 9 1.3 Insufficient capital 7 1.4 Sustainability director distractions 12 1.5 BoardValuing commitment co-benefits of climate projects 1210 1.6 Sustainability director needs support 14

1.8 Green activities are uncoordinated and duplicative 15 1.7 Faculty and staff time allocation 15 1.10 Lack of high-ranking institutional leadership 18 1.111.9 Low-hanging Faculty and stafffruit engagementhas been picked 2017 1.12 Campus community awareness 20 1.13 Student engagement 20 1.14 Distrust of carbon offsets 22 1.15 Recognition of earlier climate investments 22

Chapter 2. Buildings and Utilities 24

2.1 Lack of capital 24 2.2 Debt is already tied up 24 2.3 Divisions between capital and operating budgets 30

2.4 Uncertainty about payback calculations 30 2.5 Short payback times impede efficacious projects 30 2.82.6 Whole-systemInsufficient in-house approach expertise seems impossible 3532 2.7 Integrative design takes too long 34 2.10 Lack of incentives for departments and students to conserve 38 2.9 Retrofitting historic buildings is too hard 36

2.132.11 MeteringEnergy efficiency energy performance is invisible and is not less a attractive priority 4240 2.142.12 EnergyHeating management and cooling equipment systems are is toooversized expensive and inefficient 4341 2.15 Buildings are out of balance 46

2.182.16 Energy-efficient building design is expensive 48 2.17 Few qualified green-building designers and builders 49 2.20 InsufficientLEED-Silver localis enough supply of green-building skills 5351 2.212.19 ZeroLEED Energy certification Buildings is expensive are not considered and unnecessary 5651

Chapter2..22 The 3: beauty Renewable of a building Energy is irrelevant to climate issues 5857

Getting Started: 3.1 Insufficient in-house expertise 59 3.2 Difficult to choose best technology 60 3.3 Unanticipated environmental problems 60 3.4 High up-front costs 63 Financing a Renewable Energy Project:

3.5 Payback period is too long 63 3.6 Not qualified for federal tax incentives 63 5 Engaging Stakeholders: 3.7 Net-metering may not apply 67 3.8 Financing plan complexity 68 3.9 Utility interconnection requirements 68 3.10 On-site grid connection required 68 3.11 Projects attract opposition 69

Chapter 4: Transportation 70

Commuting 4.1 Local transit agency cooperation 72 4.2 No plans to expand parking and transportation 73 4.3 Free parking — no incentive for alternatives 73 4.4 Using parking revenues is unsustainable 73

4.6 Commuting is a large portion of carbon footprint 76 4.74.5 OppositionEfficacy of distance to buying learning offsets for commuting 7675

Infrastructure 4.8 Lack of public transit 77 4.9 Lack of connections to public transit 80

Socio-Cultural & Behavioral 4.10 Alternatives to commuting seem unrealistic 81 4.11 Negative perceptions of pubic transit 81

Long-Distance Air Travel 4.12 Air travel is essential to campus business and professional standing 84 4.13 Long-distance ground travel is necessary 85

Chapter 5: Carbon Offsets and Associated Opportunities 86

5.1 Leaders wary of carbon offsets 86 5.2 Leaders don’t trust voluntary carbon credit markets 88

5.4 Carbon credits seen as illusory 89 5.55.3 CarbonWeatherization sequestration verification is problematic issues 89

5.7 Distinction between RECs and offsets is unclear 91 5.6 Benefits of renewable energy credits are unclear 90 Appendix

A RMI’s Campus Climate Project 92 B Whole-System Thinking and Integrative Design 93 C Checklist for Integrated Review Process 98 D Energy Decision Matrix 100 E Decision-Making Tool 102

G Active Listening 107 HF ToolsCollaborating for Energy for Efficiency a Sustainable in Campus Campus Buildings 108105 I Revolving Loan Funds 109 J Carbon-Offset Terminology 111 K Campus Climate Publications 112

6 Introduction

This book offers practical information to those working to This book does not attempt to convince its reader that the reduce greenhouse gas emissions from college and university climate crisis is real. Rather, it focuses on practical ways to campus operations. It describes a wide array of challenges or overcome the barriers to efforts to reduce emissions that barriers to campus climate-mitigation efforts. More impor- cause the climate crisis. Readers who would like to examine tantly, the book describes solutions to each barrier and often evidence of the human-caused climate crisis can refer to the provides examples and resources. - mate Commitment www.presidentsclimatecommitment.org/ Each barrier represents a real or perceived hurdle on many about/climate-disruption.website of the American College & University Presidents’ Cli campuses. RMI compiled the list of barriers after speaking to dozens of individuals at institutions of all sizes and types. As people in the business of educating and inspiring stu- The solutions guide users around, over or through the barri- dents, campus climate leaders are attuned to the potential ers, and in some cases reveal that a perceived barrier is not so for synergy between greenhouse gas reduction and excel- big after all. lent teaching. Not only does carbon management make good

The intended users of this book include sustainability direc- - business sense for the institution’s bottom line, it also makes- mangood assert, educational “We need sense to for move the frominstitution’s providing mission. an education In their descriptiontors, CFOs, presidents, and more by students, personal faculty, commitment, and staff. by But those inter who thatbook focuses Boldly Sustainable,on specialization Peter and Bardaglio making and distinctions Andrea Put to a understandest in the book that can there probably is now be overwhelming characterized evidence less by job that new kind of ecological, synergistic education that emphasizes interrelatedness.” The opportunities for hands-on learning, the environmental and societal impacts of climate change are real-world problem solving and teaching partnerships among cominghuman activitiesfaster and are more changing furiously the thanworld’s previously climate, thought. and that are often frustrated that action to address the problem can be changedifferent can disciplines all be aligned. are enormous when on-campus projects, delayedAlthough by campus many barriers, officials mayespecially feel a senseconcerns of urgency, about cost. they community projects and global-events related to climate

Many readers will understand also that measures to reduce committed faculty members shared with us their course greenhouse gas emissions often pay for themselves and syllabiDuring andthe researchideas for forinterdisciplinary this project many courses dedicated that incorpo- and

- members included professors of religion, English, history, generate multiple campus benefits. Most greenhouse-gas economics,rate climate and, considerations of course, physical and service sciences. projects. We areThe excited faculty changeemissions mitigation are linked become to energy mutually use. Assupportive energy prices goals. fluctu Energy and impressed by the array of creative ways in which these ate and budgets tighten, fiscal responsibility and climate- professionals are making their courses relevant, engaging and reduces risk, and increases competitiveness. Its complement connected to wider campus and community goals. —efficiency renewable not sourcesonly reduces for electric emissions, power, it alsoheating saves fuel money, and transportation — also is economical in many circumstances. The Necessary Revolution In fact, regardless of whether one accepts the preponderance Also, Peter Senge’s (pp 27-32). In of the evidence regarding global warming, the most effective 2 in the atmosphere at climate-protection measures are actions we should be taking onelevels particularly that minimize dramatic the threat passage, of catastrophic this consultant consequences to major anyway to strengthen the economy and save money long-term corporationswill require 60 says, percent “ To stabilizeto 80 percent CO reduction in emissions in our institutions. within the next two decades! We call this the 80-20 Challenge, the bell tolling the end of the Industrial Age.”

1 This book was inspired and informed by an important group does not imply that these topics are not important; and possibly they can be included in a future edition of this book.

electriciansof people: the and sustainability more whom directors,we interviewed facilities in ourengineers, visits to Additionally, the book does not address climate-related cur- twelveCFOs, presidents, campuses instudents, late 2008 professors, and early cooks, 2009. secretaries, These are com- ricula except as they relate to campus operations. Although mitted people — too numerous to name here — who daily climate curriculum is obviously of paramount importance, take up metaphorical sledge hammers and bash away at the it is outside the scope of this book, except as noted where it - connects to campus operations. An excellent resource on cli- house gases. We intend that their spirited efforts, captured many barriers to their institution’s efforts to reduce green - licated on campuses across the country. The twelve campuses Institutions,mate curriculum which is includesavailable contributions from the ACUPCC: from Educationa wide range for here as solutions to those barriers, will be amplified and rep Climate Neutrality and Sustainability: Guidance for ACUPCC page 15 of the guidance document, offers a succinct statement they represent are: of campuses. “Education for Sustainability Principles,” on

• Colorado State University, Fort Collins, Colorado of theThe nexus process of education of education and campus would “teach operations: what it • Furman University, Greenville, South Carolina practices,” by complementing formal curriculum with active, • Harford Community College, Bel Air, Maryland experiential, inquiry-based learning and real-world problem • Lakeshore Technical College, Cleveland, Wisconsin solving on the campus and in the larger community. Creativity • Luther College, Decorah, Iowa and innovation in students would be fostered to meet global • Richland College, Dallas, Texas challenges. • Tufts University, Medford, Massachusetts Unity College, Unity, Maine • University of Minnesota at Morris, Morris, Minnesota This book is for every person on • University of Missouri, Columbia, Missouri • University of Vermont, Burlington, Vermont every campus who has chosen We• Yale chose University, to visit theseNew Haven, particular Connecticut schools not based on excel- to step forward and commit to lent performance, though we found plenty of that, but be- solving the climate crisis. many different kinds of campuses. cause we wanted to understand and reflect the experiences of This book is the result of a collaboration between Rocky Stepping forward -

Mountain Institute (RMI) and the Association for the Ad - pendixvancement A. of Sustainability in Higher Education (AASHE). itsIn 1776,impertinent the United colonies States in DeclarationNorth America. of Independence When the signers More on the project that led to this book can be found in Ap pledgedenumerated “our the lives, injustices our fortunes imposed and by our the sacred King honor,”of England they on Using this book wouldstuck their accomplish collective their thumb goal. in But the they eye knewof the what world’s had only to be donesuperpower. and they They stepped had noforward military; with they remarkable didn’t know courage. how they We have divided the book into five topic areas. 1. Climate action planning a man on the moon by the end of the decade, no one knew howSimilarly, it could when be Presidentdone or what Kennedy it would committed cost. But to he putting stepped forward. And the most significant components of By September, 2009, 650 college and university presidents any climate action plan: 2. Buildings and utilities and chancellors had stepped forward to sign the American 3. Renewable energy 1 Each 4. Transportation of them could have played it safe, could have correctly said 5. Carbon offsets thatCollege climate & University is one of Presidents’many campus Climate goals, Commitment. that the costs are unknown. But they displayed courage and visionary leadership that will be remembered. reduce greenhouse gas emissions. Following each numbered Each of the five chapters includes a list of barriers to efforts to barrier is a description of solutions and, in some cases, ex- Some may say that they were irresponsible for signing with- amples and resources. Topics not included are solid waste re- out a clear roadmap and enumerated costs. But critics would have to level the same accusation at the signers of the Decla- comprise a small percentage of the emissions that campuses ration whose crisis, though more immediate, was no larger duction, procurement, and campus fleets because these areas have counted in their inventories to date. Their exclusion than our own. 1 www. presidentsclimatecommitement.org/about/commitment

2 Fortunately, one can see this kind of courage at every level on Develop an understanding of campus technical systems

- dentscollege prodding campuses. an It’sadministration the facilities thatengineer has not who acknowledged argues with inOn part campus, by technical as everywhere, expertise, the professional world of practical experience science and the CFO for every new energy meter in campus buildings; stu language.and engineering For climate-protection is characterized advocatesby its own withoutculture, adefined techni- pushing reluctant colleagues to bring whole-system thinking cal background, the complex details of, for example, a campus tothe their campus’s classrooms role in — the all climate people crisis; operating and facultyoutside members their com- energy system or the physics of the buildings it supplies can fort zones because of their commitment to climate. seem either beyond comprehension or too detailed and mun- dane. However, without the help and enthusiasm of campus That said, though understanding the climate challenge en- genders the sense of urgency that leads to rapid action, many you will have little hope of achieving aggressive climate goals. campuses and other large institutions are making substantial Therefore,experts in thesenon-technical systems (e.g.,staff shoulda facilities cultivate management their curios- team), progress in reducing fossil fuel use simply because it makes ity in these topics, which will show technical staff that they good business sense. are interested, supportive, and worth teaching. Non-technical staff can create a strong foundation for the hard work and Outstanding practices for effective climate action collaboration that will be needed to make integrated progress toward a climate commitment by building good relationships As this book describes various perceived barriers to campus with technical staff, encouraging them to teach you and other climate initiatives and their solutions, it suggests a wide array interested sustainability advocates on campus, and connecting them with a non-technical version of campus sustainabil- The following are several general practices that apply to virtu- ity culture. allyof specific all aspects practices of climate to increase and sustainability the effectiveness work. of your work. There are many excellent, introductory publications available Employ whole-system thinking to develop integrative that will help anyone learn enough to ask useful questions and become familiar with the language and techniques of the designs facilities management world. For a basic textbook and reference guide to help better understand technical concepts that want action on their campus, and soon. Their climate pro- campus engineers and trades people may bring up and the grams,People strategies,who commit plans, to reducing and committees greenhouse quickly gas emissionsdevelop lists annual processes they may go through, see Facility Manage- criticallyof exciting important projects, programs,to understand and thatevents. success As you will and come your not ment by Edmond P. Rondeau, Robert Kevin Brown, andl... Paul To onlycolleagues from such develop lists, and but expand also from your a different list and take way action,of thinking it’s keepD. Lapides abreast (http://www.wiley.com/WileyCDA/WileyTitle/ of some of how sustainability is framed in the about buildings, utilities, perceptions, institutional structures, facilitiesproductCd-0471700592,descCd-tableOfContents.htm world, refer to the archives of Facilities Manager and all the other components of the system that comprises - energy and your campus. tiesManager/archives.cfm) and Sustainable Facility Magazine Magazine published by APPA (http://www.appa.org/Facilis). Both That different way of thinking is often called whole-system thinking. It can help you decide what should be on your list, with(http://www.sustainablefacility.com/CDA/Archive many resources. APPA and Sustainable Facility also have extensive websites relationships among them. how to effectively implement your projects, and the inter- Identify non-climate benefits and seek wider support Shrinking the campus carbon footprint can strengthen other, This book contains many references to whole-system think- apparently unrelated aspects of higher education. For ex- ing, some of which are further developed in the text. These ample, several studies have demonstrated the link between include such ideas as integrative design, correct sequencing, green aspects of school buildings and higher occupant satis- Although these concepts could dominate an entire profession- Attributes for Health and Learning demonstrates that student almultiple degree benefits, program, resilience, and should and be end-use/least-cost integral to most courses analysis. of andfaction teacher and performance. health, learning, One and such productivity analysis, Green are supported Schools: study, a brief and useful summary can be found in Appendix B. by quietness, dryness, cleanliness, good indoor air quality and thermal comfort, and well-maintained systems. A report Whole-system thinking is not easy for any of us; we suggest you refer back to this appendix frequently. Consider explicitly employing whole-system thinking in your various climate ac- from the National Academies Press, (2006),6). Green Schools: tion meetings and conversations. Consider it part of the learn- Attributes for Health and Learning ( free download at http:// ing process that any organization must pursue to succeed in Manywww.nap.edu/catalog.php?record_id=1175 aspects of the design, maintenance, and renovation of its climate strategy. buildings that are required to achieve the results above are also associated with reducing fossil-fuel use. For example, students and employees who learn and work in daylighted

technologies) perform better, retain more positive moods, and spaces (with skylights, light shelves and other daylighting 3 are generally healthier than their counterparts in buildings continually updated, cited and consulted, planning is more that depend on conventional, electric light2 likely to achieve widespread satisfaction. building envelope reduces energy use, but it also makes the interior quieter. Therefore, in the earlier stages. Also, of an an efficient effort Create a centralized repository of climate-project options to secure wide campus support for green-building design or To achieve a cost-effective, well organized, and successful climate mitigation program, you need systematic analysis and that may be achieved by such design and collaborate with prioritization of your campus-wide options for reducing car- renovation, carefully consider the widest range of benefits bon emissions. Begin with a central repository — a database,

peopleAdopt aninterested integrated in those framework benefits. for prioritization and management department may already have something like decision-making thislist, orto trackfiling deferredsystem — maintenance that includes and all options.equipment Your replace- facilities Each barrier in this book is connected to three fundamental ment.

limited capital, and limited information. There will probably The structure and organization of your central options reposi- neverchallenges be enough that every time, campus money faces:or information limited people to be certainhours, tory will depend on how your institution organizes budgets that you are implementing the best solutions. Therefore, and from where budgeted funds will come. For example, if funding for climate mitigation comes from unrestricted organizational paralysis), prioritize and implement the best sources, then you need a database that includes all prospec- possiblerather than solutions aiming that for perfectiontime, money (which and information can often result allow. in - And base your priorities on an integrated framework. envelopestive projects, and regardless mechanical-systems of the department will compete that may with eventu other Such a framework can be challenging. For example, many de- ally oversee each. Proposals for improvements to building cisions about changes in campus facilities are made without regard to their effects on the campus carbon footprint, the proposals for behavior-modification campaigns and energy- quality of sustainability education, or local energy and envi- efficient office appliances. ronmental issues. They are simply focused on cost or ease. - That said, progress is being made; it is relatively common for mation,A project distributing manager or it team to all can departments, develop the then central collecting options the decisions about campus mechanical systems and building repository by first creating a standardized format for infor

pollution permitting costs. Also, it is becoming more common unrestrictedstandardized sources, information a central for each repository potential will project. enable Even better if forprojects environmental to include impactssome consideration to be considered, of future in part utility due and to the cross-institutionalonly a portion of the communication funding for each and project teamwork will come among from

- popularity of LEED certification and other green-building and plesclimate of schools commitment that have managers. created Refer these to repositories. Chapter One: Climate Inenergy-efficiency order to move toward recognition a more programs. integrative approach that Action Planning for more information, resources and exam includes climate considerations, consider using a decision- Choose appropriate methods of economic analysis - In order to arrive at and implement the most cost-effective climate mitigation program over the long term, it is critical making matrix to, for example, identify priority projects re to choose a method of economic analysis that goes beyond lated to mechanical systems and new buildings. On one axis of andthe matrix goals, includingwould be yourprospective carbon projects.goals. To Listedgain widespread on the other costs and resultant annual energy savings. supportaxis would for be use criteria of this thattool, reflect include your a wide institution’s range of campusmission simple payback calculations based only on incremental first stakeholders in the process of identifying criteria. For details on this matrix, refer to Appendix D. as whole-life cost or life cycle assessment), which take into Life cycle cost analysis (LCC or LCCA) methods (also known Developing prioritization criteria can also be an important part of the campus master-planning process. Institutions that consideration costs and benefits associated with projects have incorporated sustainability goals into the master plan measuresand measures to reduce over the carbon life of emissions. the project In oughtaddition to be to usedop- - erationalwhen determining cost savings the arising comparative out of viabilityenergy expenditures, of projects and bon neutrality. In many cases, master plans are static and end are often better prepared to efficiently navigate toward car as energy price escalation, equipment life and replacement and piecemeal. In contrast, where the master plan is examples of life cycle costs and benefits include such factors up on the shelf, rarely used; progress often feels disjointed belts, bearings, etc.), and other considerations such as repair, 2 For more on the links between daylighting and human per- cycles, frequency and costs of replacement supplies (filters, formance refer to Daylighting in Schools: An Investigation into considerations with LCCA methods include the “time value the Relationship Between Daylighting and Human Performance ofoperations money,” whichand maintenance generally results related from costs two and considerations benefits. Other – (1999), Heschong Mahone Group, and Analysis of the Perfor- mance of Students in Daylit Schools (1996), Innovative Design. and opportunity cost, which is the cost of foregone invest- Both of these studies are available online at http://www.usgbc. mentinflation, opportunities which is the or diminution the cost of borrowedof future purchasing capital. power, org/DisplayPage.aspx?CMSPageID=77

4 combined in the right way, if an organization is structured to support this process, and if leadership does not allow its downstreamFurthermore, impacts consider on and other count systems all costs and and sub-systems. benefits of a mental models to get in the way of attractive solutions. More Forproject instance, to reduce the truecarbon costs emissions, of such load-reduction including upstream measures and information on mental models can be found in Appendix B. systems ought to be subsidized, in effect, by the reduced need Transform your campus community foras high-performance capacity in upstream windows systems and such high-efficiency as cooling, electri- lighting cal capacity and in some cases, on-site generation and even The solutions described throughout this book have been carbon offsets. Similarly, recognize the true costs of measures developed with the whole-system in mind, for example, inter- relationships between building-energy use and the sizing of increased costs for other systems upstream or downstream. heating and cooling systems. Your work will include adapting that do not create synergistic benefits and those that result in Appendices C, D, and E contain tools that will help with your economic analysis. individuals,these solutions each to with your their campus’s own set particular of aspirations, system. interests But that andsystem assumptions. is not just hardware, it’s also people — a wide array of Assess projects as packages, not as individual projects - For long-term success of your climate program, develop a - campus-learning strategy that includes not only technical Toages accurately instead of count considering all costs individual and benefits measures and to avoidin isolation. count phenomena, but also organizational issues, which include the ing costs or benefits more than once, assess projects as pack personalities. We offer this recommendation fully aware that, - though some of these people will be a real pleasure to work For example, projects that “tunnel through the cost barrier” ingredients,are often combinations which then ofresults energy-efficiency in downsizing, measures, or in some imple cases,mented eliminating in the right the order need to for get expensive an optimal mechanical mix of efficiency systems. Developwith, others a circle may of be people quite difficult.who participate directly in your

concrete tasks. Begin with those who have expressed their onIn contrast,“tunneling assessing through one the energycost barrier”, efficiency see Appendixmeasure at B. a time personalcampus’s aspirationsclimate work, regarding people whoclimate, will people confer whoand carryare unam- out often eliminates opportunities for financial synergy. For more biguously committed. As your work proceeds, expand the Identify projects with attractive return on investment circle to include, not only people with whom you agree, but - erations are expensive. Some people will insist that they are how you approach solutions. Differing ideas may better in- tooMany costly projects for an to institution reduce carbon whose emissions mission fromis education, campus notop formalso influential and shape stakeholders your program; who their may support have concerns may be valuable about in sustaining it. onenergy. investment But, when and analyzing tunneling such through projects, the cost consider barrier. also two Take the time to develop mutual understanding of each col- additional factors that address their business value: Return may take place informally over coffee or in a task force meet- laborator’s aspirations related to energy and climate. This Return on investment (ROI): Although climate projects can “investbe expensive, in the future”).many offer Rather significant it is meant return literally; on investment. energy ef- ing where you explore each participant’s aspirations related The term “investment” is offered here not as a metaphor (like aspirationsto energy and will climate. help bind Using the both group contexts when, later,will create differences the of opinionstrongest inevitably rapport. Thearise. group’s conversations about personal againstficiency many projects endowment save substantial investments. amounts In fact, of money the investment - enough savings that, purely as investments, their ROI competes well Achieving integrative results from whole-system thinking is that accompanying reductions in carbon emissions might be regardedperformance as a ofbonus many or climate positive projects side effect. is often For strongmore on enough this even if you are a genius. You need others with different skills, topic, see section 2.21. experiencesnot straightforward. and points You of can’t view. expect Taking to advantage do it on your of their own, ideas through collaboration offers at least two critical ben-

Tunneling through the cost barrier: Many people assume that efits: inclusion of all parts of the system in the conversation thea more price energy-efficient goes up. But this building is one willof the be many more instances expensive where than Collaborationand participants’ is essential support toof whole-systemthe results of thatthinking conversation. and to the integrativea conventional design one. offers It stands happily to reason: counterintuitive add more solutionsgadgets and through whole-system thinking. This idea too is further elu- the way that you get the whole system in the room. Effective cidated in the discussion of barrier 2.21 and examined more success of your climate initiative. As Peter Senge suggests, it’s completely in Appendix B. with the limited time available to all participants and the urgencycollaboration of the requires climate crisis.patience, But which with it, is yourespecially efforts difficult will reap Surprisingly, big savings can be easier and cheaper to achieve more powerful outcomes. For a quick look at effective col- than small ones if the right combination of ingredients is

laboration, see Appendix H. One excellent approach to moving 5 Association for the Advancement of Sustainability in Higher The Necessary Revolution. It explores ways to elicit collabora- Education organizations toward climate solutions is detailed in Senge’s www.aashe.org change, and use systems thinking. tors’ aspirations, develop collaborative conversations, affect Campus Compact Building on the work of others www.compact.org

This book builds on the work of important organizations and authors who have spent years creating ideas, information and www.cleanair-coolplanet.org Clean Air-Cool Planet networks through which campuses learn from each other,

creative solutions. Everyone working on campus climate ini- www.climatechallenge.org Energy Action Coalition’s Campus Climate Challenge tiativespush each should other become to do better, familiar and with collaborate these organizations on projects andand networks, and their resources. The importance of exploring - their websites can hardly be overstated. www.nacubo.orgNational Association of College and University Business Of ficers The Association for the Advancement of Sustainability in

www.nwf.org/CampusEcology National Wildlife Federation’s Campus Ecology Program haveHigher been Education driving (AASHE),forces in theSecond establishment Nature, and of the a rich National web ofWildlife collaboration, Federation’s shared Campus ideas Ecologyand learning Program among (NWF-CEP) campuses. Recyclemania - www.recyclemania.org

The American College & University Presidents’ Climate Com- Responsible Endowments Coalition mitment (ACUPCC), for example, is supported by both Second- www.endowmentethics.org prehensiveNature and assessmentAASHE. AASHE’s instrument Sustainability for campus Tracking, sustainability Assess –ment resulted & Rating from System a highly (STARS) participative – the first development standardized, process com Second Nature involving hundreds of reviewers and dozens of organizations. www.secondnature.org

Sierra Student Coalition schools through the process of completing a greenhouse gas ssc.sierraclub.org inventory.Clean Air-Cool Planet (CA-CP) advises and supports many Publications: - Theability National on Campus, Association provides of Collegean overview and University of the tools, Business resourc- Officers’es, and public (NACUBO’s) policies latest that colleges publication, and universitiesFinancing Sustain need to - ìClimate Change 2007: Synthesis Report,î Intergovernmental markedly reduce, or neutralize, their carbon emissions. port/ar4/syr/ar4_syr_spm.pdf Panel of Climate Change, www.ipcc.ch/pdf/assessment-re The Sierra Student Coalition mentors student leaders and provides them with organizing and leadership development www.presidentsclimatecommitment. org/html/solutions_academics.phpEducation for Climate Neutrality and Sustainability: Guidance for ACUPCC Institutions RecycleMania, and the Responsible Endowments Coalition, aretools. all Energy examples Action of student-led, Coalition’s Campuscollaborative Climate approaches Challenge, to Lovins, - itableSolutions.pdfìProfitable solutions for oil, climate, and proliferationî Amory furthering specific campus sustainability efforts. www.rmi.org/images/PDFs/Climate/C07-08_Prof the excellent work offered in recent publications by practic- RMI’s research on campus climate initiatives also builds on AASHE) www.aashe.org/stars/index.php Sustainability Tracking, Assessment and Rating System (by Appendix K includes extensive information, excerpts, and RMI notesing sustainability from these excellentcoordinators books. and non-profit organizations. Amory B. Lovins, 2006, www.rmi.org/images/other/Climate/ ìWhat can we do to fix the climate problem?î Resources f C06-10_FixTheClimateProb.pd Organizations:

- ment www.presidentsclimatecommitment.orgAmerican College & University Presidents’ Climate Commit

6 Chapter one: climate action planning

In our visits to twelve college and university campuses and In the end, you may still need to seek internal funding. If you in telephone interviews with other campus-climate practitio- - ners, we heard many barriers to efforts to plan for climate ac- sary to achieve the commitment the institution has made. tion on campus. They are enumerated in this chapter — each Strengthendo so, remind your relevant case by officials presenting that suchdata showingfunding is long-term neces followed by a discussion of solutions and, in many cases, ex- cost savings from emissions mitigation. Also, describe all of amples and resources. Each barrier is stated in the book as it is perceived on campuses. Whether or not these perceptions For additional guidance on building support from top admin- are well founded is addressed in the text that follows each. istrators,the non-financial see section benefits, 1.10. which are detailed in section 1.3.

Examples of convening campus stakeholders to assess and recommend aEach portfolio barrier of isstrategies either (a) to an reach issue greenhouse that addresses gas reductionthe process University of Kansas, Lawrence, Kansas - While interest in and concern over climate change is high dressed in the other four chapters of the book. goals or (b), an overarching issue that cuts across topics ad elected not to participate in such climate action commitments Perceived Barriers among students, faculty and staff at KU, the school has so far- mate action plan through a course-based approach in Spring 1.1 There is insufficient capital for the climate action 2009as the became ACUPCC. a practical Therefore, way the to opportunity provide both to guidance develop afor cli the - planning process ence for students. University and a service learning-based educational experi While implementation of a climate action plan can often require substantial upfront capital, development of the taking a capstone course in environmental planning imple- plan should not. If the plan is being developed in-house, the The class included seven urban planning master’s students primary cost will be staff time, which may not require new mentation and five Ph.D. students from a variety of academic thedisciplines Global Environment). who are trainees Three in an faculty NSF-IGERT members program from at Envi- KU —expenditures. if your campus Although has no a such sustainability position, youofficer can could still develop play a entitled C-CHANGE (Climate Change, Humans and Nature in major role — for example coordinating the planning process a plan. Involving students, who can help develop the plan as the course, bringing interdisciplinary expertise to bear on cli- part of a course, as work-study positions, or as an indepen- materonmental and energy Studies, issues. Geography, Students and analyzed Urban Planning the climate co-taught action dent study, can minimize staff time. The work could be shared efforts of other campuses to glean lessons and best practices, across multiple courses. For guidance on ensuring that faculty and staff are able to allocate paid time toward climate conducted a greenhouse gas inventory for KU’s main campus, theirand developed work at the a final end ofplan the that semester they dubbed to an audience “CAP KU: that Climate planning, see section 1.7. Action Plan for the University of Kansas.” They presented action plan, you will need to raise money to hire someone to number of other interested individuals from across campus. leadIf you the don’t climate have planning staff or student effort. capacitySome institutions to produce have a climate found included KU’s provost, two vice provosts, a college dean, and a grants from private foundations to support campus climate A number of challenges and opportunities are apparent work. Some government agencies, particularly state energy from this course-based approach to climate action planning. climate planning. agencies, may also be able to offer financial support for your One was gathering the necessary data to complete the GHG 7 inventory. Without a mandate or other clear directive coming with plans for how to balance the budget so that our cam- from the administration, some campus units were unable or unwilling to provide the required information. In addition, the pus could eventually become carbon neutral. The students’ semester-long work, a detailed final report entitled ”the confines of a 15-week course limited both this effort and the inCalvin attendance. College Carbon Neutrality Project” was presented in a Thelevel opportunities of detail possible that inthis the course final plan. presented, however, seem public seminar with several administration and city officials

the chance to work with a real “client” and to use real-world - to outweigh the challenges. In general, students greatly enjoy tionThis technology,initiative benefited who acted considerably as the government from the in involvement the carbon emissionsof the vice tradingpresident simulation for administration, and as the finance,customer and for informa the actiondata in commitment, developing a thisplan approach such as CAP offered KU. More four importantspecifically, in - the face of the university’s reluctance to make a public climate fused an element of authenticity to our efforts and heightened studentCalvin College motivation. Carbon Neutrality project. His presence in benefits. It: We realized numerous pedagogical, social, and institutional • emissionsFacilitated ona deeper campus understanding and areas in greatest of KU’s climateneed of impacts; • attentionHighlighted both positive efforts to reduce greenhouse gas reinforced our belief that interdisciplinary, service-learning benefits from this classroom-based initiative. The experience may provide cost-savings for the university with a fairly - • shortOffered payback short and period long-range action steps, some of which talexperiences challenges provide that lie invaluable ahead. In toolsaddition, for preparing the students today’s became students to meaningfully address the significant environmen budget, an effort that has established a legitimate and essen- • Created a foundation from which future action can emerge. tialactively basis involved for the task in producing of moving the our first campus ever campusoperations carbon in the administration, it has drawn considerable campus attention direction of energy sustainability and carbon neutrality. toWhile issues the that CAP were KU Plan previously has yet andto be largely officially overlooked. adopted by The the For a detailed account of this classroom activity, see Heun, M. K., D. Warners, and H. E. DeVries II. “Campus Carbon Neutral- community,KU Center for and Sustainability seeking administrative plans to build support on this for interest imple- mentationby refining ofCAP a more KU, gathering comprehensive further climate input from action the plan. campus on Science and the Christian Faith. Vol. 61, No. 2, p. 85, June 2009.Fority as an Interdisciplinary classroom materials, Pedagogical presentations, Tool,” Perspectives and reports, / By Stacey Swearingen White, Ph.D. By Dr. Matthew Kuperus Heun, Engineering Department Associate Professor, Graduate Program in Urban Planning Associate Director, Environmental Studies Program see:Dr. David http://www.calvin.edu/~mkh2/cccn Warners, Biology Department Director of Academic Programs, Center for Sustainability - University of Kansas ogy, Calvin College Calvin College, Grand Rapids, Michigan Dr. Henry DeVries, VP for Administration, Finance, and Information Technol For institutions of higher learning to seriously engage the Resources

is an assessment of carbon emissions and sequestration capacity.challenges However, posed by in climate these challenging change, a necessary economic first times, step most climate-planning-guide/institutional-structures.AASHE’s Climate Action Planning Wiki, “Staffing to commit to such an assessment. At Calvin College, we faced and Resources Issues,” http://www.aashe.org/wiki/ thiscolleges predicament and universities by addressing have little our or campus no financial carbon resources budget as provides some tips for adding staff and providing new re- - sourcesphp#StaffingandResourcesIssues to support climate planning.

a primary objective in a semester-long project of two com Marcus Renner, the Environmental Center Coordinator at Fort bined classes, Engineering 333 (Design of Thermal Systems) Toand this Biology interdisciplinary 354 (Investigations group of in students, Plant Ecology). we posed the question, “What would it take to make our campus carbon together-cap-puzzleLewis College, described with how a team he putof work-study together the students College’s in an neutral?” We sensitized the students to this topic with as- AASHEclimate blogaction post. plan http://www.aashe.org/blog/piecing- signed readings, traditional classroom lectures and group discussions. We also implemented a carbon emissions trad- A poster presentation from the AASHE 2008 conference ing simulation in which students and professors from both classes were allocated carbon credits for personal carbon- emitting behaviors. These credits were bought and sold in a entitled “Using a Class to Conduct a Carbon Inventory: A Case simulated market. describesStudy with the Practical experience Results of working at Macalester with a College” class to http://develop a GHGwww2.aashe.org/conf2008/abstracts.php#579 inventory. In direct response to the campus carbon neutrality question, students worked in groups throughout the semester to generate an integrated carbon budget for our campus, complete

8 1.2 Campus leaders are unsure of what energy initiatives to consider andhow to evaluate their options.

Campus leader are often overwhelmed by the abundant information available about campus emissions-mitigation strategies. The particular portfolio of energy initiatives that an - istics, circumstances, and culture. However, though there is no standardinstitution mix chooses of clean will energy depend solutions on specific that campus works for character every renewablecampus, one energy generalization sources. Said holds differently, true virtually reducing everywhere: demand onEnergy-efficiency the energy system improvements is less expensive are more than addingcost effective more supply. than

To develop your portfolio, brainstorm potential energy options with your climate action planning team. Include in that conversation campus facilities staff who may already have a Students talk climate at Richland College, Dallas, Texas. - browselist of ideas. climate Also, action consult plans Chapter from other5: “Greenhouse institutions Gas Mitiga tion Strategies” of AASHE’s Climate Action Planning Wiki and Be sure to focus your attention primarily on your institution’s Fully evaluating an emissions mitigation strategy can be a lot major emissions sources, not just the energy issues that are of work. Therefore, you may want set aside ideas that, after only a small fraction of your total emissions, it may not be most obvious. For example, if your campus fleet generates a little research, seem both unlikely to be economical in the worth spending time and resources to reduce these emissions

in the first phase of climate action plan implementation. near term and unlikely to result in significant emissions cuts.- That said, there may be another compelling reason to shift cantlyLater, eachsince time your you previous reevaluate assessment. your CAP, take another look 3 at these projects and see if the situation has changed signifi vehicles yourmay notcampus be your fleet only to electric, criteria hybrid,for selecting or plug-in energy hybrid initiatives. Another might: visibility. be the Cost-per-ton-of-carbon-dioxide-reduced degree to which a prospective energy After you have a list of projects that pass your initial test, initiative inspires longer-term commitment to reduction in there are a several common cash-flow analysis tools you can the use of fossil fuels. use to evaluate prospective projects:

• Savings to investment ratio (SIR) they are complete, they are virtually invisible, except on the • Net present value (NPV) bottomAlthough line. efficiency In contrast, improvements an electric arevehicle, cost effective,wind turbine, when or • Internal rate of return (IRR) a solar-electric array for example, though less cost effective, • Life-cycle cost analysis (LCCA) will be obviously visible to most if not all campus constitu- • Simple payback period (not recommended because it is ents. The presence of a clear example of clean energy often useinsufficient) because it fails to account for all of the savings that can helps change attitudes on campus. • Discounted payback period (not recommended for isolated For example, one campus that we visited had installed a result from a project) wind turbine in a particularly prominent campus location. The turbine attracted so much attention that it became a detailBecause in thatall of context these financial in Chapter analysis 2. For tools a discussion are commonly of the symbol of the school. Accordingly, students, staff, faculty, and used in assessing facilities projects, they are discussed in the community began to think of the campus as green. Then - campus leadership reasoned that, if their campus was getting oxidebenefits reduced, of life-cycle which cost is another analysis, helpful refer tometric Section for 2.3evaluating and 2.4. NPV can be used to determine the cost per ton of carbon di measures. Therefore, it is not unreasonable to suggest that green, they should retrofit buildings with energy-efficiency - investment in the turbine was effective, not in isolation, but project ideas. The Solutions Module in Version 6 of Clean Air Cool Planet’s Campus Carbon Calculator can help with gener because it inspired a cost-effective retrofit program. typeating of graphs graph of and NPV how vs. it metric can be tons useful, of carbon refer to dioxide point 6.3 reduced on Visibility is one of several qualitative criteria that might be (see link under “Resources” below). For a closer look at this used to determine your campus energy strategy in addition to such quantitative measures as cost-per-ton-of-carboncarbon reduction efficacyp). in AASHE’s Climate Action Planning Wiki (http://www.aashe.org/wiki/climate-planning-guide/ 3 For more information on how to prepare your region for plug-in hybrid project-evaluation.ph electric vehicles, visit http://projectgetready.com.

9 ideas for a while, stop and identify the range of criteria that dioxide-reduced. After you’ve brainstormed energy-initiative- Chapter 3 of ENERGY STAR’s Building Upgrade Manual, “Investment Analysis” http://www.energystar.gov/index. you will use on your particular campus. Along with the proj limitations.cfm?c=business.EPA_BUM_CH3_InvestAnalysis ect co-benefits described in section 1.3, your criteria could explains several simple cash-flow analysis tools and their include, for example:

• Risk inherent in undertaking the project Chapter 3 of the U.S. Navy’s Economic Analysis Handbook • forRisk synergy avoided by implementation of the project browse_cat.php?o=30&c=91(NAVFAC P- 442 Economic Analysis Handbook), “Basic • Relationship to other potential projects and opportunities givesEconomic a clear, Analysis detailed Techniques” explanation http://www.wbdg.org/ccb/ of several advanced cash-

• Interaction with state or regional GHG mitigation efforts Department of Defense evaluates alternatives for managing • Potential to scale upward; transferability facilities.flow analysis techniques and the logic behind how the U.S. • Organizational capacity to undertake and manage the andproject other plans • Alignment with campus capital development plan, strategic - Chapter 5 of the U.S. Navy’s Economic Analysis Handbook • implementationStakeholder support and enthusiasm explains(NAVFAC techniques P-442 Economic for incorporating Analysis Handbook), four types “Benefit of additional Anal • Availability of funding opportunities to support project ysis” http://www.wbdg.org/ccb/browse_cat.php?o=30&c=91 - benefits into your evaluation: direct cost savings, efficiency/ themAfter you’veagainst identified your criteria. your criteria, return to your brain productivity increases, other quantifiable output measures, storming. Once you have a list of options to consider, evaluate and non-quantifiable output measures. Examples coolplanet.org/toolkit/inv-calculator.php Thecan Cleancreate Air helpful Cool chartsPlanet showingcalculator the http://www.cleanair- cost per ton of carbon AASHE maintains a list of completed campus climate action plans php 1.3dioxide Valuing reduced climate for each project project co-benefits under consideration. so that that arehttp://www.aashe.org/resources/climate_action_plans. useful for understanding what emissions mitigation they can be included in campus assessment of strategies other schools have considered and how they were evaluated. prospective climate projects.

- Appropriately valuing co-benefits of prospective climate mateCarbon Impact Neutrality at Middlebury College: A Compilation of projects can be useful in prioritizing prospective climate es010_report.pdfPotential Objectives is anand early Strategies campus to effort Minimize to evaluate Campus a largeCli projects and communicating the full range of benefits of those number of emissionshttp://community.middlebury.edu/~cneutral/ mitigation measures using a standard projects. Unfortunately, the value of various co-benefits can thisbe subjective means that and your there institution are no well can established develop an methodsapproach for format that incorporated uncertainty and co-benefits as well establishing value of these factors. On the plus side however, Resourcesas financial indicators. that fits your particular circumstances. Co-benefits of your prospective climate projects may include: - • New education and research opportunities: Most - wiki/climate-planning-guide/mitigation-strategies.phpChapter 5 of AASHE’s Climate Action Planning Wiki, “Green sions provide excellent opportunities for education and strategies for reducing greenhouse gas (GHG) emis house Gas Mitigation Strategies,” http://www.aashe.org/ - research. For example, solar-electric panels on campus could be incorporated into a wide variety of courses such lists many possible emission mitigation projects. Also, Chapp as physics, engineering, economics, psychology, architec- ter 6, “Project Evaluation and Ranking,” http://www.aashe. - org/wiki/climate-planning-guide/project-evaluation.ph ture, and environmental studies. Also, each climate proj discusses techniques for prioritizing theseGreening projects. Federal institutions have even created new academic programs ect could serve as the subject of research projects. Some Facilities- An Energy, Environmental and Economic Resource in connection with on-campus renewable energy applica- GuideSection for 2.1 Federal of the DepartmentFacility Managers, of Energy’s “Decision Methods” tions. • Greater interest from prospective students: Recent explains a simple method for constructing a decision matrix http://www.wbdg.org/ccb/browse_org.php?o=36 - of prospective students are interested in information surveys by the Princeton Review indicate that two thirds anthat example incorporates of how specific this method criteria might according be useful to your to campus institu quarter of the respondents said this information would on a college’s commitment to the environment. About a climatetion’s values planners, and weights see the Appendixeach criterion D. appropriately. For “strongly” or “very much” contribute to their assessment

10 sustainabilityof a school. As performance.a result, many For major more college information, guides are see andfinancial are transparent analysis. This about is hard your to assumptions, do with any youmeasure should of be “Howbeginning do campus to include sustainability information initiatives about their affect institution’s college ablecertainty, make but a compelling if you estimate case thatthe benefits incorporating conservatively some esti- admissions? - - pus-sustainability-initiatives-affect-college-admissions ting them altogether. • Increased support” http://www.aashe.org/blog/how-do-cam from funders and donors: Because mate of the value of co-benefits is more accurate than omit many individual donors and foundations are passionate - about sustainability, institutions with strong sustainabil- - If you aren’t comfortable assigning dollar values to these ben fromefits, youone couldto ten, still based quantify on your the criteria, co-benefits perhaps of emissions using the miti cat- ity programs may have better luck raising funds. In just gation projects relative to one another by rating each project one example, the Kresge Foundation, a major funder of the scores assigned by individually by several knowledgeable wouldcapital includeprojects only in higher those education,that meet or recently exceed announced LEED Silver people,egories theof co-benefits result should listed be abovea reasonable as a guide. comparison If you average of pro- standards.that its consideration With the 2008 of proposals passage forof legislation building projects authoriz- - gram” at the Department of Education, increased support accordingspective projects. to agreed If uponsome institutionalbenefits are especiallypriorities andimportant enter to willing the likely creation be coming of a “University from the federal Sustainability government Grants as well.Pro your institution, you might even weight the various benefits • Improved employee recruitment and retention: There is increasing evidence that, like students and funders, Examplesthem into a decision matrix. (See resources below.) current and potential employees also value leadership on climate and sustainability issues. For example, a survey e. 2007 StudentsYale University enrolled in a graduate-level course at the School of company http://www.enn.com/top_stories/article/26396 that has a good reputation for environmental Forestryhttp://www.yale.edu/sustainability/climat & Environmental Studies completed one of the na- responsibility.found that a majority of Americans prefer to work for a • Enhanced community relations: A strong sustain- task Force was convened in 2004, with representation from staff,tion’s faculty first college and students, greenhouse to develop gas inventories. recommendations Then an energy for in the surrounding community and may also provide a comprehensive university energy policy. From these early opportunitiesability program for can new improve partnerships an institution’s with local reputation govern- iterations, engineers in the facilities department, working ment and businesses. Some institutions have found that committing to strong sustainability standards for new upon the monitoring of campus greenhouse gas emissions. In developments is necessary to gain community support thewith fall the of Office 2005, of Yale Sustainability, announced havea commitment continuously to reduce improved its for campus expansion. • Reduced exposure to price volatility in energy markets: Volatility in energy markets has made appropriately carbon footprint from stationary power sources: 10% below 1990 levels by 2020, a 43% reduction from 2005 levels. energy consumption and increases in on-campus genera- consider both return on investment and the cost of each ton tionbudgeting of renewable for energy energy costs both very serve difficult. to reduce Reductions risk associ- in ofWhen carbon reviewing dioxide prospective that will be building saved. As projects, part of itstrustees carbon- ated with price volatility. This is particularly important in focused evaluation process, the school has invested heavily light of likely increases in energy prices. in converting one of its on-campus power plants to cogenera- • Better preparation for carbon regulation: Actions taken now to reduce emissions will reduce the costs associated with compliance with legislation that places a price tion. Analysis indicated that converting the Sterling Power on carbon emissions. aPlant more would cost-effective produce way13% to of reduce the reductions greenhouse needed gas emissionsto meet Yale’s 2020 climate commitment. The expensive conversion is general public rather than to the institution alone, for exam- than several smaller projects with lower up-front costs. ple,Additionally, reduced localthere and are regionala variety air of pollution,benefits that reduced accrue habitat to the http://www.yaledailynews.com/news/university- destruction and water pollution from fossil fuel extraction, news/2007/02/01/univ-announces-new-power-plant/ and of course, reduced contribution to global warming. - Princeton University reductionPrinceton’s strategy goal is tofocuses reduce mainly campus on greenhouseits central cogeneration gas emis - sions to 1990 levels by 2020. Like Yale, Princeton’s carbon ses.It is veryIn contrast, difficult the to quantifycosts of emissions these benefits mitigation in financial activities terms, - so they are typically ignored in conventional financial analy plant and energy-efficient building retrofits. When planners internalat Princeton voluntary conduct carbon financial dioxide cost-benefit “tax” based analyses on the on average poten are often much easier to quantify. This means that net benefit tial energy efficient designs and technologies, they include an of emissions mitigation projects tends to be underestimated, of equivalent carbon dioxide emissions in 2008-2009). This resulting in an under-investment in such projects. market value of a ton of carbon ($30-$40 per projected ton One way to address this issue is to attempt to place a dollar value on each of benefits and directly incorporate this into practice monetizes the environmental impact of each project 11 option and indicates on the balance sheet more savings for 1.4 The sustainability director is overburdened with activities other than reducing campus emissions. projects with high carbon-reduction potential. - This barrier may be partially overcome by integrating these tion planning by publicly sharing information about this inno- types of tasks. For example, develop curricula that also help Princeton is leading the exploration for effective climate ac professors in economics, engineering, and business on a class vative financial-analysis method. The school will be prepared generate emissions mitigation projects. Or, partner with when a U.S. carbon market is instituted. Resources tackling climate change is such a big task, many other activi- projects the evaluate emissions mitigation options. Since - the climate umbrella. ties the sustainability staff may be pulled into can fit under Section 5.1.8 of AASHE’s Climate Action Planning Wiki, “Eval uating Energy Conservation Projects,” http://www.aashe.org/ many hours in the week, and you may not be able to reorient wiki/climate-planning-guide/conservation-and-efficiency.ph discusses factoring the avoided cost of unneeded RECs and manyOf course, tasks there to also are support limits to climate this strategy. activities. There If this are is only the so p#EvaluatingEnergyConservationProjects facilities manager or a faculty member could shoulder some offsets into project evaluation. case, then spread the word to others on campus. Perhaps the- Facilities- An Energy, Environmental and Economic Resource sponsibilities are framed literally; that is, they coordinate the GuideSection for 2.1 Federal of the DepartmentFacility Managers, of Energy’s “Decision Greening Methods” Federal of the work. In some cases, sustainability “coordinators’” re - explains a simple method for constructing a decision matrix ning,work youof others, will need rather to prioritize than doing your it themselves. tasks or insist Ultimately, that your in http://www.wbdg.org/ccb/browse_org.php?o=36 - supervisorsorder to ensure rank that their you relative have sufficient importance. time for climate plan that incorporates specific criteria according to your institu an example of how this method might be useful to campus - tion’s values and weights each criterion appropriately. For climate planners, see the Appendix D. al staff or a consultant to assist climate planning. Securing If you can’t free up enough time, advocate for hiring addition option if the institution cannot achieve its sustainability goals withoutthe funding adding to do capacity. so may be difficult; but it may be the only ClimateCarbon NeutralityImpact is an at earlyMiddlebury campus College: effort to A evaluateCompilation a large of Potential Objectives and Strategies to Minimize Campus number of emissions mitigation measures using a standard Resources

format that incorporated uncertainty and co-benefits as f - well as financial indicators. http://community.middlebury. mitment.org/html/solutions_academics.phpEducation for Climate Neutrality and Sustainability: provides Guidance guid- Worldedu/~cneutral/es010_report.pd Resources Institute offers a relatively simple Excel for ACUPCC Institutions http://www.presidentsclimatecom variety of examples of academic courses that focus on reduc- value-analysis-tool to help organizations incorporate the ingance campus on the emissions.educational aspects of the ACUPCC and includes a valuespreadsheet of carbon tool emissions http://www.wri.org/publication/carbon- into energy-related investment

and read more about it at decisions. Download the Carbon Value Analysis Tool (CVAT) Guide)Educational Facilities Professional’s Practical Guide to Research cfm?itemnumber=519Reducing the Campus Carbon Footprint (Sustainability targetedhttps://www.appa.org//Bookstore/product_browse. at facilities professionals to assist them in working with campus stakeholders from to APPA plan andprovides execute a practical actions thatguide move this institution toward its climate protection goals. A research project on the diversity and effectiveness of methods that schools are using to incorporate co-benefits At this stage in the national campus climate commitment 1.5 Trustees or regents regard a campus climate process,into evaluation it is still of too climate early projects to accurately has not compile been undertaken. this type of commitment as expensive, unrealistic, or detrimental to the institution’s mission. research. Once a large number of schools have released and andbegun subsequent to implement satisfaction, their ACUPCC monitoring climate and action evaluation plans, aof the - project that surveys the methods used to assess co-benefits membersBuilding support personally, among help trustees set the willagenda be more for board difficult meetings, with co-benefits may be worthwhile. andout thedistribute support information of the president. to trustees. S/he can Also, influence s/he may board be able to identify potential allies on the board and strategize about how to get your proposal approved. For guidance on building support from the president and other top administrators, see section 1.10.

12 Working with the president or supportive board members, identify a champion for the climate message, someone cred- Climate Crisis Conversations whose support for climate protection may be surprising or Persuading someone that the climate crisis is both outible ofor character. influential Then, with workboard with members; the champion better, someone and other campus and board leadership allies to develop the climate real and caused by humans can be challenging. message the will resonate most effectively with members of But the most important aspect of the message is the messenger. To be heard, one must be credible, points). If, for example, your board is comprised primarily dispassionate, and respectful. In contrast, zealous your board (see section 1.3 for some of the most common self-righteousness will not persuade skeptics. development may be persuasive. of local business people, then local job creation or economic One effective line of reasoning describes local Certain campuses are executing excellent, long-term pro- climate-change impacts as they are being, or will be, grams to reduce the use of fossil fuels motivated exclusively experienced by the audience. For example, visual depictions of the inundation caused by certain cutting alone does not instill the sense of urgency that is requiredby cost savings; to respond they adequatelydon’t mention to the climate. climate That crisis. said, If cost your increments of sea-level rise have proved convincing to incredulous leadership in low-lying coastal implications of climate change, they may also develop a sense communities. In many areas, the effect of climate champion can influence your board to also understand the change on water supplies is credible. when budget time comes around. of urgency that will push climate projects to head of the line Another efficacious approach to is to refer to expert In the course of our research, we heard enlightening stories judgment. The Intergovernmental Panel on Climate from college presidents who are both climate advocates and Change says: “Warming of the climate system is unequivocal, as is now evident from observations of this story, they shall remain nameless.) Each pursued a subtle, increases in global average air and ocean tempera- long-termmasters at andthe arteffective of board strategy chemistry. of moving (For boardthe purposes policy inexo- of rably toward climate protection, without overtly attempting tures, widespread melting of snow and ice, and rising to convince the board that climate crisis is real and anthropo- global mean sea level.” Also: “Most of the observed genic. increase in globally averaged temperatures since the mid-20th century is very likely [>90% probability] due to the observed increase in anthropogenic [human- caused] greenhouse gas concentrations.” Many beenAt every achieved stage of— the not strategy, as the start, including but as the the first, next anystep. new The people find IPCC statements convincing when first successproject orof policyeach initiative is framed is indocumented the context and of progress celebrated. that has they understand two things: One, they are crafted by disinterested scientists, not environmental advocates. Two, scientists’ livelihoods depend on their boardEach strategy by a broad began interpretation with a relatively of existing modest mission project, and for poli- public statements being cautious and conservative. ciesexample, related an to,energy-efficient say, ethics, frugality, building or retrofit, a natural justified maturation to the Those who make rash claims have short careers. of an innovative campus. Later, after reframing the results of - When speaking with trustees and other campus ing, the president then elicits, from some external source, leaders, add credibility to your climate message by acknowledgementthose retrofits as, not of campusonly cost progress saving, butin mitigating also carbon climate reduc letting them know that the Association of Governing change. Boards of Universities and Colleges is a sponsor of the American College & University Presidents’ As the accolades arrive, the president rhetorically steps aside Climate Commitment. Also, you could cite particular and gives the board all the credit for farsighted, globally ben- presidents who have signed the commitment. - tion of being climate heroes. Later, it supports increasingly Further, you could name mayors who have signed substantialeficial policies. efforts The to board protect experiences the climate. the pleasant satisfac the US Conference of Mayors Climate Protection Agreement. (Nearly 1000 had signed by August Examples 2009.) And students can be effective advocates; you may wish to incorporate their voices into your Middlebury College, Middlebury, Vermont message. Finally, refer to the many innovative Getting to neutrality as a whole community climate change initiatives being undertaken by businesses of all sizes. to achieve carbon neutrality by 2016 looked somewhat easy. ItOn happened the face of in it, the Middlebury span of six College’s months withrecent strong commitment support from throughout the campus. Underneath it however, was a 13 constructive “round robin” effort among trustees, students, create a strong sense of momentum and support. It also cre- administrators, and faculty. the outcome to be “We did it!” ated a strong sense of efficacy, in which most people wanted

By Jack Byrne, Director, Sustainability Integration Office, Middlebury College It began when the trustees agreed in October 2006 to finance Resources and build a $12 million biomass gasification system that would cut by half the college’s annual use of 2 million gallons belowof fuel itsoil. 1990 That levelsaction by effectively 2012. satisfied Middlebury’s 2003 - commitment to reduce its greenhouse gas emissions to 8% dentsclimatecommitment.org/pdf/climate_leadership.pdfA Call for Climate Leadership: Progress and Opportunities in This inspired a group of students actively engaged in a wide Addressingis a great summary the Defining of the Challenge case for higherof our Timeeducation http://presi to lead range of sustainability initiatives to propose to the trustees at efforts to address climate change. It shows how such efforts their December 2006 meeting a new goal - carbon neutrality by 2016. The trustees responded with support for the concept missions of higher education. and asked the students to provide evidence that it was pos- fit squarely into the educational, research, and public service sible to achieve such a goal. Higher Education in a Warming World - The Business Case for Climate Leadership on Campus - The students organized an advisory team of staff from facili- pusEcology/BusinessCase/ by the National Wildlife Federa- http://www.nwf.org/Cam departments and a communications effort to spread the word. tackling climate change on campus. Theyties, environmental quickly organized affairs, a winter-term the treasurer’s course office, and and solicited other the tion’s Campus Ecology program makes the business case for agreement of the director of the environmental studies program to serve as faculty for the course. Building on the work the Age of Climate Change of a 2003 winter-term course, they presented a report on how com/01About.htmlChapter 3 of Boldly Sustainable: Hope and Opportunity in carbon neutrality could be achieved to the trustees in Febru- “Gaining a Competitive Edgehttp://www.boldlysustainable. and Building Value” provides a well-researched overview by Peter of Bardagliothe business and case Andrea for adopting Putnam, asked the college vice president and treasurer to form a team and nurturing a visible campus sustainability strategy. ary 2007. The trustees responded positively to the report and - make recommendations at their May meeting. zon. to analyze the financial risks associated with the goal and to This book is available for purchase from NACUBO and Ama A team of students, senior administrators, staff and faculty was formed to prepare the analysis. They also prepared a statement of support for a commitment to carbon neutral- htmlU.S. Environmental Protection Agency sea-level-rise maps. ity by 2016, for which they obtained nearly 1,200 signatures http://www.epa.gov/climatechange/effects/coastal/slrmaps. from students, faculty members and departments, student organizations, and staff. These were collected into a spiral U.S. Conference of Mayors Climate Protection Center - 1.6http://www.usmayors.org/climateprotection The sustainability director is expected to produce bound book that accompanied the final recommendations. a climate action plan with little support from others. This intense and fluid activity resulted in a unanimous resolu Commitment.tion to achieve carbon neutrality by 2016 and Middlebury’s The expectation that a single person develop their institu- signing the American College & University Presidents’ Climate This effort succeeded for a number of reasons. First, it built upon earlier efforts to address climate change. Those earlier thetion’s importance climate action of involving plan goes a wide against array the of advice stakeholders of all the in efforts deliberately involved students, faculty, staff admin- major guides to campus climate planning, all of which stress istrators and trustees in learning about the issue of climate processplan development. is invariably For a team example, effort” Nation and having Wildlife broad Federation’s repre- the college should respond to it. Second, when such a bold sentationGuide to Climate in the process Action Planning“can help says ensure “The greater climate cooperation planning goalchange was and proposed thoughtful the inquiryresponse about was “showits significance us how we and could how by nonmembers and increased likelihood of acceptance of the achieve it.” That led to an extremely productive analysis of what the options were, where else they had been applied, involving a variety of stakeholders “brings know-how and a what they cost, and what their payback periods would be. The committee’s recommendations.” The report also notes that - CC stipulates that an institutional structure with staff, faculty, what was possible and acceptable. Third, students accepted student,range of valuableand administrator perspectives representatives to the table.” should Similarly, be createdACUP theprocess responsibility quantified to the do options the hard and work made necessary it easier to to show judge the within two months of signing the commitment to guide devel- goal was achievable. Also, they were smart to assemble a team opment and implementation of the climate action plan.

intoof experts communicating who could and help enlisting and to find support a way throughout to receive coursethe campus,credit for which their work.engaged And a lotfinally, of active a significant supporters effort and was helped put relevantThe first sectionsstep to overcoming of the Implementation this barrier Guideis educating of the Ameri-campus leaders who have this expectation. Provide them copies of the 14 However, if participation in the climate action planning is not counted as service to the institution, you may need committee-ledcan College & University planning processesPresidents’ from Climate peer Commitment institutions. Descriptions(ACUPCC) and of other institutional publications. structures Also, relatedprovide to examples climate of rules. An effective way to communicate this idea is to in- to appeal to your President or other authority to change the initiatives at ACUPCC-signatory campuses are posted on the corporate the climate commitment (or sustainability more IfACUPCC the sustainability reporting system coordinator (http://acupcc.aashe.org/). is unable to assemble a com- thegenerally) way climate into job work descriptions is counted, and/or big changes annual like performance adding the mittee to share the climate-plan workload, then seek sup- reviews. While perhaps more difficult than simply changing will likely drive a larger and more lasting impact. For guid- commitment to job descriptions and performance reviews portive faculty who can incorporate class projects related to - vision.the climate Section plan 1.1 into offers their examples courses. Alternatively,of climate action find plans students ance on building support from the President and other top who will produce a first draft of the plan under faculty super Asofficials, a last resort,see section keep 1.10. in mind that it is sometimes possible to incorporate planning into the work that certain people are al- Forthat guidance were produced on ensuring as class that projects. faculty and staff are able to ready being paid to do. For example, a faculty member could choose to focus one or more of his or her courses on climate. addition, sections 1.11, 1.12 and 1.13 include suggestions for As another example, an energy manager could incorporate waysallocate to engagepaid time the toward campus climate community planning, in climate see section planning. 1.7. In avoided-greenhouse-gas-emissions and net-present-value-

Example: per–ton-of-avoided-emissions into the financial analyses Examplesrequired for energy projects. providesCornell University a good example has created of the a participatory page of frequently nature asked of a Sustainability as part of staff job responsibilities robustquestions and about useful their climate Climate plan. Action These Planning questions process may demon- that strate to upper-level administrators the value of a committee Consistent with a recommendation from its sustainability approach. committee,Unity College, the Unity college Maine decided in 2006 that each employee, - including faculty, would be responsible for contributing to ity/frequentlyaskedquestions.cfm sustainability and that this responsibility would be added to http://www.sustainablecampus.cornell.edu/climateneutral Resources to produce a sustainability plan for its operations, including their job description. Each major department is now required resource use. Department heads must evaluate and report and Resources Issues,” provides some tips for making the case measureable objectives for reducing and managing natural - toSection add staff 2.7 AASHE’sto support Climate climate Action planning Planning efforts. Wiki, “Staffing - progress toward meeting their objectives. Although the prac s annualtice of incorporating sustainability sustainability plans and performance into job descriptions evaluation. is http://www.aashe.org/wiki/climate-planning-guide/institu controversial, Unity has set a precedent by institutionalizing tional-structures.php#StaffingandResourcesIssue Research Reporting System provides a synopsis of stakeholder-group representationThe Statistics and on Dataclimate-action-planning Views section of the committees ACUPCC Online at and performance reviews is a relatively new phenomenon, case and designing the structure for a participatory process at littleSince is the known incorporation about the of effectiveness sustainability of intosuch job efforts. descriptions Re- yourACUPCC institution. signatory schools. This may be useful in building the search is needed to better understand whether such changes p have the desired impact, and what factors contribute to their success. 1.7http://acupcc.aashe.org/statistics-stakeholder.ph Faculty and staff are unsure if they can allocate paid time to climate action planning. 1.8 Green activities are less effective because they are uncoordinated and duplicative. Like many barriers to climate initiatives, this one may be - An inclusive climate action planning process can help overcome this barrier by convening representatives from across unintended. Overcoming it may be as simple as getting clari campus to collaborate on research and creation of a roadmap fication from the relevant authorities and communicating the is developing the climate action plan or taskforce, time spent to climate neutrality. Another solution that has worked on answer to interested parties. Assuming an official committee on this effort should be treated the same as service on any many campuses is the creation of a “sustainability forum” other institutional structure. open to any interested campus stakeholders, which meets regularly to share information and builds a campus network of collaborators. This approach can be stymied if the modera-

15 Communications

Oﬀset/ Conservation Sequestration

Sustainability Curricular Campus Assessment planning council core

Renewable Transportation Energy

Co-Curricular

tor controls the meeting and dictates the agenda, which is not began meeting in 2005. When the group submitted its initial genuine collaboration. Therefore, the leadership and meeting facilitator must be genuinely welcoming and inclusive. Finally, the climate action planning process and sustainability greenhouse gas inventory to ACUPCC, members realized that- forum can be supported by an online campus community with they needed to increase participation. In October 2008, the pages for each campus sustainability group, perhaps includ- group expanded to become the Sustainability Planning Coun ing blogs; and a central hub for announcements, comments, cil (SPC), comprised of 124 faculty, staff and students. Each and questions. forSPC Sustainability, committee includes and a department students. The chair, council all of is whom co-chaired have administrativeby the provost, andthe directorfaculty status. of Furman’s This structure David E. facilitatesShi Center Examples communication and ensures that all campus sustainability efforts have a voice in the administration.

In order to coordinate involvement in the climate action Furman University - spring of 2009, students created another coordinating body versity has created a unique organizational structure. The calledWorking Sustainable with the SPC Connections, and the Center which for promotes Sustainability cooperation in the planning process and sustainable initiatives, Furman Uni among all student-led sustainability initiatives. Sustainable in sustainability planning consisted of 24 members who Connections is an umbrella organization that maintains a university’s original committee for stakeholder engagement 16 web-based forum connecting fourteen existing student orga- - nizations. sign to carbon emissions a price that could substantially shortenmore financially the payback attractive period when for many future emissions-mitigation regulations as Resources an important factor in campus budgeting, the risk of carbon - regulationprojects. For can campus be a more leaders practical who don’tfactor. regard climate as containsChapter 2 useful of AASHE’s information Climate about Action how Planning to convene Wiki a “Creat diverse Calculations or perceptions of payback periods can also ing an Institutional Structure for your Climate Action Plan” change when the risk of fossil-fuel price increases is included. climate-planning-guide/institutional-structures.php These prices are inherently volatile and will almost certainly climate planning committee. http://www.aashe.org/wiki/ increase. In contrast, operations costs and debt service for ef- - - A recent article published in Sustainability: The Journal of Re cordten steps titled to “Research institutionalizing and Solutions: and comprehensive Institutionalizing sustain- Cam The Payback Dilemma abilitypus-Wide program. Sustainability: These iterative A Programmatic steps were Approach” synthesized derives from the experience of three universities with relatively advanced, Many campus sustainability directors are frus- well-coordinated sustainability programs. The article was trated by what they see as a double standard in - campus budgeting: Climate-mitigation projects written by Shana Weber (the Director of the Office of Sustain are subjected to strict payback-period stan- ability at Princeton University), Davis Bookhart (the Director dards, while other projects are considered with of the SustainabilitySource Initiative at Johns Hopkins University), no reference to payback. In effect, because and Julie Newman (the Director of9 the Office of Sustainability climate-mitigation projects are also financially at Yale University. : http://www.liebertonline.com/ doi/abs/10.1089/SUS.2009.986 advantageous, they are subject to strict payback 1.9 Our “low-hanging fruit” has been picked; future standards, while other projects that have no op- energy-efficiency projects will be expensive. portunity to payback are given a pass. In short, since climate-mitigation projects can pay back, This can be a serious challenge at schools that have been - they must pay back quickly. dressed short term in several ways described below, most of whichworking focus on energyon how efficiency one values for and many accounts years. forIt can these be adefforts. During our visit to the University of Vermont, However, in the long run this barrier will be overcome only Gioia Thompson, Director of the Office of Sus- when the fundamental nature of climate solutions is well un- tainability, asked a question that was instructive derstood by leadership and integrated into decision-making. to us. She pointed to the wall in a well-appoint- Many schools have not captured the savings that resulted ed meeting room and offered the following conundrum, “What’s the payback period for that this barrier is to develop a campus revolving loan fund that beautiful wood paneling?” from past energy-efficiency projects. One way to address somecaptures portion energy-efficiency of the savings savings gained andfrom uses earlier that energy- money to As a result of this dilemma, many sustainability finance future efficiency projects. Also, consider capturing directors are now seeking an even playing field in the competition for the campus budget. They portionefficiency of projects,these savings which should are likely be reinvested to be continuously in changes saving that assert that climate-mitigation measures are significant amounts of money. Make the case that at least a another manifestation of quality. They suggest time leader in energy conservation, has incorporated this will lead to additional savings. University of Buffalo, a long that a more rational policy would be, “Our buildings are our legacy, part of the definition of who approach into its draft Climate Action Plan. (http://www. we are. Beauty and efficiency are both aspects buffalo.edu/ub2020/environmentalstewardship/files/Draft_ of our high standard of quality. We build neither CAP_Apr7.pdf). - ugly buildings, nor buildings that damage the That said, there is so much efficiency potential on every cam climate.” shorter-paybackpus that some short-payback opportunities. energy-efficiency When you identify opportunities them, you probably remain. Ensure that you’ve not missed less obvious What can be lower quality than a pretty building that hastens the climate crisis? might bundle them with longer-payback projects.

The business case for energy efficiency is improving over time. For example, certain efficiency measures may become 17 - about their role and responsibility to the school. ficiency and renewable energy sources are more predictable. top of everyone’s lists. Better, it makes them think differently Another worthwhile exercise: Quantify indirect financial ben If your institution has already adopted a climate commitment efits from emission-reduction projects and incorporate them - excellentinto your investments.analysis (as discussed in section 1.3). Some projects that initially seemed financially unattractive may emerge as butdevelop high-ranking a concerted campus strategy officials to regain have theirlost interest support. or In provid some ing insufficient support, assemble your more savvy allies to illustrate the connection between energy and your institu- If you have not already done so, at some point you’ll need to - institutioncases, this mayto achieve just be the a matter goals toof whichreminding it is committed. the president If ership. Those might be education, research, cost, frugality, and other top officials that their support is necessary for the ethics,tion’s mission, environment, framed sustainability, in the terms mostemissions salient or to the your survival lead participate in the institutional structure that is implementing of human civilization. This connection is crucial to develop- theyou climatehaven’t commitment.already done so,Give invite them high-ranking a personal experience officials to ing a continuous program of emissions reduction, including of the victories, challenges, and the passion of those directly

full participants, invite them to attend important meetings or projects with longer payback periods. presentations.involved. If the Atpresident the very and least, other keep senior them officials up-to-date can’t with be the future of every institution that has committed to continu- periodic progress reports. But make those reports as alive ousInvestments reduction in of longer-payback greenhouse-gas clean-energy emissions and projects carbon are neu- in trality. Sooner or later, your school must get into the practice that students know so well. - and vivid as possible. Use the communications technologies

Appendixof prioritizing D is aclean-energy decision-matrix projects methodology, to get the adaptedmost signifi from cant benefits and satisfaction given your limited resources. Build positive personal relationships with top officials. For prioritization can build ownership in, and enthusiasm for, am- example, give them a useful gift, such as Boldly Sustainable: the U.S. Department of Energy. Fortunately, the process of Hope and Opportunity for Higher Education in the Age of oftenClimate have Change a strong by Peter understanding Bardaglio ofand how Andrea to make Putman. things You arebitious important climate-action to your institution,projects by youcampus may leaders.be able toBy catalyze creating happenmight even on yourask a campus top official and tothey mentor can often you. giveSuch very officials helpful consensusand utilizing for a investmentdecision matrix in high-value that uses emissions-mitigation specific criteria that advice. At a minimum, be sure to praise any movement in the

steps, will lead to bigger steps in the future. projects. right direction by top officials. Positive feedback for small

couldThe decision use it with matrix no bundledcan be used options in several or different ways: Youcombina- can you publicly criticize the institution for not meeting its bundle several projects as if they were a single option. You climateOnly as acommitment. last resort and Students, after careful community consideration members, should and making process, you could compare some bundled options the local media can be powerful advocates for accountabil- andtions some of bundled non-bundled projects. options. To learn At andminimum, improve make the decision-sure ity. However, while this tactic may help achieve short-term relevant decision-makers are aware of the problems created for long-term success. Therefore, it is even more important to the large-scale, system-oriented programs that are necessary developobjectives positive through personal begrudging relationships actions, it with is not campus a good leaders recipe by not bundling projects and how such an approach inhibits following such an effort.

Researchto achieve your institution’s climate goals. Example

There is a need for greater research and experimentation

Northeastern University, Boston, Massachusetts - Littlewith mechanisms research exists for onusing how savings to establish of high-return such mechanisms projects In October 2006, a group of undergraduate and law students andto fund which the mechanisms implementation are mostof projects effective. with lower return. at Northeastern University in Boston formed the “Husky En ofergy campus Action groups Team” participating -- Husky for Northeastern’s in the “Campus mascot, Climate HEAT Chal- 1.10 Lack of high-ranking institutional leadership on for short. HEAT was (and is) a member of a national coalition climate. lenge,” a brainchild of the (brilliant) Energy Action Coalition. The value of active support by the campus president and HEAT’s strategy its first year, lifted directly from Campus other campus leadership cannot be overstated. Virtually Climate Challenge organizing guides and HEAT’s mentor everyone involved in your climate effort has too much to do organization, the Sierra Student Coalition, was to: 1) choose a and too little time. Explicit commitment by the leadership with the administration to gauge feasibility; 2) build student year-end goal around which to organize, after first vetting it to climate-change mitigation, when repeated and reinforced by concrete rewards, pushes climate-related tasks closer to peaking near the end of the semester; and 3) “win,” that is, support around the goal (or “the Ask,” in organizing parlance),

18 have the administration agree to implement HEAT’s goal, in the process a) moving the campus closer toward climate students often have more time available; graduate and c) setting the stage for more effective organizing the fol- useful in navigating the sometimes-intimidating world of lowingfriendly year. practices; b) building HEAT’s organizational strength; schoolstudents administrators. often have skills Law and students, confidence however, that are are nearly impossible to organize. The mentorship offered by the - the organizing guides published by the SSC Energy Action Vetting and selecting an Ask, something HEAT’s founders an Coalition.Sierra Student Coalition (SSC) was invaluable, as were lastticipated day of taking classes. at most In the a meantime,month, took though, nearly HEAT five, and members so the The advice and support of a single professor, a single organized“end of the student year goal” support was selected for climate just action. two months Five-hundred before the administrator, or a single facilities employee can make all students turned out for screenings of An Inconvenient Truth • the difference to the success of a campaign. and hundreds more turned out for talks and other events; - thousands participated in an inter-dorm electricity usage ganization and its members as you do to the work the or- reduction competition; the student newspaper published • ganizationPay as much is attentiondoing. A tremendously to the success successful and health yearlong of the or multiple letters and articles about HEAT and the need to front-page story on the C- grade Northeastern received from Studentscampaign can that accomplish doesn’t properly anything! establish Many studentsthe leadership thereduce Campus Northeastern’s Sustainability greenhouse Report Card; gas emissions, HEAT was including featured a workedstructure harder for the as following members year of HEAT may soonthan atfizzle anything out. in the Boston Globe; HEAT members met with employees of • they had ever done. the Facilities Department and professors familiar with the By Jennifer Wolfson, HEAT Founder

- Northeastern University issues or with the workings of the administration; and HEAT’s Resources Treasurer forged a relationship with a member of the Univer sity’s Board of Trustees. HEAT also began to gather petition thesignatures, petitions the had first to severalbe rewritten. hundred of which went straight into the recycling bin after the Ask was finally selected and summaryA Call for Climateof the case Leadership: for higher Progress education and to Opportunities lead efforts in Addressing the Defining Challenge of our Time is a great -

It was a young employee of Northeastern’s Facilities’ Depart worthto address sharing climate with change. your administrators. It was written specifically for Presidents and other high-level campus officials and might be endedment who up with finally three took Asks, HEAT’s which prospective were incorporated Asks to the into head a of - Facilities and provided HEAT with his boss’ feedback. HEAT ership.pdf http://presidentsclimatecommitment.org/pdf/climate_lead petition directed to the President of the University and the - Higher Education in a Warming World - The Business Case cationBoard ofwith Trustees: an emphasis 1) develop on the a “energyplan to track and atmosphere” and reduce cat- for Climate Leadership on Campus by the National Wildlife greenhouse gas emissions, eventually to zero; 2) LEED certifi by 2012. A member of the Board of Trustees hand-delivered case for tackling climate change on campus. egory; 3) purchase 50% of electricity from renewable sources Federation’s Campus Ecology program makes the business Asks and requesting a meeting. HEAT members met with the a letter from HEAT to the University President outlining these http://www.nwf.org/CampusEcology/BusinessCase/ - Senior VP of Administration & Finance, second in command to “DePauw University’s Journey to the American College & the University President. Although HEAT’s request for a com University Presidents’ Climate Commitment” describes how - students and faculty at DePauw were able to convince their hemitment was interested from the inUniversity working bywith the HEAT last day with of the classes goal (onlyof mak- president to sign the ACUPCC and provides a variety of mate ingtwo a weeks commitment away) was by the determined deadline byto becomethe VP to a beCharter unrealistic, Signa- rials from their effort. http://presidentsclimatecommitment. org/html/documents/DePauwUni_PCCprocess.pdf. tory of the American College & University Presidents’ Climate FromCommitment that point (two forward, months HEAT away). focused all its energies on convincing the President to sign onto the ACUPPC. Just before HEAT’s final event of the spring semester, a press conference at which HEAT was to present the President with over 5,000 student petitions, the President emailed faculty and staff that- he had “decided to sign the American College & University Presidents’ Climate Commitment, pledging Northeastern Uni versity’s commitment to environmental sustainability.”

Lessons learned: • Organizing graduate and undergraduate students in the same group has tremendous potential. Undergraduate 19 1.11 Faculty and staff members don’t understand Engage marketing and communications students in de- climate and sustainability projects. veloping and implementing strategies to educate the cam- • pus community about the climate commitment and how they can help. Look for similar opportunities to involve 1.12 The campus community is not aware of the students in other courses. college’s commitment to climate action. Hold an event to develop wider participation, raise awareness, and raise money to support implementation 1.13 Most students pay little attention to the campus • of the climate plan. climate initiatives. Fund members of the campus community to design and • into the curriculum, student research, and clean-energy execute climate projects, which might integrate climate key solution to these barriers when he says, “Communication isAnthony to sustainability Cortese, the as Presidentlocation is of to Second real estate” Nature, offers the competitionsprojects. between residence halls, Greek houses, de- • partments,Organize energy buildings, conservation or other orcampus broader groupings. sustainability Make There are many ways an institution can educate the campus the winning prize meaningful to those who you want to community about its climate commitment and why it is im- participate. Reward sustainability leadership through a recognition program for individuals or departments. portant.Send Examples: regular updates to your president, and encourage • - him or her to incorporate information about the insti- • tainability) part of the performance-review process for all • facultyMake contribution and staff. This to the will climate send a commitmentstrong message (or about sus those that receive a lot of attention such as commence- the importance of the climate commitment. ment,tution’s convocation, commitment or in the his state-of-the-campus or her speeches, especially address. Invite the campus community to contribute to the climate The more visible the president is in supporting climate action plan by making drafts available for comment and action, the more other members of the campus commu- • by convening public forums for feedback. Established nity will pay attention to the issue. governance structures such as faculty senates, student Incorporate education about the climate commitment in governments, and staff councils can all be important al- orientation of new students, staff, and faculty, as well as lies in soliciting feedback from stakeholders. • training for resident assistants. Hold a pledge drive to get members of the campus com- Set up an account for the climate commitment on Face- munity to sign a commitment to take actions that reduce - • their greenhouse-gas emissions. • larly, these tools help communicate with a large network ofbook student and other supporters. social networking websites. Used regu Work with the student newspaper and other campus • theIncorporate campus masterthe climate plan. commitment into the institution’s publications to get coverage for the climate commitment major guiding documents such as the strategic plan and • - • Make sure your institution’s climate or sustainability Alternatively,and associated create implementation a newsletter efforts. focused If onthey sustainabil- aren’t Documentwebsite is up-to-date,progress in easy implementing to use, and the easy climate to find. commit- In ityinterested and the orclimate aren’t commitment. able to do so, offer to stories yourself. mentclude ona link a public to climate blog. page on the institution’s homepage. • press releases announcing each new effort to reduce • Collaborate with the public relations office to distribute You and your climate-commitment allies can best determine which of these ideas will be most effective on your campus. meeting its commitment. Different groups on campus respond to different messages. Createemissions peer-to-peer and publicizing networks the institution’sof students, facultyprogress and in Therefore, adapt and vary your message for various audi- staff with representatives from each residence hall and ences on campus. • department. Regularly update these representatives on climate commitment progress and activities. Examples - pus-wide celebration, preferably with live music, food, • andWhen other you enticementsachieve a major for broadaccomplishment, participation. hold a cam The administration and faculty at Furman have been gener- Work with the athletics department to offset the emis- allyFurman enthusiastic, University, supportive Greenville, and South engaged Carolina in campus green sions or otherwise reduce the climate impact of big efforts at least since 2005. Sustainability has been a part of • games. Describe these steps and the climate commitment in communication materials at the game. small fraction of students have also been interested — in fact Integrate education about the climate commitment into the school’s strategic plan since the mid-1990s. Although a such events as Earth Day, Focus the Nation, the National • students choosing to attend Furman because of its burgeon- Teach-In on Global Warming Solutions, and Campus the admissions office has noticed a recent trend of younger body was apathetic about climate action when the university reports. ing sustainability reputation —the majority of the student Sustainability Day. Use these events to release progress

20 undertook its first greenhouse gas inventory. The leadership in many schools is concerned about the relatively small number of students engaged in campus campus and respond to feedback and questions from stu- (student government) to reach out to student leaders on prominent administrators recognized that without deeper studentsustainability involvement, efforts. theFurman’s connection President between David the Shi campus and other dents. For a description of the SPC, see section 1.8.

- SustainabilityFurman University’s into the David Existing E. Shi Curriculum. Center for SustainabilitySeventeen profes- climate commitment and the institution’s mission would be sors(CFS) representing coordinated 15 a June departments/disciplines 2009 Faculty Workshop participated for Infusing throughweak at best.these The kinds Provost of issues.” stated Therefore “we will Furmanhave failed increased our stu in this ongoing peer-to-peer collaboration that is connected formaldents if and they informal come to efforts Furman to andinvolve aren’t students challenged in campus to think with a similar—and simultaneous—faculty workshop at sustainability. Campus leaders regard the climate action plan Middlebury College. The workshop focused on how faculty as a natural maturation of the campus commitment to envi- can incorporate sustainability issues into pre-existing classes ronmental stewardship and want students to understand that across a number of disciplines; the workshop included faculty from departments across the university, including such disci- has added a curriculum requirement that all students take a plines as military science, history, and earth and environmen- courseclimate on stewardship the relationship is not betweenjust a passing humans fashion. and theThe environ- campus tal sciences. Contributed by the staff of the David E. Shi Center ment, committed to using campus facilities pedagogically for Sustainability Contributed by the staff of the David E. Shi Center for Sustainability www.furman.edu/sustain/academicsresearch/sustain- abilitylivinglearninglabs.html),through its thirteen living learning and laboratories endowed the (see Center http:// for Sustainability to coordinate education and outreach across There are small enclaves of sustainability engagement in the campus. MizzouThe University student of body, Missouri, faculty Columbia, and staff. Missouri The administration is supportive of environmental sustainability and climate action in general. The campus has a long-standing, sophisticated

FurmanFurman’s community David E. Shi in Center the climate for Sustainability action planning (CFS) process and the planning process characterized by wide participation and throughSustainability articles Planning in the student Council newspaper (SPC) are engaging and support the widerfor awarenessenergy-efficiency on the program,part of staff as memberswell as an inorganized all departments. campus student-led sustainability initiatives. These efforts are paying When it comes to communication and facilitation of connections between green initiatives across campus the administra- now getting involved. Before the engagement campaign began tion has often relied on students to lead the charge on coor- off as students from all walks of life on Furman’s campus are Services noted that there is certainly an interest and sensitiv- ityin earnest to sustainability in the fall and of 2008, being the good Vice stewards President [on of the Student part of reallydinating improve actions. on The what University’s our student Chancellor leaders are described doing. If his you - impressions of the following student group by saying “I can’t getthe engagedstudents], organizationally. but that doesn’t Since play outthen, in student day-to-day engage- activi andmeet calling these attentionstudents, inthey’re the right committed, ways.” they’re articulate, mentties, and and it participation doesn’t play outas increased. necessarily With in how facilitation the students from and they’re effective in getting organized, organizing others, CFS, student interest in sustainability-focused internships and volunteer work is growing. In collaboration with Apple Sustain Mizzou is a non-profit student group that advocates studentsfor environmental that did a sustainabilityfew events during at the the University semester of to Missouri. an orga- Inc., CFS created an opportunity for five students to produce- Since it’s founding in February 2004, it has grown from ten a short documentary about the university’s decision to be a throughout the year as well as a large number of collaborative onlinecharter and member can be of viewed the American at College & University Presi events,nization advocacy of roughly and 75. education The group outreach. now works Some on of 14 the projects organi- thefurmanchannel#p/u/33/LJybM_Y_bDkdents’ Climate Commitment. The documentary is available http://www.youtube.com/user/ zation’s projects include: home football game tailgaters about recycling and collect Furman’s sustainability master planning process was guided- • Tiger Tailgate Recycling, in which volunteers educate MU by the 124 members of the Sustainability Planning Council Council,(SPC), who see represent solution 1.10). a wide While variety this of group stakeholders provided on input cam Generalrecyclable Stores material, that provides74 tons of ink in cartridgethe past four recycling years; on frompus (for all areasa detailed of campus, description more of engagement the Sustainability of the community Planning • campus;RecyclInk, a partnership between Sustain Mizzou and MU seemed necessary for a truly inclusive plan. In the fall of 2009, Successful lobbying for a solid waste and recycling coordinator to be created on campus; Creating and promoting on the sustainability master plan and climate action plan. The • planthe SPC was reached placed onout an to onlinethe campus discussion community site where for feedback stakehold- Collaborating with Campus Dining Services to make their operationa $1 per student more sustainable. per semester sustainability fee; also held two open forums for the campus to attend and share • ers could comment and discuss the plan online, and the SPC attended a meeting of the Association of Furman Students feedback about the plan. Additionally, the chairs of the SPC 21 Three Sustain Mizzou practices sustain the organization and variety students on climate issues and includes some example

and an “evolution not revolution” approach to advocacy. abstracts.php#541 its successes: leadership development, leadership transition, promotional materials. http://www2.aashe.org/conf2008/ Sustain Mizzou regards its continuous leadership develop- Research ment as essential to sustaining itself through rapid student turnover. Current leaders involve newer members in every Beyond anecdotal evidence, the effectiveness of the activities - listed above is not well known. Research could document the ity as an opportunity for learning. A pattern of individual results of such activities and identify best practices. step of an event or advocacy project. They regard every activ 1.14: Campus decision makers distrust carbon offsets fewgrowth events, has aemerged young student in Sustain may Mizzou: talk to anYounger executive students member and renewable energy credits. aboutjoin the taking organization on more and responsibility. participate Afteras volunteers. the student After has a held one of the easier leadership positions for a while, they Carbon offsets and renewable energy credits are likely to look for more challenging positions such as an executive posi- come up in development of plans for meeting any ambitious - climate goal, especially if your institution has signed the tion or leadership of a bigger project. As they build both ex quickly improves. Soon, they are helping younger students get overcoming the barriers associated with RECs and offsets perience and confidence, their ability to lead the organization involved. areACUPCC covered and in is Chapters aiming for Three climate and neutrality. Five. For purposes Solutions of for this section, it is worth noting that a climate plan need not require - purchase of offsets from national markets. In fact, with im- zou to function effectively even as its leaders graduate and proved technology, shifts in behavior, and changes in utility Leadership transition: A few simple steps allow Sustain Miz leave. Seniors do not serve as president of the organization. policies and portfolios, it is at least theoretically possible that

presidency. Each year, students complete transition work- run. Rather, they remain involved to support a younger student’s offsets won’t be needed even for climate neutrality in the long sheets on projects. These worksheets help to evaluate the 1.15 Campus leaders are concerned that embarking project’s success and to prepare future leaders to run the on a climate action plan now will preclude Sustainproject moreMizzou effectively. members regard their “evolutionary not recognition for earlier investments. revolutionary” approach to advocacy as central to their success. Where another approach might be to rally in protest or First, a history of energy management and conservation is a valuable asset for any school embarking on a climate commit- prefers to collaborate with administrators to identify solu- tionsdemand that that are administrators easy to implement fix a along problem, a path Sustain toward Mizzou a larger ment. Since ACUPCC signatories are working towards zero net Mizzou helps to bring about success. This approach eases ad- emissions (as opposed to achieving a percentage reduction goal. Once steps have been identified collaboratively, Sustain by a specific date), those institutions that have a long history the administration, and invests participants in the success of participationof reducing emissions in the climate should planning find it easier process to bymeet publicly the end ministrators’ workload, builds rapport between students and recognizinggoal than those that just the starting.hard work Prepare of the forfacilities cross-departmental and utilities departments has already begun to pave the way to campus the project. By Patrick Margherio, Former President of Sustain Mizzou University of Missouri Class of 2010 Resources theirclimate previous neutrality. energy Also, work before and the their president thoughts officially on the climatesigns commitment.the ACUPCC, consult with the facilities department about

Center contains an assortment of resources related to engag- Schools have the option to collect and report historical energy ingThe students “Co-Curricular in sustainability, Education” including section of a AASHE’slist of peer-to-peer Resource sustainability education programs and a video series with is a good way to get recognition for progress that has al- best practices for organizing sustainability competitions in readyand GHG been data made. in the If pastACUPCC data online is not readilyreporting available system, or which your residence halls. campus cannot spare the resources to compile historical data for the GHG inventory, then summarize past efforts in press php http://www.aashe.org/resources/co-curricular_education. A presentation from the AASHE 2008 conference entitled areleases press release and in andthe ACUPCChold a public completed-inventory presentation describing narrative. your In conjunction with posting historical information online, issue - plans to meet a climate commitment. rado“Making Environmental it Personal: CenterTargeted has Outreach been able Climate to engage Change a wide and institution’s history with energy conservation and your future Energy Conservation” describes how the University of Colo

22 Examples

For an example of a campus that has highlighted its past

/. From the “Supportingprogress in the Documentation” ACUPCC online section reporting at the system, bottom see of the their University of Vermont at http://acupcc.aashe.org released.ACUPCC GHG Report, download the public presentation that was given at the University of Vermont when this data was

23 Chapter two: buildings and utilities

Energy use in buildings contributes 80 to 90 percent of cam- stakeholder remain open minded, internal conversations pus GHG emissions.456 Therefore, reducing energy use in your focusing on two areas can often change institutional percep- buildings is of paramount importance. And because existing tions of investment opportunities and capital availability. buildings outweigh new building construction on virtually all campuses by far, they are the lynchpin of campus climate mitigation. Fortunately, by using the right approach energy options,The first somearea is of integrative which may design, not be whichwell known can result on campus. in more use in existing buildings can be reduced cost-effectively by effective use of capital. The second is the range of financing 30-50 percent. Take the right steps in the In our visits to twelve college and university campuses and in telephone interviews with campus-climate practitioners at right order. other campuses, we heard many barriers to efforts to reduce fossil-fuel use in campus facilities. They are listed and numbered in this chapter — each followed by a discussion of solu- Integrative Design tions and, in many cases, examples and resources. - As counterintuitive as it may sound, an energy-efficient build Each barrier represents a real or perceived hurdle on many ing retrofit need not necessarily cost more than conventional campuses. The solutions guide users around, over or through implemented at the right time, it may even cost less. renovation. In fact, if it’s designed in an integrated fashion and the barriers, and in some cases reveal that a perceived bar- Two sets of factors converge to turn this improbable idea into related that similar solutions apply to both. - rier is not so big after all. The first two barriers are so closely standard operating procedure: timing and design. Regard Perceived Barriers buildings,ing timing: that Plan is, your both energy-efficient aesthetic and functional retrofits to upgrades, coincide and with your schedule of major system renovations in particular 2.1 Due to lack of capital, whole-system energy- efficient retrofits seem impossible; incremental retrofits of such major systems as windows, roofs, lighting, improvements are the norm. lineand items.HVAC (heatingMoreover, ventilation by combining and air-conditioning).all systems that need In this to be context, energy-efficient systems will not all be new budget 2.2 Limited debt capacity prevents comprehensive incremental capital costs of higher performance equipment canreplaced be paid in thefor innear the future capital into savings one retrofit associated master with plan, downsiz- the energy-efficient retrofits, even those with attractive payback, because debt is already tied up in new buildings or the central plant. ing other equipment (e.g. HVAC). - ably to the conventional renovation, each system must be - designedBut in order with that the the others energy-efficient in mind, which retrofit is another compare way favor tion stopper, preventing any further consideration of such On its face, lack of capital seems to be the ultimate conversa andto suggest better-designed integrative lighting, design (a.k.a.less heat whole-system is added to design).the build- 4initiatives http://www.upenn.edu/sustainability/energy.html as energy-efficient building retrofits. But, if campus Example: If you replace all conventional lighting with efficient 5 http://www.climate.unc.edu/GHGInventory/bldgfootprint 6 http://www.sustainablecampus.cornell.edu/climate/inventory.cfm ing because efficient lights are much cooler, and generally fewer, better-located lights are used. If you allow only efficient 24 electronics (e.g. computers) and appliances, all of which are now readily available, you also add less heat to the build- dency to conduct renovations incrementally — HVAC this year,When lights budgets the arenext, especially then the tight,roof, etc.there’s Hopefully, a strong the ten- aspects oning the by reducingroof, these plug measures loads. Similarly, can dramatically if you install reduce efficient demand of integrative design, emphasized throughout this chapter, forwindows heating or and add cooling, insulation which when allows you carryyou to out downsize major repairs the demonstrate clearly that the incremental approach is an inef- new HVAC equipment, which in turn can reduce the total cost fective way to spend limited funds. Worse, it mitigates less carbon if any. of a conventional renovation. More importantly, these whole- buildingof the retrofit approaches to be comparable yield deep savingsto, or even every less month than, thewhen cost A key component of the integrative design process is to take the utility bill is paid. This attractive return on investment the right steps in the right order, which applies to both new stands in stark contrast to conventional renovations, which

Appendixconstruction C for and a moreretrofit detailed projects. description This approach of the is “right described steps generally offer no direct financial return. inbelow. the right Also, order.” see “Checklist for Integrated Review Process” in Tunneling Through the Cost Barrier at Adobe

A quick preview of what you’ll fi nd about Adobe’s Seek multiple benefits from headquarters: Aft er rebates totaling $389,000, the net cost of all aspects of the company’s energy single expenditures. and environmental retrofi t was $1.11 million. But Adobe now saves $1.2 million each year in reduced energy operati ng expenses, which translates into a ous buildings by applying a whole-system, least-cost end-use Rocky Mountain Institute has helped build or retrofit numer- 121 percent return on investment and an average payback per project of 9.5 months. Even without efficiency framework, which drives radical, cost-effective the rebates, this is an extraordinary business suc- 1.energy efficiency. This approach requires the following steps: cess story. required. A whole-system approach contrasts sharply Define clearly the end-use, that is, the need or service amount of energy or equipment needed. The improved performance went beyond energy 2. Reducewith a conventional loads on the approachsystem. Identify that would passive first load-reduc- define the systems. Domesti c water use was reduced 22 percent, irrigati on water was reduced 76 percent ing, etc.) in order to decrease energy requirements for the in what is now certi fi ed at the Plati num (highest) tion measures before active ones (e.g., shading, daylight- level under LEED for existi ng buildings. Adobe also 3. amongend-use systems, defined forin the example, first step. reduce lighting-power den- diverts 94 percent of the solid waste generated sityMaximize in order benefits to reduce that cooling can be achievedload, which from in turninteraction allows from this building. And this retrofi t took place on reduction of cooling equipment size. a relati vely new building, not one scheduled for 4. renovati on. water distribution losses by locating hot-water uses in theDesign building systems to minimize for efficiency, the total for example, length of reduce pipes that hot- will be used. 5.

whereMeet the many now people vastly start.reduced As aloads result, efficiently, they miss that all is,the use the most efficient equipment available. (Note that this four points.). 6. saving opportunities that emerge when pursuing the first energy is not required, for example, occupancy sensors, schedulingUse controls controls, strategies and that key-card minimize energy energy controls. use when

eration, etc.) where possible and feasible, which can be 7. muchUse on-site smaller sources due to of load energy reductions (e.g., solar achieved electric, in cogen-steps one through six. 8. Buy carbon offsets if necessary, the amount of which also is vastly reduced by load reduction.

Adobe spent $1.4 million on energy-effi ciency measures that save $1.2 million per year.

25 According to the National Association of - Energy Service Companies: Another benefit achieved by green buildings is building-user greensatisfaction. buildings. “One They of the attend best-kept work secretsand school in the more green regularly, build areing fieldsick lessis that often, office and workers, are more teachers, productive and when students present. love In ”An ESCO, or Energy Service Company, is a - business that develops, installs, and arranges tivity often outshine any savings on utility bills. financing for projects designed to improve the terms of financial return, these increases in occupant7 produc energy efficiency and maintenance costs for “The state of California commissioned Capital E, a green facilities over a seven to twenty year time period. - ESCOs generally act as project developers for a building consulting firm, to analyze the economics of 33 LEED wide range of tasks and assume the technical and becausecertified operatingbuildings incosts the as state. well The as employee study concluded absenteeism that certi and performance risk associated with the project. turnoverfication raised were constructionlower and productivity costs by $4 was per higher square than foot, in but non- Typically, they offer the following services: certified buildings, the standard- and silver-certified buildings • develop, design, and arrange financing for would earn a profit over the first 20 years of8 $49 per square energy efficiency projects foot [average $2.45/year], and the gold and platinum-certified • install and maintain the energy efficient buildingsTo reinforce would the powerearn $67 of integrativeper square design,foot.” see also equipment involved Develop Integrative Designs”) • measure, monitor, and verify the project’s • SectionThe Introduction 2.16 (“Employ Whole-System Thinking to energy savings Appendix B regarding “tunneling through the cost bar- • assume the risk that the project will save the • rier” amount of energy guaranteed • headquarters described at bet.rmi.org/our-work/cas- • Startling numbers from a real example: Adobe corporate These services are bundled into the project’s cost and are repaid through the dollar savings Alternativeestudies/affiliate-case-studies. financing generated.” The second area of conversation that can be useful to capital

www.naesco.org/resources/esco.htm planning is alternative-financing, which includes operating leases for energy-efficient HVAC equipment, energy perfor - grant seeking. These approaches may be used in combination alize and implement this framework with the whole building withmance one contracting, another or incorporation individually depending of financial on incentives, the context, and inTo mind.benefit In from essence, interactive even though effects you among implement systems, your conceptu work policies and leadership of your particular campus. in stages, design each stage based on a larger energy master plan for the entire building, which spans different systems Operating Lease Agreements and their implementation timelines, which in turn achieves An operating lease agreement can be an effective way to the most cost-effective savings possible. capital or debt capacity is limited. Generally, such a lease is An intuitive way to save costs with integrative design is to mostfinance advantageous an energy-efficiency when it can retrofits be framed or equipment so that energy upgrade savings from the leased equipment are commensurate with the - principleuse another requires whole-system that designer design look principle: beyond Identify their individual multiple professionalbenefits that silos.can be A achievedcase in point with is single a building expenditures. developed This for equipmentfinancing charges. manufacturers Commercial may leasingoffer these corporations, agreements. manage9 Stanford Department of Global Ecology. The philosophy of the ment and financing companies, banks, investment brokers, or design team was that each member would design his or her “There are two ways of accounting for leases. In an operat-

building in mind, which required an understanding by each the property to the lessee. At the end of the lease period, the memberparticular of element the fundamentals (e.g., lighting of allor elementsstructure) of with the build-the whole lesseeing lease, returns the lessor the property (or owner) to the transfers lessor. Sinceonly the the right lessee to does use not assume the risk of ownership, the lease expense is treated design, the distinction between the functions of the individual as an operating expense in the income statement and the elementsing. As the began team toexamined blur. Team multiple members benefits who ofwould the emerging have been working separately, were instead working together to design 7 Pike Research, Energy Efficiency Retrofits for Commercial and Public the same element. Through integrative design, they achieved Buildings, (2009) p. 7 8 Lester Brown, Plan B 3.0, p. 223 9 http://www1.eere.energy.gov/buildings/commercial/financing.html 72 percent energy savings at no added capital cost. 26 lease does not affect the balance sheet. In a capital lease, the - ally obligated to pay the difference. project savings do not materialize, the ESCO is contractu leassee assumes some of the risks of ownership and enjoys - some of the benefits. Consequently, the lease, when signed, - ciationis recognized each year both on as the an assetasset andand alsoas a deductsliability (forthe interestthe lease advantageNavigating ofthe them ESCO or negotiation use the energy process performance can be challeng contract expensepayments) component on the balance of the sheet.lease paymentThe firm eachgets toyear. claim In gen-depre ing. Many campus administrators worry that ESCOs will take- eral, capital leases recognize expenses sooner than equivalent operating leases.”10 businessto sell of ESCO-brandedof manufacturing equipment. and selling They HVAC feel equipment more comfort and controlsable doing systems. business with the ESCOs that are not also in the lease“Under term an operatingthe lessee lease,may be the able lessor to purchase owns the the equipment equipment and Design each system with rents it to the lessee for a fixed monthly fee. At the end of the the others in mind. new lease, or return the equipment. (usually for fair market value), extend the lease, negotiate a Fortunately, excellent resources are available to assist cam- - Operating leases are simple, funded out of operating budgets, cess. With contributions from RMI and many other industry usuallyand may lower be ideal than for for shorter-term capital leases projects and are or 100 projects percent in tax puses with the ESCO search, selection and negotiation pro which owning the equipment is not desirable. Payments are - the payment is deductible).”11 experts, the ACUPCC and the Clinton Climate Initiative (CCI) deductible (with a capital lease only the interest portion of www.presidentsclimatecommitment.org/html/solutions_cci.recently released the ACUPCC Energy Performance Contract Energy Performance Contracting htming Best Practices Toolkit and it is available for download at -

- necessary. The chapter issues toon consider “Critical inIssues drafting in Developing a contract. and Also, Under it de- Energy-efficient building retrofits can be financed through taking and Energy Performance Contract Project” summarizes an energy performance contract (EPC) with an energy ser setting, procurement, investment grade audit, implementa- vices company (ESCO). Such firms work with clients to plan, - tails each of the typical phases of project development: stage finance, implement and monitor integrated energy-efficiency - ofupgrades implementing to one largeall agreed building upgrades or a portfolio and is charged of buildings. with Un scribestion, measurement several approaches and verification to securing and funds beyond. including The chapter cash, der an EPC, the ESCO takes on the financial and technical risks bonds,on “Energy capital Performance lease agreements, Contracting operating Financing lease Options” agreements, de receivables purchase agreements, and tax-exempt lease pur- proving expected savings by monitoring the project once it chase agreements and summarizes key tradeoffs to consider is operational. Importantly, debt associated with the projects between these various approaches. need not be recorded on the client’s books, but can instead be takenDesigned on by the ESCO. well, an energy-efficient State building represents best practice, which is used by other retrofit can cost less than The contract structure used for a major retrofit of the Empire conventional renovation. time and materials contracting with caps, precisely to avoid a contractorleading real padding estate owners. his numbers Notably, to avoid it made risk. significant use of m

- Revolvinghttp://www.esbsustainability.co Loan Funds Theget constant campus repaysand redirecting the ESCO saved over theutility life dollarsof the contract to repay the A growing number of campuses are setting up revolving loan (generally 10 to15 years) usually by keeping the utility bud - pus. The explicit function of these funds is to provide no- or debt. Once the contract term is complete, all savings resulting funds to provide capital for energy-efficiency projects on cam Consider,from the retrofit however, accrue that yourto the school institution. may be able to secure low-interest loans for projects with good economics. - - ing loan funds is generally incremental, the principle of a a better interest rate than an ESCO. Therefore, it may make While the implementation of projects financed from revolv more sense to finance the project directly. In such a case, re to the next links each increment with all the others, resulting payment is assured by an ESCO guarantee that project savings continuous flow of self-perpetuating capital from one project will be sufficient to pay the finance costs. In the event that 10 http://pages.stern.nyu.edu/~adamodar/New_Home_Page/AccPrimer/ fundsin a more came sophisticated, from Lawrence whole-systems Summers, former approach president to project of lease.htm finance. One of the most famous quotes about revolving loan 11 ENERGY STAR Building Upgrade Manual – Chapter 4 – Financing http://www.energystar.gov/index.cfm?c=business.EPA_BUM_CH4_Fi- isHarvard not the University, endowment at butHarvard’s the Green first Loan conference Fund.”12 on campus nancing sustainability in 2006: “The best investment in the University 12 http://www.thecrimson.com/article.aspx?ref=513157

27 colleges and other eligible organizations. New Hampshire will - use some of the funding to cover up-front costs of energy- ingsThe Harvardsince its Campusinception Green in 2001 Loan and Fund has hasgenerated loaned anout average $11.5 million to over 150 projects and generated13 Although $4 million many in sav efficient retrofits at thirteen colleges and universities. 27%fund asannual Harvard return has on done, investment the concept (ROI). also applies to smaller at colleges and universities are also becoming more common. campuses cannot set aside $12 million for a revolving loan TheFederal number appropriations of higher education for operations-based institutions receivingenergy projects ear- Macalester College created the Clean Energy Revolving Fund energy-efficiency endowments. For example, students at 2003 to 2008 alone15. “Earmarks are noncompetitive grants Through effective organizing and publicity, initial donations marks has grown steadily since the 1990s, rising 28% from- (CERF) in 2007 to fund energy-efficiency projects on campus. states.directed This by practiceCongress — to sometimes specific constituents, called pork-barrel including spend- col to the fund were generated from unlikely sources. In just two- ingleges — and is controversial universities, becauseusually in it lawmakers’bypasses normal own districts competi- or years, the fund has been capitalized with close to $100,000 tions for federal grants.16” and has successfully funded several projects including insula tion of student housing, purchase of efficient refrigerators, f The practice of using earmarks to fund academic research in and lighting retrofits. - http://www.aashe.org/documents/resources/pdf/CERF.pdd als that seek earmark funding do not have to go through the (describes Macalester fund’s development) usualparticular rigorous, is controversial peer-review because selection scientific process, research which is propos meant Forhttp://www.greencampus.harvard.edu/loan-fun more on revolving loan funds see Appendix I. to ensure fair competition and to provide funding only to the highest quality proposals. Although less controversy sur- Incorporation of Financial Incentives rounds earmarks for campus infrastructure improvements, earmarks to independent colleges for campus improvement levels of government may offer opportunities to lower the Utility companies, local and state-level non-profits, and all - projects may generate controversy, especially if tangible, ancost effective of energy-efficiency way to discover upgrades. rebate offers,Informational low-interest conversa loan societal benefits are unclear. Here are a few selected examples options,tions with grant your matching state energy programs, office andand yourother electric ways to utility bring is of Congressional earmarks for building energy-efficiency improvements at colleges and universities in 2008: for the Zero Energy Vermont College Campaign, to down the cost of efficiency upgrades. - • performAssociation energy of Vermont audits and Independent improve campus Colleges: energy $1,476,000 ef-

CarolinaThe Database Solar ofCenter, State andIncentives the Interstate for Renewables Renewable and Energy Efficien campus of Burlington College cy (DSIRE) — maintained by Department of Energy, the North ficiency and to design of a near net-zero building on the incentive programs from the federal and state-level governments.Council It (IREC) provides — isinitial an excellent information source and of contacts information for incen- about • New York Institute of Technology at Central Islip: - $492,000 for energy-efficiency initiatives • University of Louisville, Kentucky: $393,600 for a sustain- tive programs that may be useful for your campus. Use DSIRE servationable-buildings measures, project including solar-energy systems for Targetedonline at Programs,http://www.dsireusa.org/ Low-interest Loans, and Grant and Gift • academicUniversity buildings of North Alabama: $984,000 for energy-con Seeking - tion is on the rise. In the past year, new programs have been protection programs at colleges and universities. The Envi- developedPhilanthropic at the and state government level to connect interest colleges in climate and protec universi- ronmentalPrivate funding Grantmakers sources areAssociation also showing held interesta series ofin dialoguesclimate about the role of philanthropy in advising and promoting example is the New York State Energy Research and Develop- sustainability in higher education. Some funders are also ties to funding for energy-efficiency and green building. One becoming more attuned to environmental17 impacts and co-

ment Authority’s (NYSERDA) new “Focus on Colleges and Kresge Foundation, a long time funder of new buildings for institutionsUniversities” in program, New York which fund providestheir energy technical and environmental assistance higherbenefits education, of their grant will restrictprograms. its Beginninghigher education in June capital 2010, the and identifies14 financial incentives to help public and private challenge grants to colleges and universities building environ- mentally sustainable facilities. The foundation now includes Theobjectives. American Recovery and Reinvestment Act of 2009 climate-change mitigation or adaption as one criterion in its

(ARRA) resulted in provision of significant funding for the - consideration of proposed projects. Attention to energy-effi 15 http://chronicle.com/free/v54/i29/29a00101.htm puses.DOE’s StateNorth Energy Carolina Program, used some some of ofthe which ARRA is funds being to allocated create 16 Searchable database of Congressional Earmarks for Higher Education, ato revolving energy-efficiency loan fund upgrades to provide on no- college and low-interestand university loans cam to 2008, through The Chronicle of Higher Education at 13 http://www.greencampus.harvard.edu/loan-fund com/stats/pork/index.php 14 http://www.nyserda.org/highered/default.asp 17 http://www.ega.org/events/index.php?op=view&eventid=47669http://chronicle.

28 cient operations is likely to become more of an emphasis for funders, especially those interested in how their money can contribute to the long-term durability of the institution. Carbon Management Tool (Whole Systems Approach, non- google/?ndmViewId=news_view&newsId=20090429005920proprietary ESCO) Examples: &newsLang=enhttp://www.businesswire.com/portal/site/

Five College Consortium - - University of Vermont tives or other shared arrangements. The Five College Consor- Energy efficiency measures at UVM have reduced electric - tiumOther — approaches composed toof financingAmherst, includeHampshire, developing Mount Holyokeco-opera volvingity use by loan at leastfund 5%was and established avoided bythe the need university for a significant trustees, amount of heating fuel since 1990. In 1992, a $275,000 re Amherst in Northampton, Massachusetts — share an energy manager.and Smith The Colleges, salary and of the the energy University manager of Massachusetts comes from theat to support initial efficiency efforts, followed by bonds totaling - $2.5 million for energy efficiency and conservation. Projects sibilities include identifying and implementing cost-effective include:Scheduling controls for temperature and ventilation on waysconservation to reduce savings. fossil-fuel The andenergy electrical-energy manager’s primary consumption. respon For more information, contact Todd R. Holland, Energy Man- • ager, Five Colleges, Inc. , u most major buildings. • installedLighting upgradeson campus. to T-8 or compact fluorescent bulbs Additional campus [email protected] in all major buildings. Incandescent bulbs are no longer - eighty Vending Misers™ power down their lighting and - • coolingCampus systems vending after machines 15 minutes were retrofitted of inactivity, in preventing2003; http://www2.presidentsclimatecommitment.org/docuf ments/ccitoolkit/Energy_Performance_Contracting_Financ 2 emissions per year. All washing machines were replaced with Maytag Nep- ing_Options.pdf an estimated 176,000 pounds of CO http://cepm.louisville.edu/Pubs_WPapers/practiceguides/ • per year. VerizonPG21.pd Communications tune high-efficiency washers that each save up to $150 In 2001, Verizon launched a statewide program to reduce LEDs. • Exit signs in every campus building were fitted with energy use in its facilities by 5%, as compared to energy use- ectsin 2000. were The paid company through invested use of operating-lease approximately funding $4.3 million made constructingUniversity of aMinnesota, 1.65 megawatt Morris wind turbine. The 230-foot tur- using operating-lease funding. Due to lack of capital, proj In 2004, UMM began acting on its sustainability target by were structured so that monthly energy cost savings ex- available from Verizon Credit. Operating lease payment terms bine provides UMM with 5.6 million kilowatt hours of power extending through lease completion. receivedeach year from and isthe the State first of large-scale Minnesota wind to construct research a turbinebiomass at ceeded lease payments, yielding immediate positive cash flow, a U.S. public university. In 2008, the University used funding Adobehttp://www.fypower.org/pdf/CS_Biz_Verizon.pdf Headquarters, San Jose, California. gasifier and steam boiler. Although not from a college, this example is compelling for - ingUMM campus hired McKinstryenergy supply-side to perform options; a thorough identifying analysis demand of the sidecampus’ reductions; energy supplycreating and a plan demand, for an which energy included education evaluat and anyone considering and energy-efficient building retrofit. awareness system; and formulating a plan for actively manag- perAfter year rebates in reduced of $389,000, energy the operating net cost expenses, of all upgrade which projects trans- ing energy production, storage, and consumption. lateswas $1.11 into 121 million. percent Better return yet, onAdobe investment now saves and $1.2 an average million - the development of the Carbon Management Tool, an interaction budget was distributed across 64 separate improvement tiveMcKinstry’s predictive completed tool that energyvisually analysis demonstrates of UMM impacts resulted and in payback per project of 9.5 months. The $1.4 million renova interactions between a multitude of conservation, energy storage, and supply side options. projects,Interior in areas and garage that included: lighting Energy load management “McKinstry used the tool to help us identify a self-funding • • Weather-based irrigation • MechanicalEfficient water system fixtures sequencing project with a 14-year payback,” says Lowell Rasmussen, • UMM’s Vice Chancellor for Finance and Facilities. “Not only • Waste generation management Thishas this will resolved allow us the to purchase campus’ chilledcarbon water offsets shortage, for the remain- but it • Measurement and verification ingwill carbon reduce footprint,our carbon and emissions achieve ourby more goal ofthan becoming 80% by carbon 2010. studies.• neutral.” http://bet.rmi.org/our-work/case-studies/affiliate-case-

29 Resources: 2.3 As a result of strict divisions between capital and operating budgets, funds allocated for operations Financing Sustainability on Campus, by the National Associa- and maintenance of a new building cannot be used - vides an overview of the tools, resources, and public policies for up-front capital investments that would reduce thattion ofcolleges College and and universities University needBusiness to markedly Officers reduce,(2009) proor operating costs over the entire life of the building. neutralize, their carbon emissions. As established throughout this chapter, integrative design to Energy Performance Contracting for New Buildings costs for the life of the building. Although, in some cases, de- achieve energy efficiency will achieve significant operational http://www.rmi.org/images/PDFs/BuildingsLand/D04-23_ EleyPerfCntrEFRpt.pdf sign features to achieve efficient energy use can actually save InitiativeEnergy Performance Contracting model by the Building lattercapital circumstances costs (section are 2.16), coincident in other with circumstances, a strictly limited additional Owners and Managers Association and the Clinton Climatex capital budget,is required decision to achieve makers optimum may chose efficiency. to eliminate When those

www.boma.org/RESOURCES/BEPC/Pages/default.aspCampus Revolving Loan Fund Guidebook, written by Timothy engineering” is seldom done well. The result is often unnec- essarilyenergy-efficient high operating aspects costs of the for proposed a very long design. time, This a burden “value while at Macalester College, provides steps for creating a that will be carried by future administrators and carbon emis- RevolvingDen Herder-Thomas Loan Fund and and Asa case Diebolt studies in of the successful spring of Revolving 2007 Loans Funds across the country. www.aashe.org/resources/ elements are installed only a year or two later, at much higher pdf/CERF.pdf costs,sions thatwhen need new not cash have becomes occurred. available, Often thewhich, skipped in the design end, is

is case study of the Harvard Green Campus Loan Fund a failure of the financial managers’ original planning. www.epa.gov/ne/assistance/univ/pdfs/bmps/Harvard-“Dedicated Revolving Loan Fund for Environmental Projects” f http:// If you find yourself in this situation, consider the alternative pathsfinancing do not described bear fruit, in section convene 2.1. a highAlso, level develop conversation a lifecycle to RevolvingLoanFund1-8-07.pd discusscost analysis your LCCA(LCCA), and as explore described the in possibility section 2.5. of breachingIf these energystar.gov/index.cfm?c=business.bus_upgrade_manual), the wall between capital and operating budgets. Consider the Energy Star “Building Upgrade Manual” (http://www. - Intro#SS_1_2_2)see “Staged Approach to Building Upgrades” (http://www. cantfeasibility operational of using costs a portion in the offuture, today’s a one-time operating expenditure budget to to energystar.gov/index.cfm?c=business.EPA_BUM_CH1_ saveincrease ongoing the efficiency costs. of the new building and avoid signifi Revolving Loan Funds Harvard Green Loan Fund www.greencampus.harvard.edu/ Whole-building energy modeling and lifecycle costing are gclf crucial parts of the building design process. These, along with the integrative design process, will help to ensure that you are investing in a building with lasting value to the campus. AASHE: http://www.aashe.org/resources/rlfs.php To learn more about the integrated design approach and the Iowa: http://www.public.iastate.edu/~nscentral/ integrated team process, refer to the Whole Building Design Greennews/2008/jun/livegreen.shtml Fees p

2.4Guide: Campus http://www.wbdg.org/wbdg_approach.ph business officers are uncertain about Campus Climate Challenge – (Penn. State Green Fee) http:// what payback calculations methods and time periods www.aashe.org/highlights/digest07.php edu/environmentalstudies/ice/greenfee.htm to use when approving design plans for energy- Tennessee Cluster of Student Green Fees http://www.etsu.- ID.492/news_detail.asp efficient retrofits of existing facilities. Christian Universities http://www.cccu.org/news/news - fees_pass2.html 2.5 Short payback times impede investments in more College of William and Mary http://greeningwm.com/green efficacious projects. com/ Green Fee Coalition, Florida http://www.floridagreenfee. Because it is easily applied and easily understood, simple

TGIF – California Student Sustainability Coalition – UCLA inadequate for such costly and complicated investments as http://www.tgifla.org/ payback is an attractive metric. However, though simple, it’s - plecampus payback building is commonly retrofits overusedand when and planning overvalued the long-term on college investments required for climate action. Unfortunately, sim

and university campuses, just as it is in many businesses. 30 Simple payback focuses solely on how long it takes to recoup maintaining, and disposing of a building the initial investment. It does not incorporate information or building system. - • Levelized cost – the present value of the total cost of an investment, converted to equal annual about a project’s profitability, long-term potential for gener payments. funds,ating additional simple payback savings, is ornot present a useful value. method Unless to assess the central • Net present value – the net result of an decision-making objective is to rapidly recapture invested determining where to invest limited resources toward carbon neutralityprojects. More or other comprehensive long-term carbon metrics goals. should be chosen for presentinvestment, value expressed of the investment in today’s minus dollars; any the present value of future cash flows minus the - • Net savings (NS) or net benefits (NB) ability and potential future effects on campus carbon man- associated future cash outflows. Financial analysis methods that account for long-term profit as compared to a base case; the option with– time-adjusted the highest will move the campus toward carbon reduction goals. For NSsavings will alsoor benefits have the less lowest time-adjusted LCC. differential costs, agement are more appropriate for assessing projects that • Return on investment – the income an investment provides in a year example, lifecycle cost analysis (LCCA) is a whole-systems • Adjusted internal rate of return (AIRR) – annual approach to assessing long-term financial benefits of a variety of projects. It accounts for net present value of capital, future reinvestment of interim returns; useful revenue/savings that projects can generate, and all costs and whenyield from evaluating a project, two taking or more into design account options. Sincebenefits it gives over athe more life comprehensiveof the project. and accurate picture of • Internal rate of return – the annual yield from a

- the total amount invested; the compound ducescash flow investment over the risk project’s by providing entire life, more LCCA complete is more informa- difficult rateproject, of interest usually which, expressed when as used a percentage to discount of to calculate than simple payback. However, it significantly re Guide, an online library of tools and resources is an excellent sourcetion for of expensive information project about options. life cycle The cost Whole analysis. Building It includes Design • Rate ofcash return flows on of investment an alter native – building system, - samewill result as the in internal zero net rate savings of return. (net benefits). ware from the Department of Energy that conducts economic • Savings to investment ratio (SIR) – a ratio of economic a link to download free building lifecycle cost (BLCC) soft performance computed from a numerator of discounted below.) analyses of various projects using LCCA. (See “resources” - denominatorenergy and/or of water increased savings, initial plus investment (less) savings costs plus ness and engineering students will be better prepared for (increases) in other operation-related costs, and a theirHere toocareers is another if they teachinghave opportunities opportunity: to Economics,learn and practice busi such methods as LCCA while in school. Therefore, working with(less) a increased base case; (decreased) useful when replacement evaluating two costs, or netmore of with a class or a student intern to use resources provided by designresidual options. value (all in present-value terms), as compared the Whole Building Design Guide supports both education • Simple payback – the length of time needed to pay and emissions reduction. back the initial capital investment, usually expressed in

Simpleyears. This payback is the does simplest not take form into of cost-benefitaccount costs analysis, or In conjunction with LCCA, there are several other metrics that and is suitable for small projects and general discussion. will give a clearer picture of the benefits and costs of each project option than would be provided by simple payback. savings beyond the first cost, so is limited in use for more These include savings-to-investment ratio (or savings benefit- Someintensive suggest capitalthat including investment human projects. resource savings in to –cost ratio), internal rate of return, and net savings (or net calculations can strengthen the payback picture. Many studies benefits). - - ods/metrics above with a concise discussion on the advan- tagesThe following and usefulness paragraph of each briefly18 describes each of the meth mayhave elicitpointed unnecessary toward significant and counter-productive occupant-health arguments and produc tivity benefits. Including these factors in your case, however, • Lifecycle cost analysis (LCCA): – looks at the total contrast, the business case developed through this chapter is beyondabout the debate. strength of the evidence of such benefits. In sharp

serviceablecost of a design life ofchoice, the design. including This first- is particularly cost, operation, suited That said, if you would like to take a closer look at human re- formaintenance comparing and multiple repair design costs, financingchoices that costs, may and have the source savings, the green building industry now has data for estimating decrease in absenteeism, reduced turnover, and • Lifecycle cost (LCC) – the total discounted increased productivity. These numbers suggest recurring, different firstdollar costs. costs of owning, operating, 18 both staff and students. Since employee salaries far outweigh long-term savings and may be significant when applied to http://www.fypower.org/pdf/fincalculators.pdf 31 2.6 The campus lacks the in-house expertise to analyze energy-efficiency opportunities. construction costs, a 1.5% increase in productivity during the payback period can equal 15% of the cost of construction, and that’s at the low end of productivity benefit estimates. A - recent study released by Michigan State University (Singh & A false start and mediocre outcomes can deflate campus Syal, 2009) suggests reduction in health problems (including enthusiasm for energy efficiency. Detractors may even sug Resourcesallergies, depression, asthma, and stress) of as much as 25%. gest that weak outcomes demonstrate that energy efficiency haveis not in-house worth the capacity investing to thoroughlythe school’s analyze limited campusresources. energy- Additional studies human related to resource savings can be Therefore, it’s crucial to start out on the right foot. If you don’t to produce results that inspire even greater investment. efficiency opportunities, then hire outside expertise in order found at: pdf and - For assistance in conducting a rigorous baseline energy http://www.cap-e.com/ewebeditpro/items/O59F3481. ing_America_s_Schools.pdf audit of your campus, start by contacting your state energy http://www.chartwell.org/UserFiles/File/Green f with community colleges, to get the word out about their http://www.cap-e.com/ewebeditpro/items/O59F3259.pd The Better Bricks website includes a compelling examination programs.office, which These may programs be interested often in provide collaborating, advise especiallyon selecting of simple payback and LCCA, which includes a description of energy auditors. Some even offer resources and energy audits at below market rates. - the types of projects that are appropriately analyzed by each. sets/documents/BB_CostAnalysis_WWW.pdf Also, engage your energy utility companies. Many provide on- http://www.betterbricks.com/track.aspx?link=graphics/as - The Whole Building Design Guide includes many useful syn- ing and implementation, though often not with a prevailing opses of economic analysis methods and tools for energy con- whole-systemssite energy audits, mentality follow-up as advocated reports, and here, guidance because on they financ are executed by contractors under tight time deadlines. Detailed description of LCCA and with links to manuals and servation projects. Here is a list of a few of the most relevant: www.wbdg.org/resources/lcca. Consider partnering with an engineering school, whose stu- php dents and faculty might conduct energy audits as a teaching other in-depth publications: opportunity. These audits could be used to verify the results Overview of BLCC analysis software and link to download www.wbdg.org/tools/blcc.php who can work with students to conduct audits, which would the software for free from the Department of Energy: http:// of a professional energy audit. Also, you may find a consultant There is also a “quick” version of the BLCC software for less- Considercut costs andcontracting provide witheducational an energy co-benefits. services company t detailed analysis: http://apps1.eere.energy.gov/buildings/ Atools_directory/software.cfm/ID=97/pagename=alpha_lis transparent, spreadsheet adaptation of the BLCC software, (ESCO). Often, this is done most cost-effectively through an that follows the BLCC procedures, is also available for free energy performance contract (EPC). (See details on ESCOs - download from /, along with support- pusesand EPCs should under understand section 2.1.) the Althoughpotential ESCOspitfalls may associated provide with an ing documentation. effective way to implement energy efficiency measures, cam http://www.doe2.com program, many states are encouraging performance contract- Example: ing,working offering with advice ESCOs. and As support part of the to public federal sector economic entities recovery that are good candidates for upgrades.

- Since the University of Vermont established an energy policy portunities related to HVAC systems and lighting, in many in 1990, projects in energy efficiency and smarter energy use - casesAlthough their ESCOs focus areis primarily helpful for on assessing “low-hanging energy fruit,” saving that op is, have avoided an estimated $1.6 million in electricity costs in savings opportunities that offer relatively short-term return. 2003 alone. UVM’s Energy Management Office in the Physi Some may focus on selling clients particular hardware in cal Plant Department oversees these projects. Funding comes which they have an interest. byfrom taking a $125,000 longer termrevolving and lifeload cycle fund costs established into account in 1992, in new from bonds in 1995, 1998, and 2002 totaling $2.5million, and- ducted with assistance from the Burlington Electric Depart- building construction. The efficiency projects have been con thatOften would ESCOs offer are adequateless interested returns in efficiencyon investment measures to such with which provide rebates and technical assistance for energy clientspayback as periods campuses, longer who than will five own to their seven building years — for measures extended ment (Under Efficiency Vermont) and Vermont Gas Systems, periods. - efficiency and conservation. - http://www.uvm.edu/energy/?Page=Energy%20Efficien sures that they are not best positioned to implement or that cy%20Projects.html takeAlso, longer ESCOs toseldom diagnose focus and their creatively attention address, on efficiency for example, mea

32 opportunities to improve building envelopes, reduce energy use through saving water, and educate building occupants to

- gram.conserve. However, That said, for this some to ESCOshappen, work the clientwith their must clients set up tothe incorporate these larger opportunities into the finished pro master-planning approaches aimed at achieving the deepest cost-effectiveprogram to emphasize savings possible comprehensive over the (whole-system)long term. energy

Resources

A variety of software programs are available for tracking utility bills and comparing energy use in campus buildings against other similar buildings. They are fairly straightforward to use; some are free, some for sale. Facilities staff, perhaps with support from accounting students, can use one of these programs to enable the energy auditing process and reduce the time that a consultant may need to spend gathering data. For more information about performance indicators that you can track on campus yourself and supporting software options refer to - ings, in the Appendix F. the brief guide, Tools for Energy Efficiency in Campus Build Research: Richland Community College. Although building resource information visualization has been lagging behind in the information revolution, a few tech-

25 effective data visualization “dashboards” with features and System • Agilewaves’ Resource Monitor and Building Optimization26 interfacesnology development tailored to firmsthe needs are filling of building this gap owners, by providing operators and occupants. Examples• Quality Automation Graphics’ Energy Dashboard Most of these products provide energy and other resource- energy management and control systems applications). Bet- CHEER achieves energy conservation in college and university Campus Housing Energy Efficiency Retrofit Program ter,use afeedback number forof these building products occupants include (distinct enhanced from visualiza- building housing and dining facilities through student auditing and tion to aid building management. - energy efficiency education. Financial incentives based on There are several ongoing research efforts in this area19. Also, ing and technical assistance service delivers cost-effective, student-led retrofits and the program’s professional audit a few universities are developing similar dashboards to track long-lasting energy and demand savings. and compare energy use data on campus; examples include l http://www.seiinc. 20 - org/89-campus-housing-energy-efficiency-program.htm versity21. University of California at Berkeley and Arizona State Uni and Technologies has partnered with private California universities,Strategic Energystate and Innovations federal agencies and Quantum and technology Energy Services partners to design and implement campus residence hall energy- Some products that are commercially available today include:- boards22 efficiency demonstration projects. Based on varying campus • LucidQuality Design Attributes’ Groups GreenTouchscreen Building Dashboard and23 iBPortal dash characteristics and needs, CHEER has been adapted to fit - differing contexts; three case studies (Student Energy Audit • suite that includes modules featuring a dashboard, a facil- dence Hall Demonstration, and Harvey Mudd College Green Program, University of Redlands Merriam Hall Green Resi • itySmall manager Energy and Groups an executive Pulse Energy reporting Management application Software24 at documents/CHEERCaseStudy.pdfDorm Project) are described in detail in a document available http://www.seiinc.org/seiblog/wp-content/themes/sei/ 19 http://www.cbe.berkeley.edu/centerline/winter2009.pdf 20 http://enviro.berkeley.edu/node/2767 21 http://cm.asu.edu/ 22 http://www.qualityattributes.com/ 23 http://www.luciddesigngroup.com/ 25 http://www.agilewaves.com/ 24 http://www.smallenergygroup.com/ 26 http://www.qualityautomationgraphics.com/

33 Example of Public Assistance Program: students in building science programs at local universities may be able to help small colleges, community colleges, and This partnership provides personalized on-site technical as- - sistanceEnergy Efficiency to public schools,Partnership hospitals, colleges and universities, tunities as part of their thesis work. Developing relationships withtechnical engineering schools withand architecture assessment professorsof energy-efficiency in state is oppor often

whichAnalysis includes: of utility bills and other building information to that may interest their students. determine energy and cost utilization indices of facilities an effective way to gain in-roads and propose thesis projects • Recommended maintenance procedures and capital en- Resources - • cedures to control the run times of energy-using systems - Informalergy retrofits; on-site design training and for monitoring building operatorsof customized and main-pro dix F. tenance staff; follow-up visits to assist with the imple- “Tools for Energy Efficiency in Campus Buildings” in Appen • mentation of the recommendations and to determine The Energy Star program provides guidance for increasing

pamphlet below provides “low-cost measures” and “cost- Assistancesavings associated with the with development the project of guidelines for ef- effectiveenergy efficiency investments”, in colleges various and Energy universities. Star resources, The link and to the • Development of an overall Energy Management Policy • www.energystar.gov/ia/business/challenge/learn_more/ Servicesficiency include levels an of analysis future equipmentof systems purchasesfor code and standard HigherEducation.pdfsuggestions on how to talk about energy efficiency. http:// compliance in areas such as cooling system refrigerants used, outside air quality, and lighting illumination levels. See 8 www.seco.cpa.state.tx.us/sch-gov_partner.htm for a table that summarizes the capabilities of several soft- http:// warehttp://www.betterbricks.com/DetailPage.aspx?ID=51 tools that help with utility bill tracking, benchmarking Example of Utility Company Assistance Program: and trend logging.

Through its energy management programs for colleges and A more comprehensive list of utility evaluation tools compiled Pacific Gas and Electric

universities, PG&E can help decrease energy use and costs by the U.S. Department of Energy’s Energy Efficiency and - educationalby implementing goals, energy-efficiency redirect millions programsof dollars andeach measures. year into Renewable Energy Program can be found at: - Lower energy costs leave more funds to meet your campus’s cations/pagename_submenu=utility_evaluationhttp://apps1.eere.energy.gov/buildings/tools_directory/sub jects.cfm/pagename=subjects/pagename_menu=other_appli facilities, professors’ salaries, computers, and more, simply- 2.7 Demand for more space is so pressing that by using energy efficiently and by installing energy-efficient campus planners and administrators will not delay equipment. For example, energy-efficient lighting and heat ing, ventilation and air conditioning (HVAC) systems typically their planning process for new facilities in order to reduce annual utility bills by an average of 20%. incorporate integrative design for energy efficiency.

Services include: integrated energy Administrators and facilities personnel are constantly deal- audit, targeted energy audit) ing with requests for more and better space as programs • SavingsEnergy auditsby Design, (on-site incentives energy designed audit, for new school grow and shrink with changes in enrollment, scheduling and construction and modernizations curricula. But before planning a new building or addition, • conduct a comprehensive space utilization analysis to exam- existing campus buildings ine the effective use of existing space, such as classrooms, • Retrofits, incentives designed for smaller projects in for a persuasive facility reuse and expansion strategy that will • theRebates equipment for existing on your campus campus facilities’ equipment belaboratories, supported or by offices. campus Such stakeholders, an analysis especially can provide if they the tookbasis • CampusRetro-commissioning housing energy to solutionsoptimize the energy efficiency of part in it. Demand-response programs • Self-generation program Such studies record and quantify existing-use patterns, that • Climatesmart™ carbon offsets • rooms, at what time duration, and at what capacity for each incentivesbyindustry/education/empcandu/• is, who (what group, department, or class) is using which http://www.pge.com/mybusiness/energysavingsrebates/ Example of Graduate Student Assistance: needday of for the additional week. They space. lead Your to more results efficient may be use even patterns, more persuasivewhich may isavoid your new data construction is tested against or clarify peer andcomparisons justify the or normative standards. processUniversity was of modeled Colorado by at a Boulder graduate student in the college ofThe engineering University andMemorial applied Center science renovation for her thesis. and LEED-EB Graduate

34 comprehensiveOnce the decision space is made utilization to remodel developed a building a high or level build of a systemsOnline communication can enable telecommuting. systems, video conferencing, instant new one, a threshold understanding is essential: Just as your messaging, IP phones, and online project-management 2. Schedule renovations during campus vacations: Al confidence regarding what to build, an integrative design though this is a widespread approach, it too requires hasprocess discovered will ensure that the optimizationadditional time of howrequired it’s built. for integra- And this tiveis not design just convenient is more than rhetoric. made up In fact,in reduced the design coordination profession year-round employees and some faculty members use and construction time, which results from clear construction flexibility and adaptation. Many staff members are documents and decreased change orders during the construc- number who stay is often relatively small. As a result, tion phase. theytheir mayoffices be duringable to campusaccommodate vacation. the However, construction the disruptions more easily using some of the methods This phenomenon and related issues are described well by described above. the American Institute at Architects. Also the relatively small number of students who remain x In on campus during vacations may be consolidated into a particular, note the “Emerging Trends”http://wiki.aia.org/ section. few residential buildings, freeing up vacant dormitories Wiki%20Pages/Integrated%20Project%20Delivery.asp for renovation. 2.8 Due to lack of swing space, energy-efficient retrofits seem impossible. Instead, incremental, 3. Create “new” spaces: a. Investing in modular swing space to piece-meal improvements are the accepted norm. over a number of years can Confronted by the genuine challenge of lack of swing space, beaccommodate a cost-effective a series and oftime-saving. retrofits Those campus leaders may tend to default to easier, piece-meal unfamiliar with modulars are often surprised to learn of the diverse array of energy-efficiency improvements. But those who understand- the remarkable power of whole-system retrofits (section 2.1), classroomi. Work and office with spaceslocal property now available. management should prepare flexible and creative responses to this chal as a whole-system. b. For residentialcompanies space: to establish attractive bulk rental lenge by dealing with the entire campus, not just its buildings, pricing Consider the options enumerated below and develop a ii. Enter into temporary contracts with swing-space plan the works for your unique circumstances. under-utilized local hotels 27 iii. Convert student lounges temporarily into student rooms Most important, confide in building occupants regarding the iv. Alter large student rooms to reasons for the retrofits and collaborate with them regarding that conversation with the following ideas and develop your accommodate additional students. best combination of ways to accommodate retrofits. Begin 4. Schedule renovations during semesters when student own: 1. Use available space more efficiently, including that body is smaller or when more students are studying owned or leased by employees: abroad.

hours, some employees will be enthusiastic Whatever combination of the above solutions you adopt, a. If allowed to telecommute and work flexible about temporarily vacating their buildings. foster cooperation on the part of the occupants of buildings b. Faculty and staff who will be displaced

must work on campus at least some of undergoing retrofits by: from their usual offices by a retrofit, but who dislocations; employees in unaffected buildings who are • CollaboratingPlanning well withahead building in order occupants to minimize during disruptions planning and the time, may use office space freed up by and implementation of changes; hours. • Informing occupants about the plans and the changes as allowed to telecommute and work flexible c. Displaced employees may be able to share they take place; • employees in unaffected buildings who are materials to temporary spaces; and alsooffice-space allowed on to telecommutealternating days and with • Assisting faculty and staff in moving office equipment and

d. Some displaced employees might use • makeIncluding the potentialin staff and for faculty disruption job descriptions less surprising the andneed to work flexible hours. moreaccommodate commonplace. retrofits — in effect, change expectations;

Swing spacenewly is a buildingcreated used communal to house users office of spaces.a certain building while that27 certain building is undergoing renovation.

35 Examples person also should coordinate preservation grants and outreach.historic Convene preservation an annual specialist meeting and to liaison review to planned the SHPO. historic- This A group of modular buildings at Evergreen has been set up Evergreen State College, Olympia, Washington campus sustainability coordinator, landscape manager, and are being renovated. College employees and students rotate plant/facilitiesbuilding projects manager on campus, to take which advantage would includeof cross-program the SHPO, inon and campus out of to the accommodate buildings, which displaced are affectionately offices while buildingscalled

space needs and renovation schedules. The use and accep- benefits. - tance“Geoduck of modular Village” buildings after the school’sis nothing marine new at mascot, Evergreen. based In on - In the request for qualifications (RFQ) and request for pro - nally designed as a temporary housing solution. However, talposal performance (RFP) stages of historicof your project,buildings. specify Also, thatprovide the chosenmotivation “The1971, Mods” a series have of modularcontinued housing to be used units as were student built housing and origi and fordesign innovative firm must solutions have experience to satisfy aggressiveimproving energythe environmen perfor- are desired for their more residential feel than the residence mance goals and stringent historic preservation goals. halls. Many historic building were designed before the era of cheap energy with such climate-responsive features as awnings, nat- - MassUniversity Amherst, of Massachusetts, creative solutions Amherst are employed to house all tions covered, blocked, or eliminated these features. Look for theWhen students. demand Common for on-campus areas and housing lounges exceeds within supply residence at U opportunitiesural ventilation, to andrestore skylights. them. OverLearn time, how unfortunateto take advantage renova of halls are converted into secure student rooms and supplied thermal mass in historic masonry buildings. with the same amenities that are provide in the permanent rooms, including beds, desks, phone and internet connections, Assess landscaping; for example, have heritage trees that and door locks. When really pressed for space, students are shaded the building been lost? Landscape restoration and temporarily assigned to hotel rooms in the Campus Center enhancement is a low-cost energy saver for low-rise buildings Hotel, recently renovated at the heart of campus within the and improves campus aesthetics.

Accept that, unless seriously deteriorated, window replace- Campus Center-Student Union Complex. While both of these aresolutions found. are considered temporary, they give the University flexibility in accommodating students until permanent spaces ment may be one of the hardest energy measures to justify Resources integrity.financially. Tie Explore window options replacement to re-glaze, or refurbishment rehabilitate, and to up- re-film existing windows for better payback and architectural National Clearinghouse for Educational Facilities provides a from high performing windows are captured when it is time resource list on portable classrooms and modular construc- tocoming replace HVAC aging system HVAC upgrades, systems so the load reduction benefits - table.cfm Make the case for introducing on-site renewable energy tion. Available online at: http://www.edfacilities.org/rl/por generation that is clearly modern, reversible, and located on 2.9 Regulations and approval processes for secondary facades or roofs. retrofitting historic buildings with energy-efficiency Solicit students from historic-preservation graduate school measures are complicated and arduous. programs, on campus or from other campuses, to research technical options, and provide documentation for grant sub- A commonly held assumption is that historic preservation mittals. made compatible if the suggestions in this section are followed.and energy efficiency necessarily conflict. But the two can be Develop an understanding of the Secretary of the Interior’s When renovating an historic building, include historic pres- standguide/)Standards for the Treatment of Historic Properties and how ervation consultants and building-design professionals in they are interpreted. (http://www.nps.gov/history/hps/tps/ the earliest stages of an integrative design process. For more - information on the integrative design process, refer to the ences that present campus case studies on historic-building Participate in historic preservation symposiums and confer- approach.php). Whole Building Design Guide (http://www.wbdg.org/wbdg_ energy retrofits. Learn from other organizations while net working with the SHPO staff. a call to action by the preservation community to provide both Develop a strong collaborative relationship with your state’s part of the solution, instead of part of the problem. They Participate in next steps of the Pocantico Proclamation, which is - historic preservation officers (SHPO) in order to make them work with many historic buildings and bring a wealth of expe- www.ncptt.nps.gov/pocantico- rience to the table. Assign a facilities staff person to serve as proclamation-on-sustainability-and-historic-preservatioguidance and participation in addressing climate changen) as influ enced by the built environment. ( 36 Examples The Dana Building of the School of Natural Resources and College of William and Mary University of Michigan, Ann Arbor - - Environment (SNRE) is a large, 100-year old historical build betweenOne of the 1695 oldest and historical 1699) at university the College campus of William buildings and Mary in anding that, classroom after it space was retrofitted, and to optimize received its energyLEED Gold performance. in con inAmerica Virginia. is theThe Sir renovation Christopher of this Wren building Building and (designed other campus struction and performance. It was renovated to create office historical buildings was arduous and expensive. The university worked closely with architects and contractors to design Designers increased usable space 20% without expanding the the renovation and equipment and structural changes that building footprint by adding a fourth floor and replacing the would both ensure historic integrity and reduce operations SNREcourtyard values with drove offices the andgreening classrooms. of Dana. The process started with a planning committee of faculty, staff, and students electrical and plumbing systems, as well as insulation and sta- bilizationcosts. The ofproject exterior included brick and upgrade masonry of archaic work. mechanical,The renovation for construction and performance goals that would reduce was particularly expensive due to extraordinary repairs and a constructionthat reflected debris the school’s and waste, participatory increase culture.resource They conserva- aimed strict policy to protect historic materials. quality of the interior space. tion and efficiency, use renewable resources, and improve the remains an active part of the campus and is far more man- The committee pursued its goals throughout the process, Despite renovation difficulty and expense, the Wren building from design to material selection. For example, they included sustainability is the fact that it is functioning well after three centuries.ageable than The before many renovation. different specialists Testament that to workedthe building’s on this mounted photovoltaic panels, and a 4,000 square-foot atrium renovation believe that teamwork was key in the success of skylightfluorescent covering lamps, the radiant courtyard cooling addition, and insulation, which reduces roof- the the final product. need for artificial light by daylighting interior workspaces.

Guggenheim’s second floor classrooms at Colorado State University obtained LEED Silver Certification.

37 Mechanical and electrical systems were tailored to individual amount of each award to a building owner would be depen- The awards would be made through state energy offices. The toilets.workspaces Also, throughnative plants digital minimize control Water-efficiencywater use. The commit- features include low-flow fixtures, waterless urinals, and composting 2.10dent onAcademic the overall departments percentage of improvedhave little efficiency. incentive from the old building as possible and the other materials to conserve energy when they do not control their usedtee’s sustainablewere either materialsrenewable policy or recycled reused materials. as much material Notably, the windows from the renovated courtyard were donated to utility budgets. Similarly, students may not be motivated to manage their energy use if they don’t see the bill for it. a local nonprofit and diverted more than 3,000 pounds alone Sarahfrom the Lawrence landfill. College Discussed in section 2.14, sub-metering is a key enabler of The 2008 renovation of Warren House residence hall at Sarah conservation behavior. Billing departments for their energy

- Lawrence maintained the building’s original structure and ownershipuse, based onof theiraccurate energy measurement consumption, in each especially department’s if all or a catchmenthistorical appearance. tank, and a solarThis small-scale hot water system. retrofit Additionally, included insu portionspace, motivates of savings energy achieved conservation through energy by fostering conservation financial are residentslation, energy-efficient of Warren House, kitchen now appliances, called Warren a 500-gallon Green, agree rain to maintain an eco-friendly and aware environment. However,returned tobecause the thrifty energy department’s was so inexpensive budget. until recently, Resources:

collegesfew campuses and universities sub-meter areby departmentunusually wasteful; or floor. fewMany corpo- do not Lasting Relationship” written by Tristan Roberts and pub- rationseven meter and individualgovernments buildings. sub-meter (This their is not many to suggest buildings. that An article titled “Historic Preservation and Green Building: A So, lessons learned on campus have many applications, for - ectslished and in mayEnvironmental serve as an Building inspiration News to campusin 2007 decisionsummarizes makers.several It is examples available of for successful download green at www.preservationnation. historic renovation proj Withoutexample metersin campuses’ measuring host communities.)energy use in the various depart- - BuildingArticle.pdf departments for their utility use. When meters measure org/issues/sustainability/additional-resources/HPandGreen energyments’ specificuse for individualspaces, it isbuildings, impossible it is to possible accurately to estimate bill those each department use, based on the percent of the building each occupies. But the resulting numbers would not account Sustainable Historic Preservation, Whole Building Design ofGuide, existing 2008, materials contains and the infrastructure, following points: reduces Historic waste, buildings and preservesare inherently the historic sustainable. character Preservation of older townsmaximizes and cities. the use onfor mostone department’s campuses, department particularly heads intensive see no end-uses connection (e.g. laboratory fume hoods), or another’s profligacy. As a result, the embedded energy of maintenance and operations for the use does not affect departmental budgets. entireThe energy life of embedded the building. in an Sustainability existing building begins can with be 30%preser- of between energy and their financial resources because energy vation. Historic buildings were traditionally designed with Therefore, in order to develop market mechanisms, and to many sustainable features that responded to climate and encourage energy accountability and competition for energy site. When effectively restored and reused, these features conservation, discrete metering is essential. can bring about substantial energy savings. Taking into ac- - sustainable technology can supplement inherent sustainable sumption can spark the competitive spirit and curiosity of featurescount historic without buildings’ compromising original unique climatic historic adaptations, character. today’s buildingPeriodic occupants.or real-time A feedback growing onnumber a building’s of campuses energy hold con p annual energy competitions among residence halls as a way to engage students in conservation. These competitions http://www.wbdg.org/resources/sustainable_hp.ph require meters, at least at the building level. The building that www.preservationnation.org/issues/sustainability/ consumes the least energy on a per student basis is rewarded The National Trust for Historic Preservation website. http:// with recognition and some kind of celebration. Some schools As this report nears completion, federal legislation is pend- are also issuing awards to faculty and staff for reducing en-

to improve the energy performance of existing buildings, ing that would make significant funding awards available Settingergy waste up a and system improving of volunteer energy building efficiency representatives in their buildings. can targeted for buildings listed in or eligible for listing in the foster communication between the facilities department and with awards covering the highest proportion of retrofit costs Energy and Security Act of 2009, pending at the time of this supported and nurtured. For an example of an effective build- National Register of Historic Places. The American Clean ingbuilding representatives occupant. Ongoing program interest see the inexample energy of issues Tufts can Eco- be Ambassadors in section 2.15. publication, could provide $2.5 billion to states annually from 38FY2010-FY2013 for retrofits that improve building efficiency. also be effective, especially when delivered by students. Also,Personalized when building warnings occupants or citations sign fora pledge wasting to energyparticipate can in Buff Energy Star award (and its associated $1,000 cash bonus) if they complete all of the program criteria: hold themselves accountable. When a pledge lacks measure- Campus Resource Conservation mentenergy and conservation feedback mechanisms, and select specific it may actions,be less effective. they tend to • Conduct an energy audit with staff from the Office of audit Examples • Implement energy-saving actions identified in the energy active role in communication and encouraging resource • conservatiomPost educational materials in the building and take an - ingHarvard equipment University across campus, Harvard has implemented a newIn conjunction utility billing with system a comprehensive that charges installation departments of meterbased • Reduce energy consumption by 5% from the previous on their actual energy use. The new software system, called fiscal year Energy Witness®, provides real-time energy use information included turning off lights when not in use, enabling power- that enables continuous monitoring of steam, electricity, and managementSpecific activities features that onhave computers, resulted in relying energy on savings more day- have light, and reporting energy waste to the campus conservation the system to access reports on current and historical energy hotline. While these may seem like small efforts, the cumula- usechilled for water.any metered Anyone building with a Harvard on campus. ID and Additional PIN can data log into can be sorted and displayed, depending on user needs, including 2004, the combined efforts of the Buff Energy Star program energy costs, energy baseline information, and greenhouse participantstive impact has has been resulted significant. in a total Since energy the programsavings of began more in gas emissions. Since energy costs are allocated based on accurate consumption data, rather than estimated based on square footage, efforts to conserve energy are immediately poundsthan 1.7 of million carbon kilowatt dioxide hours, emissions. a total Details cost savings of the program of some rewarded in lower utility bills. $205,000, and a total reduction of more than 3.5 million - ment/about/conservation/energystar.html Luther College, Decorah, Iowa can be found at: http://www.colorado.edu/facilitiesmanage The spirit of competition was elevated in order to encourage energy conservation at Luther College. Through a student- After repeatedly noticing lights left on at night in campus led initiative that was supported by faculty and staff, a University of California, San Diego long-standing rivalry between Luther College and Wartburg Diego decided to take action. They began conducting weekly late-nightbuildings, patrolsstudents of in administrative, the Green Campus lab, and Club housing at UC San build- to-head competition to reduce the most overall energy usage. ForCollege one wasmonth, extended each school beyond tracked the athletic its electric fields and into natural a head- ings and citing specific instances of energy waste with “Power from the previous year. At Luther, this Energy Challenge was toFouls.” it identifying When lights, the infraction,computers, the or location,other office and equipment the date, as conductedgas consumption in coordination and compared with athose month figures long programwith usage of wellwere as found contact left infoon, aand Power resources Foul citation for learning was posted about nextenergy educational events and activities, including electricity and raising awareness and changing energy-wasting behavior, as presentations, and another energy competition between the evidencedconservation. by aThe reduction Power Foulin the Patrols number have of noticesbeen successful they leave in water fairs, room audits measuring energy use, a film series, in particular buildings throughout the year. A similar idea has

Althoughfloors of each the Energyresidence Challenge hall. ended in a tie, with Luther and email inbox have been set up for the campus community winning out in gas consumption and Wartburg in electric- tobeen report implemented energy-waste at CU complaints. Boulder where a telephone hotline ity use, the competition was considered a success by both schools for raising the level of energy awareness. Representa- tives from each school who participated in the energy track- - ing efforts learned how complex and challenging it can be to Tufts University track energy use and campus carbon footprints. The focused ofIn Sustainability,2001, the Tufts started Climate a newInitiative program (TCI), to a engage staffed under- environ competition with one other school fueled creative promotion- graduatemental education students program in learning that about was aenvironmental pre-cursor to issuesthe Office and al and educational campaigns, such as “Turn off Wartburg”, actively greening their dorms. Through this effort, the Eco- which encouraged people to turn off the lights. Building on the existing rivalry sparked additional excitement and moti- Student Eco-Reps met bi-weekly to discuss topics ranging fromRepresentative recycling to Student climate Program change. modelAt each was meeting, born (Eco-Reps). the stu- make to reduce their own energy consumption. vated people to make extra efforts to find changes they could their dorms over the following two weeks. The Eco-Reps were eachdents paid received a stipend project for sheets their participation listing activities in the to programorganize andin theUniversity responsibility of Colorado of reducing at Boulder energy consumption in their outreach efforts. Based on Tufts successful pilot program, buildings.CU Boulder The gives volunteer annual buildingawards to proctors employees can whoreceive take the on given enough flexibility to be creative in their peer-to-peer

39 the Eco-Reps model has now been widely adapted at schools 2.11 Students, faculty and administrators may not around the nation. find energy-efficiency projects as attractive as more visible renewable-energy projects. Tufts has recently gone one step further and created a similar program for staff members in various departments. The Eco-Ambassadors program aims to spread green thinking on - - As a result of the relative invisibility of energy-efficiency cate about sustainability initiatives and encourage conserva- projects, students, faculty and administrators may not pri campus by empowering office representatives to communi turbines or solar collectors. oritize such improvements over such visible projects as wind program, 2008, fourteen Eco-Ambassadors from administration behaviors. In the first year of this peer-to-peer education We regard this as a marketing problem for which we have

tive and other offices attended regular meetings and led green not an overtly tangible phenomenon that one can see and feel. trips, movies, workshops and learning sessions that are open seen no clear solution. The reality is that energy efficiency is initiatives in their offices. The program also includes field Saved energy is more abstract than consumed energy. Most

to all Tufts staff members. One of the Eco-Ambassadors with Sustainability for creating the program. She had been trying hybrid vehicles look no different than their more profligate whom we spoke in 2009 was grateful to the Tufts Office of margins and only to people who know where to look. Worse, counterparts. A retrofitted building looks different only at the- time but has found that her cohorts are more likely to partici- to encourage conservation behaviors in her office for some cant portion of the climate crisis can be mitigated through only a small portion of the public understands that a signifi efforts. pate now that there is an official Tufts initiative backing her public as renewable sources. 6 efficiency. As a result, efficiency is seldom as appealing to the Fortunately, this marketing problem is far more manage- Resourceshttp://sustainability.tufts.edu/?pid=10 able on a campus than in the nation at large. Well presented,

and sophisticated population of campus stakeholders. In orderefficiency to abate costs carbon and benefits in the mostcan be cost-effective understood bymanner, the small their www.oberlin.edu/dormenergy/Oberlin Campus Resource Monitoring System as an example of a well-developed, annual dorm energy competition: http:// - Journal Article from International Journal of Sustainability in shouldunderstanding one consider is crucial. other Only options when such one as has on-site reduced generation, the en greenergy use power in buildings purchases, to the or carbonextent feasiblecredits — through all of which efficiency, will - tricityHigher consumption Education: Peterson, when exposed J.E., Shunturov, to real-time V., Janda, visual K., feed- Platt, G., & Weinberger, K. (2007). Dormitory residents reduce elec back and incentives. International Journal of Sustainability in reduced in scale, once efficiency measures are in place. ways to communicate this message to their particular campus It’s incumbent on all climate-mitigation advocates to find Higher Education, 8:1, pp. 16-33. stakeholders. Lack of understanding does not change the fact

thanthat savingbuying (or any not form using) of energy energy including is the cleanest wind and and solar. most Andabundant “state-of-the-shelf” means of climate technology mitigation is availableavailable. right It’s cheaper now. It - through. doesn’t depend on some promising future scientific break

- boards”One effective that help way visualizeto make energy building use, energy and by use. implication A few tech- energy efficiency, visible is through the installation of “dash visualization by providing effective data visualization “dashboards”nology development with features firms and interfacesare filling tailoredthe gap into resource-use the needs of building owners, operators and occupants. Most of these products are aimed primarily at providing resource-use feedback for building occupants and operators. These have been described under research, in section 2.6.

Research:

This is an area in which further research — or better said, development — by social scientists and artists could be extraor-

more tangible and perhaps visible to the general public and Furman University HVAC dinarily beneficial: Finding ways to make energy efficiency

40 upstream systems and impacts on downstream systems, especially in terms of potential to reduce cooling or heating loads. Also, synchronize replacement cycles to determine if the best option is replacement with down-sized equipment

variable frequency drives [VFDs]) or even in some cases no- or retrofits enabling better performance under part load (e.g.,

Consideredfits – making in the isolation, equipment chillers unnecessary. that are more than ten years old are often candidates for replacement or refurbishment;

those less than ten years old are good candidates for refitting lighting)with more are efficient being upgraded VFDs. However, around if the other same building time frame systems that contribute to cooling load (e.g., envelope, equipment,

(+/- five years), then the chiller might be a candidate for withreplacement central chiller(or shutdown plants might if there explore is more the than relative one) eco- in order nomicsto significantly of upgrading reduce poorly cooling performing, capacity. Conversely, high-load buildings campuses rather than expanding the plant when new buildings require additional capacity.

- bustion air blowers on boilers typically operate at constant The same part-load benefits are available for boilers: Com

arespeeds varied even in thoughorder to the vary boiler the amountfiring-rate of airmight drawn vary by based the on loads. Usually, a damper is modulated or inlet vane positions instead, by installing a VFD on the combustion air blower fan. blower. It is more efficient to vary the speed of the blower sometimes it may be more expensive to install VFDs, espe- ciallySpecific if inlet circumstances vanes exist. are important of course, for instance

Examples:

Empire State Building. Although several of these examples are obviously not campus comfort rather than, or in addition to, energy savings; prop- buildings, each provides powerful evidence of the efficacy erlyto key insulated stakeholders. and daylit One buildingspromising are direction more comfortable. is to emphasize and business value of energy-efficient retrofits. The business people who approved these retrofits may have been even 2.12 Heating and cooling equipment is oversized tougher than your campus CFO. and therefore operating in inefficient regimes. Improvements to building efficiency will reduce One America Plaza, San Diego - Retrofit of two 1,000-ton chillers with 1,000 HP VFDs in this demand for the equipment making its operation San Diego office building is estimated to yield $500,000 in an even less efficient. nual energy savings with a 2.5 year payback, which is to ~1.5 abb.htmyears with rising electricity prices: http://www.automatedbuildings.com/news/sep01/art/abb/ that waste energy in part because they are not operating in The Mirage, Las Vegas Older buildings often include oversized chillers and boilers - ed, or if the equipment was right-sized, created by sensible their design regime. These inefficiencies would be compound Retrofit of two of six 1,320-ton chillers with VFDs at Las Vegas resort to save $264,000 annually in lenergy costs: building-efficiency and load-reduction measures. http://www.allbusiness.com/energy-utilities/energy-utility- regulation-policy/12777938-1.htm workThis in on another boilers areaand chillers,in which consider there is significantthe respective potential lifecycles - offor the cost various and carbon inter-related savings. building Before launching and HVAC any systems. significant Con- University of Texas at Austin Retrofit of 150,000 lb boiler with VFD yields $500,000 in an and how they are actually operating. Consider impacts from nual savings: f sider how those systems have been controlled (often badly) www.abb-drives.com/StdDrives/RestrictedPages/Marketing/ Documentation/Documents/LVD-EOFC01U-EN_REVA_WEB.pd 41 -

Duke University, Durham, North Carolina If you’ve driven one of the new generation of hybrid auto Variable frequency drives (VFDs) installed on two feedwater thesemobiles dashboard with an instant devices dashboard consistently reading report of making fuel efficiency, an effort pumps and on three boilers’ induced draft fans have produced- toyou’ve reduce already fuel consumption. experienced this Meters phenomenon. offer feedback, Drivers a criti- with ergy/steamplant.htmla $44,286 annual electricity savings: http://www.duke.edu/sustainability/campus_initiatives/en requires feedback. Conversely, a system without feedback is Empire State Building, New York genuinelycal element ignorant. of whole-system thinking: System intelligence The owner of this iconic skyscraper, which is currently undergoing a multi-year capital upgrade program, is carrying out a Some campuses take a market approach to reduce energy - use. They use a charge-back system in which each department is billed for its actual use instead of the more typical deep energy retrofit in sync with renovation plans. The ener approach in which all departments are charged a common fee gy-efficiency building-retrofit program will save 38% of the for energy use. Most important, these same schools reward Integrativeenergy use, designor ~$4.4 yields million 2 to with 3 times an effectivethe savings simple that payback are usu- departments for conservation by crediting them for energy of 3 years for the added cost of energy efficiency measures. savings. Like individuals, groups of people with a common - goal will save energy when they understand their use and are ufacturedally found oncost-effective site into super-windows in energy-efficiency that cut building-retrofit the winter heat rewarded for saving. Such an approach, however, requires me- lossprojects. by two-thirds Over 6,500 and of thethe summerbuilding’s heat windows gain by will half. be Coupled reman for each building and sub-metering where individual build- ingstering house of each multiple department’s departments. facilities, which requires a meter agingwith high-efficiency chillers can be lightingreduced office and rebuilt equipment, in place this instead reduces of beingthe building-wide expanded and cooling replaced load with by a bigger third (~38%). ones, thereby As a result, saving capital that helps pay for the other improvements. in dorms is energy-use competitions. Such a contest requires One technique used on many campuses to reduce energy use Resource: Evidence:meters on A each second dorm compelling or even on motivation each floor for of eachmetering dorm. buildings is to provide unequivocal evidence that a continuing

cfm?attr=24Introduction to Variable Frequency Drives: Meters give you the capability to measure and verify actual http://oee.nrcan.gc.ca/industrial/equipment/vfd/index. savingsretrofit programby tracking will energy offer outstanding use before and return after on an investment. energy- 2.13 Metering energy performance is not a priority. relatively inexpensive meters on each building. To some people, committing limited campus capital to install- efficient building retrofit, which can be accomplished with It is interesting to note that the budget for sustainability coor- carbon emissions, while using the same money to install ef- dinators in some cities relies heavily on savings generated by ing meters may seem off purpose. A meter won’t reduce

Althoughficiency measures this point will. of view seems reasonable, it is short-term Targeting:energy efficiency, Metering often helps evidenced achieve bythe meters. best performance with thinking that, over time, will mitigate less carbon per dollar the least expenditure. Your facilities team will use meters invested. As the adage goes, “you cannot manage what you do to better understand building systems, notice when something is malfunctioning and when there are abnormal read- documented, there is no way to manage for improvement. Threenot measure.” primary Unless factors energy drive campus performance interest is measuredin metering and en- areas where energy savings and GHG reductions can best be ings that require investigation. They will target the specific well. Behavior:ergy use in buildings: behavior, evidence, and targeting. achieved, so you can confidently spend your limited money energy use consistently changes their behavior. Despite keen interest inProviding energy, most building of us usershave verywith little feedback idea ofon the their how performance on each building, you can save money by pur- much energy each of our activities actually consumes. We chasingIf you don’t portable feel a loggersneed to that alter your behavior facilities by displaying team plugs energy into each building, analogous to the way your mechanic reads your

numbers,don’t know we how tend much to conserve. it costs, forFor example, example, to various leave astud- light or a television on. Most important though: when we do know the Determiningcar’s computer. what to meter and the best way to meter de- through use of home energy displays.28 pends on your particular circumstances and your reasons ies have shown a reduction in home energy use of 4 to15% for metering. It requires the advice of someone familiar with the wide range of options, possibly campus facilities staff. If such a person is not available on staff, then a consultant may 28 Jan Borstein, Karen Blackmore (2008) In-Home Display Units: An Evolving Market. be required. It’s well worth investigating the new systems for 42 sub-metering that are coming out every day. (See research) As with the best of whole-systems investments, these so-

phisticated systems can offer multiple benefits from single investments, including security, comfort, safety (fire and Althoughcarbon monoxide security monitoring),and safety aspects and energy are generally efficiency. well known, the comfort aspect may not be fully understood by those unfamiliar with building operations. The campus facilities team can describe in exhaustive detail the ongoing complaints it receives from occupants in one area of the building who are too cold, while those in another section complain of

open in the dead of winter. the heat. On many campuses, it’s not unusual to see windows Facilities teams are often caught between irate faculty and

they take the blame for poorly designed buildings. Spending Gregg Coffin, University of Missouri’s power plant manager in the plant’s alla building day rushing that can’tfrom deliverproblem comfort to problem to everyone. and disappointing Unfairly, control room. building occupants through no fault of their own, they can become discouraged. In contrast, facilities teams in schools Using the data: We heard from a few engineers who install these metering systems. They said that some campuses are enthusiastic about their work; because they are able to actu- not using the data generated by their systems. Facilities teams with energy management systems and efficient buildings are competent. - ally solve people’s problems, they know they are regarded as just keep doing what they did before meters were installed. - And the comfort issue is also an energy-consumption is- ingThe is campuses useful only installed if staff theinstitutionalize hardware, but its didn’tuse. institutional ize use of the newly acquired data. The lesson is clear: Meter Examples: sue: Frustrated occupants often bring in their own portable canheaters go a and long coolers, way to whichsolving are these extraordinarily issues. inefficient and Mount Holyoke College, South Hadley, Massachusetts burden the building’s plug load. Energy management systems The Kill-a-Watt Energy Conservation Competition at Mount A wise approach is to install energy meters over time and supplement them with control systems, beginning in build- Holyoke is one of the nation’s longest running programs for ings where metering shows energy consumption to be most intense. Incremental installation of these systems can be comparedreducing college to the samestudents’ month ecological the year footprints. before. Each month, effective if a process or master plan is established from the $100 is awarded to the dorm that most lreduces its energy use http://www. outset to ensure compatibility and computerized communication between systems across campus. Bowdoinmtholyoke.edu/offices/es/10715.shtm College, Brunswick, Maine This school purchased Kill-A-Watt meters for most of it dor- Finding the Capital mitories. By presenting their Bowdoin ID card, students, faculty, and staff can check Kill‐A‐Watt meters and instructions. metering and control systems when up-front capital is not l There are a few creative ways to finance the installation of http://library.bowdoin.edu/news/kill-a-watt.shtml available. Energy Service Companies (ESCOs) can incorporate http://www.p3international.com/products/special/P4400/ 2.14P4400%E2%80%90CE.htm Campus leaders think energy management systems are prohibitively expensive. Low-bid Pitfall: systems) allow campus engineers to monitor equipment Total Design Fees forEnergy wasted management energy and systems to program (a.k.a. mechanical building automation systems for ÷ data on energy consumption for different building end-uses. Average hourly rate Theseefficient systems use. Additionally, generally pay they back provide rapidly accurate on a campus and regular with a facilities management department that carefully uses of the = system to balance energy use and identify investment oppor- Time spent on your project by the design firm tunities for further increases in resource efficiency.

43 $20,000,000

$15,000,000 Accumulated savings

$10,000,000

$500,000 Net cash ow

$0 Accumulated savings, costs, and net cash ow ($) and net cash ow costs, savings, Accumulated Cost

-$500,000 May 95 May Sep 95 Jan 96 96 May Sep 96 Jan 97 97 May Sep 97 Jan 98 98 May Sep 98 Jan 99 99 May Sep 99 Jan 00 00 May Sep 00 Jan 01 01 May

Accumulated savings and net cash flow from the Texas A&M campus-wide metering system.

- dized. It need not inconvenience users; the relationship can installation into an Energy Performance Contract (EPC) in bewholesale set up so market that, for prices example, or when a water system heater reliability or air condi-is jeopar which the ESCO helps secure third-party financing for the up- andfront will cost. pay Banks any shortfalland third-party that may financiers occur, which offer ensures these loans that loads as air handlers can be coordinated so that all are not at attractive rates because ESCOs provide a savings guarantee- operatingtioner can atbe any turned one offtime, remotely which isfor, called say, 15 “load minutes. rolling.” Or such cantly reduces risk of default the customer will have a cash stream, which in turn signifi Each leaky building can be campuses to reduce electricity usage during times of peak demand.Using DR, That utilities reduction and DR is aggregation automated bycompanies campus building pay transformed from a burden to control systems in order to avoid inconveniencing campus a business opportunity. users. By entering into a DR contract, the institution reduces peak electricity demand and the need for new fossil-fuel power plants. Also, it secures new revenue streams, helps In some cases, utility companies may be willing to install protect the local region from brownouts, and helps stabilize more extensive meters at no cost to the campus, although regional electric rates. though this practice is not yet very common. Today, utilities Examples advanced metering infrastructure. If utility-owned meters are notare pursuingan option significant for all campus federal buildings, and state there funding may beto deployrebates or other incentives for meter and control installation. Since 1990, Mizzou has relied on metering and automated University of Missouri at Columbia winning energy management program. Since inception, the describes a relationship between the utility and the user. It building control systems to prioritize projects for their award refersDemand-response to changes in (DR) electric is a usagerelatively by end-use new concept customers that from their normal consumption patterns in response to changes in Withoutprogram thehas metering saved $32 and million control in energysystems costs, that haveachieving allowed the price of electricity over time, and to incentive payments engineerson average to a monitor1.6% reduction opportunities in annual to cutenergy energy consumption. usage, the designed to induce lower electricity use at times of high -

44 program would not have produced these results. Over a num several buildings with computerized controls and installed building-levelber of years, the steam, facilities electricity, management chilled departmentwater and water outfitted me- up-frontHarvard Universitycapital to cover the cost of metering systems and ters for every building on campus. The Green Campus Loan Fund (GCLF) at Harvard provides

ofother less energy-efficiency than ten years. Since projects metering in campus with real-time buildings. feed- In order backto qualify to building for a loan, users a projectis an effective must have way a to projected track and payback reduce installingHere’s one air-handler way in which controls Mizzou’s at the sophisticated room level insystem zone- has energy usage and produce cost savings, the GCLF has funded controlledpaid off: The buildings campus — has which achieved also givesa favorable the facilities payback team by the capacity to ensure comfort throughout the building. They were able to do this, in part, because they have the expertise and recouped savings from these types of projects. to design controls for each building, and to install and pro- While tunneling through the cost gram the controls themselves. Also, they have a long-standing, pre-negotiated contract with Johnson Controls to purchase barrier is easier to achieve in new new control equipment at a low price. In-house expertise and building design, similar whole- a bulk-purchasing contract were both established early when the university committed to installing an extensive controls system savings can also be achieved in existing buildings by planning the cost barriers to installing the control system. system throughout campus. Both have significantly lowered energy-efficiency retrofits to be part of systems replacement cycles.

In the mid-1990s, the university invested in a campus-wide energy-meteringTexas A&M University system. The overall cost of installation for

expectation that metering would empower campus engineers to600 achieve meters large was energyapproximately savings $1.2in the million. near term, Based campus on the of-

beficials realized. justified The taking metering the up-frontdata quickly capital lead for to the decisions project to from tunethe future the central operating plant budget and re-commission where the financial some buildingsbenefit would for

investments in this successful metering system generated an additional investment of approximately $1.8 million. The -

VCM100000f932a8c0____over $15 million in savings by 2000. http://www.sustainable facility.com/Articles/Feature_Article/972fcc4d8de38010Vgn Resources

- centives and Challenges- A Resource Document for Energy, Sub-Metering Energy Use in Colleges and Universities: In

providesFacility and an Financialoverview Managersof the business, from the engineering U.S. Environmental and Protection Agency’s ENERGY STAR : This resource report to overcome cost barriers, cost estimates for electricity sub- metermanagement installation benefits on a of college sub-metering, campus, suggestionstwo case studies, on how and

www.energystar.gov/ia/business/higher_ed/Submeter_en- ergy_use.pdfa list of electricity sub-meter system manufacturers. http://

directAn advanced feedback metering about their pilot electricity project in consumption.Europe demonstrated29 that consumers used 5% to 15% less electricity as a result of

29 Darby, Sarah. Making it Obvious: Designing Feedback into Energy Consumption. The Environmental Change Institute, University of Oxford, 2001

45 complaints and urgent repairs. In some cases, re-commissioning may be a service that your existing facilities management team could provide or assist, which will reduce consulting costs. For the longer term, you may want to considering hiring someone with, or training existing staff to develop, re-commissioning skills.

Like energy retrofits, re-commissioning is literally an invest- ingment energy that offers waste a in financial the affected return. buildings And it generally and, second, pays by back increasingrelatively quickly. productivity It offers of thetwo facilities ways to save:department. first, by In reduc some cases, it may be possible for employees in some unbalanced buildings to work from home while the facilities department addresses the problems.

To prevent incremental building alterations from causing this New LEED building with lights on despite full daylight situation to recur, develop a formal review process. It would include assessing impacts of alterations on building comfort and energy use, communicating with building occupants, utility, found that average energy consumption dropped by tracking work plans, and denying requests that compromise Another pilot conducted by Hydro One, an Ontario, Canada,30 building function. An engineer should be included in the process of redesigning any space. Also, installation of auto- 6.5% when customers had access to real time monitoring. mated building control systems will expedite maintenance of - ingsNew England’s Best Management Practices for Colleges and Universities series, “Energy: Sub-metering Campus Build mechanical systems (for more on this topic see section 2.14).- sub-metering” http://www.epa.gov/ne/assistance/univ/pdfs/bmps/ was essential to identifying energy-saving op- pants and the facilities department can contain and reduce SCSUSubmetering1-8-07.pdf gives a description of how concernsOngoing, two-wayand complaints communication from building between occupants. building When occu occupants have regular access to information about building portunities and quantifying potential benefits at Southern operations including options for improving their comfort, ResearchConnecticut State University. Available at reasons for discomfort, reasons for changes in the building, and answers their questions they tend to be more tolerant Although metering at the building-level is generally consid- - complaints, which, in turn, will free up time to focus on strate- ment programs, more research is needed to verify the ben- giesand cooperative,for reducing whichcampus will emissions. improve efficiency of response to ered cost-effective and beneficial for campus energy manage

Theefits industryof sub-metering of low-cost, within wireless a building. building control systems 30 Year Cost of a Building is growing rapidly. In a few years these systems may become 100% more commonplace. Keep an eye on research underway by Arch Rock31, Google.org, Tendril and others, often using the Zigbee low-power-wireless standard, in the area of small, 80% inexpensive energy measurement and management systems.

2.15 Buildings are seriously out of balance due to 60% haphazard additions of internal walls. As a result, the facilities staff does not have time to plan ahead; they 40% spend most of their time responding to complaints and fixing immediate problems. 20% Where buildings have been allowed to become so dysfunc- tional that the facilities department is primarily responding 0% with a re-commissioning agent to test and balance buildings, Design and Maintenance Personnel Construction Costs beginningto complaints with and those problems, that require outside the help most is attention needed: Contract due to Salaries Over a 30-year period, initial building costs account for about 2% of the 30 Hydro One, The Impact of Real Time Feedback on Residential Electric- total, while operations and maintenance costs equal 6%. ity Consumption: The Hydro One Pilot, March 2006. Source: Sustainable Building Technical Manual 31 http://www.archrock.com/products/

46 Examples

The Energy Management Department of Campus Facilities has establishedUniversity of a Missouri,formal energy Columbia conservation program. As part of the program, staff work to reduce campus energy use and lower the overall cost of supplying energy to the campus. Staff skills employed across campus include design, installation, and maintenance of building automation systems, as well as - timates that they can conduct these commissioning activities testing, adjusting, and balancing of HVAC systems. Mizzou es about half the cost of hiring an outside contractor. on both new construction and renovation projects in-house at

The Eco-Ambassadors program educates staff members aboutTufts University sustainability issues and connects them with campus - ability noticed that, while students had access to information resources and programs. Employees in the Office of Sustain- portunities to learn about environmental issues and actions. Staffthrough members their classes were considered and clubs, staffan important didn’t have target similar audience op have greater potential for implementing lasting changes at because they’re less transient than students and, therefore, Kroon Hall, Yale School of Forestry & Environmental Studies, is seeking Tufts and developing a culture where sustainability is the first LEED Platinum. thought, not just an afterthought.

Volunteers in the Eco-Ambassadors program participate in a series of educational events, including presentations,

management, recycling, green purchasing, and campus-wide sustainabilitydiscussions, and initiatives. field trips, They on thentopics work such to as communicate energy use and what they have learned to their colleagues and implement - pants may also apply for small grants through the program toactions get their to make own theirinitiatives workplaces started. more By participating sustainable. inPartici the program, the Eco-Ambassadors themselves become resources

of the program can be found at edu/?pid=10&c=16on sustainability within their offices or departments. Details http://sustainability.tufts. , New Haven, CT

likeYale mostUniversity schools, was fragmented and linear; environmental designUntil relatively ideas were recently, often characterizedthe building design as expensive process extras. at Yale, But more recently, as the campus planning and design process has become more integrative, senior engineers and planners describe a noticeable shift and a palpable change in the at-

eventitudes begins. of financial Sustainability administrators. design charrettes The university are a assemblesregular a partdesign of teamthe planning to collaborate process before for new a building’s buildings design and renova- process tions. Financial decision makers are including slightly higher

predictions for energy price escalation (approximately 5% as Davis Center at University of Vermont is the first LEED Gold student successopposed of to earlier the 3% LEED rule buildingsof thumb). measured One engineer by return cited on two center in the U.S. reasons in particular for these marked changes: economic

investment; and strong support from Yale’s president. 47 2.16 Campus decision-makers view energy-efficient in the context of all the systems in a building. Rather than building design as expensive and unnecessary. lookingYale planners at the assesssimple prospective payback or theenergy-efficiency return on investment measures for any one component, they consider the effect of a given Some decision-makers say, “Green buildings are a nice idea, measure on necessary investments over the 80-year life of but costly and not part of our mission, which is to teach stu- a building. For instance, when choosing between a variable dents, not act like an energy company.” do not insist that their choice pay back in less than ten years. A building designed for optimum energy performance need Instead,air volume they system seek a(VAV) system and that a displacement will be reliable, air durable,system, theyand new buildings, it may often cost less than conventional not necessarily cost more if it’s well designed. In fact, with energy-efficient. practice because the cumulative effect of load-reduction and - internal “tax” to each department based its building square ing or even elimination of heating ventilation and cooling footage.To support This major capital renovations, replacement Yale charge charges helps an annual,the university systems.energy-efficient design features can be the radical downsiz avoid the trap of deferred maintenance backlogs that burden so many institutions. The funds collected are set aside and But a building designed for those accustomed to conventional used for building system overhauls, which are set at around design, the above statement may seem counterintuitive. Con- ventional thinking would have us choose a few of several pos- avoided40 years emissions, for classroom capital and costs office and buildings, bundled and simple 30 years paybacks for scientific laboratory buildings. For a break down of the daylighting, glazing, lighting, HVAC controls, shading, econo- sible energy-efficient design features to include, for example, - for Yale’s technical greenhouse gas reduction measures refer approach, we would consider the cost and simple payback pe- sures1.pdf mizer, and insulation. Using the typical “value engineering” to http://www.yale.edu/sustainability/GHGReductionMea riod of each of these features separately. Because the payback periods of some features are short, while others are longer, Resources we may choose only the former. We might reason that each The following links contain a host of commissioning resourc- diminishing returns on our investment. The result of our es, including guidelines, sample request for proposal, sample increasingly expensive energy-efficient feature would achieve reports, case studies, etc. for both new construction and exist- high utility costs. seemingly reasonable choice: A building with permanently If, instead, we approach this challenge from a whole-system asping buildings: perspective, we would consider the cost of all load-reduction http://www.nyserda.org/Programs/Commissioning/default.l and energy-saving features in light of the savings they can - htmhttp://www.peci.org/CxTechnical/resources.htm - http://www.green.ca.gov/CommissioningGuidelines/default.l fecthelp of us the achieve energy-saving — not just features in operating is to downsize costs, but or also eliminate in capi tal costs. Here’s the clincher: In many cases, the cumulative ef http://www.sce-rcx.com/rcx_resources.htm such systems as perimeter heating or air-conditioning, which, http://www.cacx.org/resources/commissioning-guides.html in some cases, will save more capital than the cost of all the energy-saving features. These relationships are best understood through whole-building energy modeling.

additional reasons that designers and builders often charge Setting aside the question of objective costs, there are two -

campusescharge the more client for for green their structures:learning process. First, these Second, profession because manyals are people not well believe versed that in energy-efficientsuch buildings are design, more so expensive, they the market often tolerates premium prices. In effect, they charge more because they can get away with it.

- ing down, demand high performance standards and ensure Therefore, to keep the price of your energy-efficient build versed and experienced in green design and construction. Inthat the your short requests-for-qualifications term, this may result in local go to contractors firms that arefailing well to secure certain campus contracts. But very soon, they will Cliffs Cottage at Furman University is Southern Living magazine’s first understand that the market has changed and update their sustainable Showcase Home. services accordingly.

48 ness opportunity that every smart campus leader can put college demanding higher energy performance for new cam- pusOne buildings,rural college local presidents designers told and us builders that, as have a result upgraded of the tough economic times. As a bonus, these investments also their services and are successfully offering green design and strengthento work to achieve the local the economy campus’ by mission, putting especially people back in theseto work construction to the wider local market. Therefore, campus demands for high performance building is not only good for about mental models in Appendix B.) - improving the efficiency of campus buildings. (Read more ment. the campus’ bottom line, it’s good for local economic develop 110-343) extended and amended many tax incentives offered The Emergency Economic Stabilization Act of 2008 (P.L. - performance standards is to announce your green intentions ing and incentives for state and local governments to reduce One way to avoid surprising local contractors with new high- greenhousefor businesses, emissions, utilities, and and for government, builders and including developers financ to even invite them all to a meeting where you share your new standardswell ahead and of your the reasonsrequest-for-qualifications. for them. Further, if You compatible might taxbuild break, efficient instead buildings of the orbuilding to improve owner. existing In large buildings. educational In design and construction. the case of public buildings, the designers get the $1.80/sq. ft. with your curricula, you could offer classes in energy-efficient and engineers. facilities, this can be a significant tax credit for the architects 2.17 Difficulty in finding qualified firms to design and buildingTo ensure commissioning quality in the energy-efficientis the process of building ensuring you that ordered, all the construct cost-effective, green-building projects. subsystemscommissioning for HVAC,your new plumbing, building electrical, is essential. etc. Putare simply,operating as designed. To many people, building commissioning may - sound redundant and costly. But, in fact, commissioning gen- ing designed and built on whole-system principles, you may needTo find to experiencedcast your net professionals farther and wider. who will If your deliver region a build lacks in capital costs, most commonly in operating costs, and also erates benefits similar to those described above — sometimes in avoided costs of future redesign and equipment recalls. In broader search, perhaps to surrounding states. Also, encour- a healthy supply of qualified design professionals, consider a services of a commissioning authority who discovered during one of his early building projects, one RMI architect used the age a team relationship between out-of-town firms and local was running on exactly the opposite sequence of what was localfirms, professionals which can be will a learning soon learn opportunity that there for is local money firms. to be At the final adjustment phase that an outside air economizer madefirst, your in green wider buildings. search my result in fewer local contracts, but open when the outside air temperature was below a certain intended, i.e., instead of progressively opening up to 100% - - view process is the time to ensure you will be working with openthreshold when (in the a cooling-dominatedoutside air temperature climate), was itthe was highest progres and The Request for Qualifications (RFQ) and subsequent inter sively closing down to that point. In other words, it was 100% fully closed when the outside air temperature was the low- - est— so effectively it was a cost “maximizer” of sorts, not an an experienced design firm with the skills needed to oversee “economizer.” In less than a year, this discovery alone saved increasinghigh performance the capital design, cost LEED of the certification, building. and construc more than the cost of the commissioning services. tion — and here’s the critical point — without significantly At this early stage, some would choose a competitive-fee campus climate initiatives is the mental model that many One subtle, but crucially important aspect of this barrier to minimumproposal process. amount Butof time this onapproach your design, would thus have forfeiting two effects: at of gut-wrenching budget conversations about the effects of leastFirst, somethe chosen of the designintegration firm maybetween save disciplinescosts by spending that often the inexorablecampus leaders energy-price hold regarding increases campus on operations buildings: and After main- years compelled to cut corners, thus forfeiting quality. How much impossible to regard their buildings as anything but massive leads to integrative design. Second, the chosen firms may feel tenance costs, many of today’s campus leaders find it nearly regarded campus buildings simply as assets, especially the ofwould ownership be saved of bythat this building process? over Professional a 30- to 40-year design period. fees financial burdens. Ironically, their predecessors likely once particularly beautiful and historic structures. Sinceassociated your withinstitution buildings will arepay about for the 1-2% results of the of their total designcost solution for, say, 50 to 100 years, this is not the place to pinch Because mental models tend to blind even very intelligent pennies. - cant barrier to campus leaders hearing the pragmatic busi- Campus leaders who avoid the pitfalls of low-bid design ser- people to the facts, this particular mental model is a signifi to hear that these investments are not metaphorical but ness case for investing in energy efficiency. It’s hard for them vices do so by using a Qualification-Based Selection process far better returns than campuses are currently receiving on services,(QBS), which and appropriateis a widely recognized fees that best approach meet the to selectingneeds of the literal that they offer genuine and attractive financial returns, their investments. In fact, each leaky building on campus campus.most qualified firm, and subsequently negotiating a scope of nearly every one can be transformed from a burden to a busi-

49 dures in April of l985. Copies of the AIA study, Selecting Archi- is used by public agencies for procurement of architecture andEstablished engineering by the services U.S. Congress for public through design the and Brooks construction Act, QBS and Comparison of the Maryland and Florida Systems, are services. Through this process, selections are based on quali- availabletects and fromEngineers the AIA for government Public Building affairs Projects: department An Analysis and

www.acec.org/advocacy/committees/pdf/study.pdf. fications, not fees. an electronic version of the same can be viewed here: http://

FactorsConvening critical ato knowledgeable a successful QBS selection process committee, are: 32 Several universities,Forty-six states especially have a QBSthose law governed in place, by with their forty-four system, useof • these states that mandate QBS for state contracts.33 • Drafting a detailed request for qualifications (RFQ), of Florida34 • Highlighting the major objectives and purpose of the - QBS. Some, like the University of Illinois and the University outproject, the selection including process. clear selection criteria in the RFQ, Examples have published QBS policy documents. • Maintaining integrity and an objective position through Most selection committees review all of the submitted quali- - established criteria. Afterwards, the committee convenes eredIn 1979 the MaineBureau adopted of General a QBS Services law covering to develop the planningprocurement and fications and individually score the submittals based on the design of state and public school projects. The law empow- - includesfor discussion presenting and final their ranking team and of all their firms. approach Typically to achiev- three regulations for these projects. The University of Maine sys to five firms are invited to interview for the project, which tem began using the QBS process of selecting design profes sionals approximately five years prior to the state’s adoption ing your project goals. Following interviews, the selection of the QBS law. committee scores and ranks the firms and invites the most qualified firm to submit a fee proposal. Every project that has been built at the University of Maine - since 1972 has gone through this process. Richard A. Eustis, mentalAt this point,performance the committee and the and possibility the design of using firm shouldperformance P.E., facilitator of the Maine QBS program, formerly with the discuss the importance of the project’s energy and environ University of Maine, indicated that the QBS process has been- - rablevery successful to eating french and beneficial fries. We for have the all University. developed He bad compares habits contracting to reward better performance (see “Energy the lack of broad scale uptake for the QBC process compa assurePerformance that the Contracting“ motivations in of section the two 2.1). parties Discussing are aligned per is much easier to repeat the old way of doing things, even if andformance that the contracting right incentive options structures with the aredesign in place firm towill foster help therefrom anis clearlyearly age a better and that way. makes change more difficult. It desired results. Resources:

scope of services, if the campus is unable to come to accept- ableAfter contract the selected terms, design the campus firm submits invites fees the forsecond the desired highest- Energy Performance Contracting for New Buildings process continues, if needed, until an acceptable balance http://www.rmi.org/images/PDFs/BuildingsLand/D04-23_ ranking firm to submit it proposed scope and fees. This EleyPerfCntrEFRpt.pdf reached. InitiativeEnergy Performance Contracting model by the Building of qualification, scope of services and professional fees is Owners and Managers Association and the Clinton Climatex Many states have adopted their own versions of the Brooks www.boma.org/RESOURCES/BEPC/Pages/default.asp

Act, and utilize a QBS process for procurement of professional procurementThere are many on goodthis webpage resources of on the QBS, American including Council general of services. Each state’s version of QBS can be found throughAIA) has information, studies, state materials and tools/guides for QBS- a web search of “qualifications-based selection” and your cacy/committees/qbs.cfm state’s name. The American Institute of Architectsf. ( Engineering Companies (ACEC): http://www.acec.org/advo a good issue brief on QBS at http://www.aia.org/aiaucmp/ Ingroups/aia/documents/pdf/aias078887.pd 1985, American Institute of Architects completed a com- teams, including sample documents needed during the course parative study of the architect- and engineer-selection sys- ofQBS this Guides process, to select can be the found highest at qualified design/project - tems in the states of Maryland and Florida. The study con- cacy/committees/pdf/qbs_guide.pdf and f http://www.acec.org/advo http://www.qbswi. cluded that the Maryland system, which used price as a major htmorg/docs/A-EQBS.pd factor in selection (in addition to qualifications), resulted in http://www.cspe.com/FunctionalAreas/GovtAffairs/ga07. 32 http://www.acec.org/advocacy/committees/pdf/qbs_matrix.pdf costly time delays and was significantly more expensive to 33 http://www.uocpres.uillinois.edu/docs/UI/manual/QBS.pdf administer than the traditional qualifications-based process - 34 http://www.trustees.ufl.edu/policies/06_16.pdf used in Florida. In recognition of the cost and inefficiency, the 50State of Maryland changed its selection system to QBS proce 2.18 Campus is distant from a major metropolitan area and does not have a ready, local supply of labor efficiency in a local community is a straightforward way to and skills to implement green construction. economic multiplier effect, regardless of whether the commu- nitycreate is expandinglocal jobs, reduce— good local news costs, for any and small increase community. the local Every college campus is an important part of its host commu- Example:

- affectnity’s economy.local economic Particularly activity in and a small business community, practice. its relative economic influence is so significant that it can profoundly Watch for an emerging project in Oberlin, Ohio. One of the na tion’s renowned environmental educators and clean-energy Each LEED credit offers another advocates,green Oberlin arts College district,” environmental-sciences that will link the greening professor, ef- fortsDavid of Orr the is town planning and thea “carbon-neutral, college. fully-sustainable and opportunity for integrative profitable - solutions and savings. lin_sustainability.html http://blog.cleveland.com/metro/2009/10/qa_with_ober 2.19 The administration regards LEED certification as If your rural institution is shifting its building policy toward an unnecessary expense. the skills and knowledge to respond adequately. If they are energy efficiency, local builders may not yet have developed - as green as LEED. Why should we pay yet another contractor tions, their proposals may be unsatisfactory and you may end Administrators often say, “We’re designing this building to be- upsurprised with outside by a request contractors for proposal and higher with costs. new green specifica tens, even hundreds, of thousands more just to do the paper- However, if you anticipate this situation and inform local ments.”work for LEED certification. We’ll do it right our way; we can then say we’ve designed the building to meet LEED require result can be positive for both the school and local builders. Forbuilders example, of coming as you changes are developing long before green an policies, RFP is issued, you might the invite local builders to lunch and engage them in a conversa- buildingsLEED (Leadership that minimize in Energy their and negative Environmental effects on Design)the climate. tion of green buildings about imminent changes in your build- Butcertification because LEEDis not wasthe only designed way to by achieve building high-performance professionals, not regulators, it is a very effective way to achieve these goals

Youing specifications. might bring in experienced green contractors to provide building wheel. seminars on green-building materials, equipment, and tech- that doesn’t require the building owner to reinvent the green- niques. Also, manufacturers of some green-building materials - offer training that you could host on campus. For example, - According to U.S. Green Building Council: LEED is an interna wastionally designed recognized and built green using building strategies certification aimed at system, improving pro contractorsstructural insulated may need panels instruction. are often Fortunately, used in energy-efficient manufacturers viding third-party verification that a building or community offerconstruction. classes. Although their assembly is not difficult, local indoorperformance environmental across all quality, the metrics and stewardship that matter most:of resources energy If yours is a community college, you could offer green- savings, water efficiency, CO2 emissionswww.usgbc.org/Display- reduction, improved building and renewable-energy classes for local carpenters 8 ) and sensitivity to their impacts. ( partner with the nearest one to provide such classes, maybe Page.aspx?CMSPageID=198 onand your plumbers. campus. If you’re not a community college, you could ofPossibly the process the most besides important a plaque point on theto make side ofto thecampus building. leaders - who are unfamiliar with LEED is that there are many benefits design process. It was developed to enhance and expedite the theOnce wider local community. contractors Youracquire policies necessary to reduce skills campus and knowl green- First, it’s not a checklist, like a set of regulations. Rather it’s a- edge, they’ll begin to sell those green-building services in ing a green building. building practices. You might seek ways to partner with the design process, and to establish common standards for defin localhouse community gas emissions on town-gown could transform clean the energy entire initiatives, community’s for Design process: The design of most buildings is often a cumulative, barely coordinated result of independent decisions services company. made by dozens of design professionals and stakeholders — example, consider creating a nonprofit community energy from landscape architects to lighting engineers — from one set of future users to another. In effect, each stakeholder sets beOnce the local foundation people understandfor local economic the value development. of energy-efficiency Energy requirements with no opportunity to integrate systems or retrofits, the community’s stock of inefficient buildings could his or her specifications and piles them on top of the other’s

51 LEED Gold certified Lory Student Center at Colorado State University.

eliminate redundancy. In contrast, the LEED process compels Another RMI building client said that he wanted his build- the designers and stakeholders to collaborate to achieve the ing to achieve high performance in energy, water, and indoor various LEED credits available. air quality, but that he was not interested in the additional

A few years ago, RMI was part of a design team for a new proceeded, his architect, who had a deep understanding of campus building that would house two departments, each of burden of LEED certification. However, as the design process- der to demonstrate to the owner that he got what he wanted department indicated that it needed X parking spaces, while inLEED, the threedocumented areas in the which results he was of the interested. building’s Interestingly, design in or thewhich other had said already it required indicated Y spaces. its parking Normal requirements: design would One this documentation was the same information required for

LEED rating, the team convened representatives of the two architect convinced the owner that, with only a little more departments.have resulted Inin X+Ythe course spaces. of But a long in its conversation efforts to achieve about a much of the LEED certification requirements. Eventually, the many design features, the conversation came around to the owner, design and construction team got really excited about topic of LEED credits related to parking capacity. It emerged thiswork, prospect, the building worked could together also achieve effectively LEED and certification. achieved LEED The that one department needed certain spaces at times when Gold. the other would have empty spaces. This realization resulted in a detailed conversation about scheduling parking spaces, Standards: If a building owner wants a high performance building, how can she be sure that the design team delivers allowing more room for open space and landscaping, and which identified ways to reduce the parking lot by 100 spaces, quality of other systems. windows,”it? People newly or we introducedhave a green to building, the idea ofwe green recycle,” buildings or some saving significant capital that could be used for improving the will often say, “We have a green building: We have high-tech That conversation among designers and future users was a simple example of whole-system thinking, which is best actuallycombination getting. of unquantified, undocumented claims. Neither driven by collaborative conversation, which in this case was the owner nor other stakeholders can know what they’re driven by the LEED process.

52 In sharp contrast, LEED sets common performance standards. - the LEED credits that seem too burdensome. But like many seeminglyOn its face, reasonable this seems ideas,a reasonable it is based approach: on an assumption Give up on leastUnlike costly, prescriptive most innovative regulations ways that to required perform. certain Standards tech help ensurenologies the and building techniques, owner LEED that allowsshe is getting the designer what sheto find asked the Appendixthat is not B.)well founded, the mental model that Platinum is a greater financial burden. (Read more about mental models in Bluntlyfor, not juststated, clever campus anecdotes leaders from cannot the designers.reasonably claim their Yes, each potential LEED credit requires effort and docu- building is “designed to meet LEED requirements” unless mentation, but it also offers additional opportunities, which the design and execution process fully documents its various green aspects — the kind of documentation required by created LEED — people who are building professionals, not LEED. For example, LEED requires energy modeling to inform generate savings in many cases. That’s why the people who low-energy design, a commissioning agent to ensure systems another opportunity for integration of systems and solutions. are operating as intended, and measuring the amount of ma- So,regulators when deciding — included whether each or LEED not credit:to seek because certain LEEDeach offerscred- terials in its building that came from within 500 miles. its, in addition to considering cost of doing so, also measure avoided cost, for example, the avoided cost of parking spaces cited in 2.23.

CompletingHere’s a crucial that point process, for campusmuch like decision complying makers with who codes want and As discussed in 2.21, the most lucrative opportunity to save green buildings, but are unfamiliar with the LEED process: - capital cost in buildings is in energy design. An aggressive, ditional work for the designers and builders. Rather, it simply integrated approach to energy design that begins with pas- requiresmeeting angathering owner’s appropriate design requirements, information isn’t and significant calculations, ad from already available data, to demonstrate compliance with sources, can often eliminate or reduce the need for certain requirements. equipmentsive strategies, and andsystems continues required with for efficient code-compliant systems and mini- fuel mum design. In contrast, the lower you target your LEED This question — to LEED or not to LEED — may eventually most of energy) in the rating system, the less integrated the construction community have grown, fees for the manage- designscore, the becomes, easier itand is tothe ignore less opportunity entire categories there (e.g.,is for watersavings. or mentbecome and moot: application As LEED of knowledgeLEED have inalso both declined. the design In fact, and This is why targeting LEED platinum can, with an integrative approach and a smart team, cost less than LEED silver. That LEED as a basic service, for no additional fees. Competition is which gets measured gets better. drivingthere are toward firms atoday marketplace that will ininclude which the LEED management is part of stan- of dard service, even a minimum requirement. around challenging goals, possibilities, and vision is different Example: fromAnd regarding normal problem that smart solving design because team: it Engaging sparks each people team - lems as part of a larger vision. In contrast, a low-level goal university. As a measurable indicator of sustainability, it suchmember’s as LEED passion. silver They may lackpursue the solutions challenge to that individual will motivate prob attractsLEED certification certain donors offers and additional it is a magnet benefits to manyto a college students. or the team. When mediocre goals are selected, designers spend - their time talking about what they are not going to do on a buildingsHaving completed than any itsprivate fourth college and fifth in Maine. LEED certifiedDuring the build design the lowest cost LEED credits, which defeats the whole concept ings in August 2009, Colby College has more LEED-certified project, rather than inspirational targets. They try to “buy” features as a geo-thermal system for air-conditioning. calls this “Seeing opportunities for innovation versus being process, the college received donations specific to such green lessof integrative bad.”35 thinking that drove LEED originally. Peter Senge leedgold.cfm Link: http://www.colby.edu/news_events/press_release/ The LEED question is another example of the critical impor- 2.20 LEED-Silver certification is enough for our tance of unambiguous climate commitment by campus lead- campus leaders. ership; it offers the design team a clear and inspirational path. are made before construction even begins. The number of For example, the vast majority of cost-of-ownership decisions - ingDeciding additional to aspire requirements to a lower while level ofstill LEED achieving, certification and being may Hundreds, even thousands, of decisions are made for each decisions made on any given building project is staggering: acknowledgedseem to be a way for, to being avoid green the time in a andmeasureable cost burden way. of For fulfill drawing sheet in a set of construction documents, which example, a campus building-design team might review all means that thousands of design, material and construction the various potential LEED credits, identify those that seem related decisions will be made with or without your direction. particularly burdensome, sets those aside, and instead focus on achieving credits that appear less burdensome. 35 Although The Necessary you can’t Revolution be there by toSenge, address Smith, all Kruschwitz, the questions, Laur and to Schley (p 298)

53 get the result you desire, campus climate goals must be clear Examples

respond to the owners needs; the more often these needs are expressed,and repeatedly measured discussed, and documented,reinforced and the specified. more likely Designers it is - they will be achieved. Oregonships between Health building& Science systems University, in its Portland design of the Center Theof Health university and Healing project inteam order leveraged to “tunnel synergistic through therelation cost - barrier” to greater operational savings and reduced capital costs. The complex building balances performance, occupant As a bonus, projects that are awarded LEED platinum certi - comfort, and civic responsibility, all at a decreased overall tion,fication Existing receive Buildings, a rebate Commercialfor all certification Interiors, fees. Core The & rebate Shell, cost. Innovative and integrated systems were used through- applies to projects that certify using LEED for New Construc

alsoand Schools.will be eligible. Projects This that rebate certify does under not future apply versions to registration of out the following areas: fees,LEED appeal (excluding review pilot fees, projects and any and additional LEED-for-Homes fees required projects) to “Right-sized” mechanical systems • GreenEfficient roofs building envelope • expedite LEED certification. • - • GroundwaterOn-site solar electric reclamation and solar thermal One last note on building performance: In addition to LEED • BuildingOn-site sewage analysis treatment tools orPlatinum, visit? This a key question measure can of be a building’s answered successthrough is comprehen- people’s re • siveactions post-occupancy to it: What do evaluations people think to ofdetermine the spaces the they effective- inhabit • By• usingPublic strategies amenities such as return air plenums instead of other elements, which give campus leaders and designers the ducts, pre-cooling the building at night, and reducing the size informationness of lighting, needed thermal to better comfort, inform acoustics, future designs.way-finding When and made in existing buildings, these evaluations are opportuni- building envelope, the engineering team was able to reduce ties for campuses to identify and prioritize current needs, of air handling units based on the design of a more efficient-

portfolio) improvement plan.36 As an added bonus, LEED the capital MEP (mechanical electrical and plumbing) bud which can then inform the drafting of a capital (or buildings - theget byon-site $4.5 sewagemillion andtreatment realize facility a 61 percent by a third-party energy savings vendor along($600,000 with decreasereduced municipalin annual operatingfees generated costs). enough Ownership savings of awards a point for administering these surveys (thermal com to make the rainwater/ groundwater system cost-neutral. fort verification). And finally, evaluations will enable campus leaders to see how occupant satisfaction (and even health and student performance) within LEED Platinum buildings is www.cap-e.com).typically higher than non-certified buildings. (Kats, Gregory [2006] “Greening America’s Schools: Costs and Benefits”

Unity House, Unity College President’s residence, earned LEED Platinum Future science center at Richland College, LEED Platinum is expected. in 2009.

36 See the Berkeley Center for the Built Environment for an example of such evaluations, at http://www.cbe.berkeley.edu/research/survey.htm

54 Local materials Is LEED Enough? Diversion of construction waste • The• diligent use of recycling, regional materials, waste man- The text above addresses important questions agement, and energy and water conservation transformed related to campus efforts to pursue various levels of LEED certification. However, LEED certification does not ensure that the building will necessary reducean ordinary annual campus building construction energy costs project by 39 into percent, a model while of wa- resource efficiency. Energy efficiency measures helped to achieve significant carbon-emissions reduction. On the contrary, by securing high ratings in LEED ofter Denver efficient building, fixtures the helped College to reduce of Law annual is currently building saving water the categories other than energy, one can attain even consumption by 39 percent. Compared to a similar University LEED-Platinum without having achieved the levels gas, water, and sewer). of carbon reduction necessary to mitigate the University over $111,000 annually in utility costs (electricity, carbon crisis. Building Type: m.) Recognition Status: Academic, LEED 4-stories,for New Construction 210,000 sq. ft.v2.1 (19,500 Gold sq. It’s easy for institutional leaders to get caught up Occupancy: in reaching such an important objective as LEED DOE Climate Zone: certification and forget their overarching goal 730 staff, faculty, and students Zone 2 (6,000 HDD, 600 CDD) of significant carbon reduction, which can be achieved by pursuing the elements of integrative Lewis and Clark State Office Building, Jefferson City, Missouri design described in this chapter. This four-story, 120,000 sq. ft. (11,000 sq. m.) office building built in 2005, which houses ~380 employees of the State of - To what extent of reduction is possible with ectMissouri’s was delivered Department on time, of Natural at no net Resources, increase in was capital the first costs, LEED Platinum rated government building in USA. This proj integratie design? RMI and its partners have year as compared to the prevalent ASHRAE 90.1 Standard for designed hundreds of buildings over the past 27 buildingwhile achieving energy ~50-55%performance. energy An integrativesavings, or design~$80,000 process per years, typically saving 35-70 percent of energy on was the key to achieving this, starting with optimization of retrofit and 50–90+ percent in new installations - with 0–7 year paybacks for each type. forthe deepbuilding daylighting orientation, as well aspect as a ratiohigh-performance and envelope buildingconfigura tions first. These strategies, coupled with an optimized design

reductionenvelope (wall in the and cooling roof insulationsystem capacity, and glazing), which effectivelyresulted in paidthe elimination for the passive of a perimeterload-reduction reheat measures. system and a significant Building Type: - tional spaces, surgery suites, parking, retail, swimming pool, state-of-missouri--department-of-natural-resources.html Medical office high-rise, laboratories, educa http://bet.rmi.org/our-work/case-studies/commercial/ Total Project Cost: Capital16-stories, Cost 410,000 Savings: sq. ft. (38,000 sq. m.) study-videos.html $100 million (land excluded) Video clips of these examples: http://bet.rmi.org/video/case- energy and an onsite$3.5 “living million machine” projected for sewage (Of the treatment total $4.5 Resources: million saved from MEP, they spent $1 million on renewable - machines.com].) Occupancy:[http://en.wikipedia.org/wiki/Living_machines, 600 staff, 4,500 visitors per week www.living Recognition Status: Rocky Mountain Institute. (2009) “University of Hawai`i at Design”Mānoa William S. Richardson School of Law: Addressing LEED for New Construction v2.1 Platinum Barriers and Opportunities for High Performance Building Reducing environmental impact and prioritizing occupant comfortUniversity were of Denver prerequisites for the Frank H. Ricketson, Jr. Berkeley m. Law Building, which conforms to required university aesthet- Center for the Built Environment, University of California, ics while setting new standards for campus construction, National Renewablehttp://www.cbe.berkeley.edu/research/index.ht Energy Laboratory, Buildings Research /. through:Extensive daylighting http://www.nrel.gov/buildings

• Barnett, Dianna Lopez and William D. Browning. (2004) A • Energy efficient lighting with control systems 0000000,00000032,00000105Primer on Sustainable Building. Rocky Mountain Institute. • Efficient water fixtures http://www.rmi.org/store/pdetails46.php?x=1&pagePath=0 • Reuse of infiltrated groundwater for irrigation 55 2.21: Zero energy buildings are not considered www.cap-e.com. [Accessed Dec. 2008] Kats, Gregory (2006) “Greening America’s Schools: Costs and The future will be carbon-constrained, by default or by de- Benefits.” Available at - sign. Those who develop the capacity early to design for zero base. /. Note that visitors can carbon will be the high-performance suppliers and service U.S. Department of Energy High Performance Buildings Data providers of the future. Students who prepare for a zero-car- http://eere.buildinggreen.com studies of high performance buildings. bon future will be the winners in the new economy. search by the building type, “higher education,” to find case Green Footstep. Available at g. Free Innovative campuses can demonstrate these future opportu- online tool for the pre-design through occupancy phases of nities, in part, in the design and management of their build- http://greenfootstep.or ings. Although the idea of zero energy may sound like science - development,a building project. construction, Generates and a report lifetime of carbonoperation. emissions Displays in for a single building project (new or retrofit), including site real time the carbon emissions impact of changes in building isfiction designed to those and unfamiliar executed correctly, with green that buildings, is, using net-zerointegrative en energy use, on-site renewable energy, off-site carbon invest- design,ergy performance taking the rightcan be steps cost-effective in the right if order,the building and using project life- ments, and other design elements. discussed throughout this chapter Climate Consultant 4. Available at cycle cost analysis for judging investment performance — as energy-design-tools/. Free software for the pre-design and A progressive and genuinely committed institution can make http://www2.aud.ucla.edu/ the case of going beyond LEED and seeking net-zero energy with climate data and high performance building strategies use in buildings by combining the risks of continuing to emit conceptual design phases of a building project. Provides users appropriate for that climate. carbon with teaching opportunities, and the fact that net-zero energy use can be achieved cost-effectively. RETScreen. Available at home.php. Free software for the life cycle cost estimate and Examples: sizing of on-site renewablehttp://www.retscreen.net/ang/ energy and other technologies.

Whole Building Design Guide. Available at Completed July 2001, the Environmental Technology Center org/ Sonoma State University - http://www.wbdg. and building design. ing where faculty, students, and community members work . Provides extensive list of tools for life cycle cost analysis together(ETC) is an in interactiveresearch training, and integrative academic 2,200-sq. study, and ft. collabora-lab build A revealing study by Davis Langdon found that “....there is no With the help of the National Science Foundation, California compared to non-green buildings.” This study includes sec- Energytive environmental Commission, projects. and numerous ETC is “a other building public that and teaches.” private significant difference in average cost for green buildings as process to create this example of sustainable design. tions on academic and laboratory buildings. Its three findings funders, Sonoma State University used a collaborative design 1.were: - - Many [building] projects are achieving LEED within their ects. ETC was designed to use 80% less energy than buildings built- budgets, and in the same cost range as non-LEED proj 2. cientto minimal techniques compliance as a tight with building California’s envelope, Title thermal24 require mass, are still achieving LEED. shading,ments. It andachieved other thisfeatures. through ETC the includes use of sucha 3-kW energy-effi rooftop 3. TheConstruction idea that costsgreen have is an risen added dramatically, feature continues but projects to be a problem.” energy exporter. photovoltaic (PV) system that is tied to the grid and is a net

the Feasibility and Cost Impact of Sustainable Design in the http://zeb.buildinggreen.com/overview.cfm?projectid=247 Davis Langdon. (2007) “Cost of Green Revisited: Reexamining - Completed January 2000, the Adam Joseph Lewis Center for EnvironmentalOberlin College, Studies Oberlin, is Ohio a 13,600-sq. ft building housing Light of Increased Market Adoption” http://www.davislang Green- - don.com/USA/Research/ResearchFinder/2007-The-Cost-of- Revisited/ mental studies library and resource center, a wastewater- classroom and office space, an auditorium, a small environ

/, which provides an extensive list of Thepurification Lewis Center system is inan a all-electric greenhouse, building and an and open was atrium. designed studiesSee also on the environmental, United States Greeneconomic, Building and healthCouncil and website commu- http://www.usgbc.org with maximum energy efficiency in mind. It generates its own nity benefits of green buildings. In particular, follow the link org/research for updates on various topics related to green ofon-site this, itelectricity is a net zero through energy a roof building. mounted 60 kW PV system buildings“Research in Publications” general and onon thethe webpagecosts of green http://www.usgbc. buildings in and a 100 kW PV system located over the parking lot. Because particular.

56 - tion or decomposition. Although quantifying this energy is tinue as the energy performance of the building is studied still an inexact science, most researchers would probably andAlthough is better the understood.building opened The buildingin 2000, ismodifications part of an academic con program and consequently has experimental aspects that are demolishing it reduces emissions generated by construction being evaluated. In addition, improvements will be made as andagree materials that retrofitting by approximately a fifty-year-old half. building rather than new technologies become available.

Resources:http://zeb.buildinggreen.com/overview.cfm?projectid=18

High Performance Buildings Database—Zero/ Energy Build ings: http://zeb.buildinggreen.com - tive/US DOE Net Zero Energy Commercial Building Initiative: http://www1.eere.energy.gov/buildings/commercial_initia -

Green Footstep: An online/ assessment tool for reducing car bon emissions from building projects: http://greenfootstep.org

Carbon Neutral and Net Zero: How Soon Can We Get There? http://www.betterbricks.com/DetailPage.aspx?Id=9472.22: The beauty of a building is irrelevant to climate issues. In fact, the costs of making a building more beautiful may preclude design features that reduce GHG emissions

Because people cherish a beautiful building, it is less likely to - emissions.be torn down In contrast,in a relative think short of how period. eager Preserving we are to a demolish build manying saves glass significant and steel embodied monstrosities. energy, thus reducing GHG

Now imagine those places or spaces inside, around, or near a building that inspired you, even if only for a moment. Good - ing a sense of pride and identity, improving our physical and mentaldesign influenceshealth, improving our lives access in many to services,ways, including fostering foster equality

Also, good design saves us from the cost of bad design. and community and creating real financial value and wealth. thirty-something-year-old student union for a shiny new one. A Midwestern U.S. college recently elected to demolish its focused, limited windows, and a bunker-like design. No one wonderedThe 1970’s why era unionthe students was a reflection hated it. Removingof its time: it inwardwas likely an easy decision.

If this building had been designed for people and community would likely still be there today. Its embodied energy would have(as a beenunion preserved should) and and not emissions as an apparent would havebomb been shelter, avoided. it

When buildings are demolished, we lose the embodied energy that was invested in raw material extraction, transport, manufacture, assembly, installation, disassembly, and deconstruc-

57 Chapter THREE: RENEWABLE ENERGY

Renewable energy is one of the most visible statements of a energy can offer a stronger program than either strategy in Although often comparatively expensive, renewable energy isolation.Thus, an integrative approach to efficiency and renewable campus’s commitment to sustainability and climate action. costs continue to fall and state renewable-portfolio standards On-site versus off-site requireis gaining electric momentum utilities across to invest the Unitedheavily States in wind as turbines technology and other renewable electricity generation. Although high - The first major decision for renewable energy investment commitmentconcerns the locationto clean energyand financial and proximity mechanism to electricity for develop first costs often present significant challenges to large-scale- ment. On-site systems offer several benefits, notably visible renewable-energytractive economic case.projects, options are available for colleges facilities and take advantage of economies of scale. to develop projects that provide valuable benefits and an at loads. Off-site systems allow the campus to optimally site Renewable energy offers the potential to partially or even There are a variety of models to purchase on-site or off-site renewable energy. Table 1 summarizes several of the trade- environmental advantages, renewable energy provides such offs between these options. completely offset a campus’s carbon footprint. Beyond - • On-site development – Renewables can be developed on tiallyadditional accelerated benefits by as carbon educational pricing opportunities, schemes). favorable site under ownership of the college, utility, or third-party. publicity, and a hedge against rising fossil fuel prices (poten • Green power programs are renewable power products A variety of renewable energy resources are available to meet available through the existing utility or a competitive power supplier. They charge customers a slightly higher rate to purchase electricity generated by renewable college energy needs. The principal options include: resources. • Power purchase agreements (PPA) are contracts • Wind (individual turbines and large wind farms) - between a customer and a developer to buy power for a • tions)Solar electric (rooftop or ground-mounted photovoltaics) predetermined rate over a set time period. These agree- • Concentrating solar power (in centralized desert applica Geothermal energy for heat pump loops • BiomassSolar thermal generation, for hot waste-to-energy water (rooftop and systems, wall-mounted), and • Renewablements help developers energy certificates fund projects (RECs) by reducing represent revenue the • environmentalrisk, enabling them attributes to finance of electricity high capital from costs. a renewable • energy source. By purchasing a REC, a customer purchas- In• combinationLandfill gas with renewable energy technologies, colleges es the green qualities that are associated with renewable energy, such as reduced greenhouse-gas emissions, but as discussed in chapters two and four. Despite the fact that does not purchase the electricity associated with the should also seek opportunities to improve energy efficiency, generation. efficiency is usually the most cost-effective energy resource, more visible renewable energy projects can overshadow as they offer several advantages as noted above. Check with efficiency programs, even out competing them in the budget localOff-site utilities renewable and renewable options may energy make developers sense for manyto learn colleges, more process. That said, renewable projects also can build support for a program that includes both efficiency and renewables. 58 about opportunities to enroll in green power programs and Many companies can supply potential customers with no cost or low-cost, off-the-shelf energy-resource assess- addressed in greater detail as part of the offsets discussion in identify PPA opportunities. Renewable energy certificates are renewable energy systems as part of their energy perfor- mancements. contractingEnergy Service business. Companies As a result, (ESCOs) they increasingly have expertise offer chapter five. The remainder of this chapter addresses on-site renewable energy projects. - challenges to acquiring on-site renewable energy at a large in assessing the economic benefits of renewable options for For a university or college, there are a number of significant- technologiestheir clients. Anis a exploratory useful way tocall gather with aninformation ESCO that about special re- ough preparation and planning, close attention to economic izes in combining energy-efficiency measures with renewable scale. A successful renewable energy project requires thor- in section 2.1.) tion with utilities and community stakeholders. This chapter newable energy options for a college campus. (More on ESCOs describesimpacts and solutions financing to commonlyopportunities, perceived and close barriers collabora in each Examples area.

Getting Started Student-funded clean-energy funds are becoming a popular Many colleges have never built renewable energy systems. University of Vermont

- Boardway to of spur Trustees development approved of arenewable student proposed energy projects Clean Energy on mentDeveloping process a project,moving largeforward, or small, one must can beoften a significant address the ac- campus. In 2008, after over a year of planning, the UVM’s tualinvestment and perceived of time barriersand resources. described To get in sectionsthe project 3.1 develop through fee assessed to full-time students, which generates about 3.3. Solutions require colleges to take a step back and look at Fund (CEF). Income is generated by a $10 per semester their needs from a high level in order to choose systems that best meet those needs. and$200,000 administration annually to oversees finance expendituresnew clean energy with projectsadvice from on athe clean UVM energy campus advisory and beyond. committee The vice comprised president of students,for finance Perceived Barriers faculty, staff and administrators.

3.1 Insufficient in-house expertise to develop renewable energy projects. ofDespite progress. fifteen The years CEF ofcounters progress this in impression, sustainable providingenergy, new studentsUVM students with aare means often to surprised be involved at the in cleanlack of energy. visible They signs - lege will need to collaborate with a wide range of external or attend advisory committee meetings. companies,Although, to your develop college a renewable also needs energy a capable project, internal your team col can propose new projects, join the CEF advisory committee, with practical knowledge and experience. Building a strong - network of internal and external contributors to lead renew- nal experts advises the advisory committee. Comprised of An unusual aspect of UVM’s model is that a panel of exter panel offers feedback and suggestions for improvement. This able energy projects is essential to success. A. Build a team with technical and process expertise. organizationalengineers, financial structure professionals, is meant toand ensure UVM thatplanners, the universi- the ty has expertise needed to accurately assess feasibility, costs, is needed to make technical decisions and to navigate the A team with experience driving renewable energy projects - benefits, and risks associated with potential clean energy confusing array of financing options, interconnection require can help, an accountable high-level team must drive the html&SM=cef/CEFmenu.htmlprojects. process,ments, and manage project student development involvement, hurdles. and Although coordinate students a team http://www.uvm.edu/~sustain/?Page=cef/CEFabout. - representing campus stakeholders. If you don’t have that ex select one or more faculty or staff people to commit to devel- renewableUniversity ofenergy. Minnesota Despite Morris these limitations, the school is a opingpertise knowledge in-house, thenin this as area, so many leading schools the effort,have, you’lland working need to UMM is a small school with limited in-house expertise in with outside consultants and companies. At minimum, you success in renewable energy is due to the many partnerships must have someone in-house to ask the right question and campus leader in wind and biomass power. Much of UMM’s understand how to assess the answers. and collaborative projects in which they are engaged. - B. Engage external experts to help with specific challenges. - Local renewable energy businesses and information sources, The University of Minnesota West Central Research and Out and peer institutions can offer useful insights into high-po- reach Center (WCROC) and the USDA North Central Conserva tential technologies and relevant case studies. Reaching out to tion and Research Laboratory (Soils Lab) are both located in- them can unearth free information and data that can inform liance,Morris, a across research the triangle street from to help UMM’s educate, campus. train These and lead three the regionorganizations in sustainable, have teamed renewable up to energyform the initiatives Green Prairie and con- Al technology choices and financing approaches. servation. They are collaborating on scientific research 59 into wind energy, using a 1.65 MW wind turbine they have constructed on site. withinris): “Most your campuses communities. are communities Think differently within about communities. energy, en- Understand the energy use and renewable energy resources- ers are, and how energy use impacts them. Renewable energy The wind turbine will supply 50% of UMM’s electricity when stakeholdersergy use and energymay be waste.both within Understand the campus who your community stakehold and the term of a power purchase agreement (PPA) with the local- within the local community. Establish an environmental plan, ableutility feedstocks company asis up.corn They stover also and have other a biomass agricultural gasification residues a carbon master plan, a capital plan and an academic plan project to investigate the feasibility of using such locally avail to promote sustainability. Listen to your students--a recent absorption chiller. The Soils Lab is conducting research to as- sessto fuel the the ecological UMM central impacts heating of harvesting plant and agricultural an associated residues sustainability in choosing their college campus.” survey indicated that 13% of the entering/ freshmen consider feedstock purchasing schedules with local farmers. for energy and will help UMM to determine their biomass http://renewables.morris.umn.edu3.2 Difficult to choose best technology.

Rasmussen serves on the higher education committee of the UMM’s Vice Chancellor of Finance and Facilities Lowell 3.3 Renewable energy technologies may cause unanticipated environmental or operational American Council on Renewable Energy (ACORE). UMM’s - problems. lentrelationship way to tap with into ACORE expertise began around as a result renewable of the energycampus’ technologiespioneering wind and turbineshare your project. campus Joining experience ACORE iswith an excelothers. With many renewable energy technologies available, deciding Lowell summarized his advice for campuses starting down -

- on,which seek option options is the that best best fit match for your your campus goals andcan opportuni-be a signifi theterview-series-lowell-rasmussen-university-minnesota-mor- renewable energy path (excerpted from a 2008 AASHE ties.cant challenge. Instead of choosing a specific technology early interview available at http://www.aashe.org/blog/aashe-in

Considerations for diﬀerent renewable energy program options

On-site Consideration generation Oﬀ-site generation

Green power Direct power Renewable purchase via utility purchase energy agreement (PPA) certiﬁcates (RECs) Degree of time Low, if green and commitement power option required for Mid to high available through Mid to high Low to mid implementation utility

Need for capital Depends on No No No investment ﬁnancing model

Ability to hedge Yes Yes fossil-fuel price risk Yes No

Public relations Yes Yes Yes Yes beneﬁts

Time scale for Long Varies depending Varies depending Immediate realizing beneﬁts upon availability upon availability of green power of green power

60 Power Purchase Agreements (PPAs)

Power purchase agreements (PPAs) are important tools to secure financing for renewable energy. They are contracts in which a customer (a consumer or a utility) commits to buying a certain amount of energy for a predetermined price and time period. From a campus perspective, a PPA can be relevant in three distinct forms, in which the campus:

• Contracts with a third-party system installer who bears the upfront installation cost and sells power to the campus. Addressed in the financial section of this chapter, this approach is used by SunEdison and many other solar installers. • Contracts with a large-scale developer to buy renewable energy from an off-site project. In most independently operated electricity markets, a large consumer can bypass the utility and contract with an independent power producer under a PPA to buy energy, which is still delivered and paid for via the utility’s infrastructure. For more information on this form of PPA, see discussion of off-site clean energy The University of Minnesota Morris is investing in wind power and local biomass. purchase options in chapter 5. • Contracts with the utility and acts as the sup- Investigate on-site and near-site renewable energy resource plier in a PPA. The on-site renewable energy availability. system provides power to the utility under Each type of renewable energy resource is appropriate to a contract for a pre-established price and time particular set of circumstances. While solar energy is widely period. This is applicable to larger renewable available, wind resource quality, hydropower and ocean en- developments that exceed net metering limits or rely on a long-term contract to secure Aergy wind-resource are highly site site specific. assessment may be needed to evaluate financing. sites you have in mind. The fact that locals notice that the wind blows a lot in a certain location, does not necessarily mean that that site will be appropriate for a turbine. An initial, low-cost estimate can be made by setting up anemom- eters to measure wind speed for 3-6 months. Collected data Evaluate campus needs and primary goals of renewable energy can be correlated with long-term data from a nearby wind projects. monitoring station or airport to estimate average available Your investment in renewable energy is a strategic decision, wind power. Several states now have anemometer loan pro-

- offsetwhich arequires certain fraction,careful identification to increase energy of goals. security, For example, to be an grams through their energy offices. Correlating and assessing- earlyis your adopter goal to of offset emerging the campus’s technologies, entire to carbon educate, footprint, to provide to the data could be a project for a statistics class, while collect long-term low risk returns on investment, or some combina- ing the data could be a project for geography or meteorol tion of these alternatives. beogy willing students. to check It may the be results possible at tolittle find to a no local cost. wind turbine installer who already has access to site-specific data or would

61 Baker Village student housing at Luther College includes geothermal heating and cooling.

Consider all available renewable energy technology options and evaluate potential costs, environmental impacts, and other positive and negative impacts. In addition to such widely considered technologies as solar electric and wind turbines, evaluate less common technologies that may offer additional advantages. In addition, consider indirect impacts of renewable technologies.

• Conduct high-level economic assessments of technologies A rough economic assessment and comparison of several renewable technologies can be achieved at little to no cost to the institution. In many colleges, environmental policy, economics, business and engineering students

could perform and document the assessments. Solar thermal collectors integrated into facade, Kroon Hall, Yale. Alternatively,in an interdisciplinary these assessments class or independent could be conducted project by sustainability or facilities staff, by a consultant, or water and geothermal heat pumps are often still eligible by a team of students, faculty and staff with a consultant for federal, state, and utility incentives, grants, and advising and giving feedback. rebates. Solar hot water systems provide hot water for use in dorms, bathrooms, or kitchens, among other A careful assessment of renewable energy technology applications. Rooftop and wall-mounted systems are options should compare the net present value of each technology, based on a consistent set of costs and Ground-source,cost-effective in ormany geothermal, regions of heat the pumpsU.S. use the moderate temperatures of the subsurface to provide benefits, in addition to consideration of non- heat in the winter or cooling in the summer for buildings. financial costs, benefits, and risks. Since many of the factors that strongly influence investment decisions when moving heat to or from the relatively constant ofare scenarios. difficult to Such forecast scenarios accurately, should assessments include varying should rates subterraneanSince heat pumps temperatures can operate than much to the more more efficiently extreme compare technology costs and benefits under a range atmospheric temperatures, geothermal heat pumps can include installation costs, regional weather patterns, accessibilityof fuel and electricity of government price trends. incentives, Other availability variables pumps. Although geothermal heat pumps have of grants and rebates, geology, and related siting and be more37 than twice as efficient as conventional heat interconnection costs. significant installation costs due to the underground • Consider non-generating technologies such as solar- piping loops that must be laid, financing and rebate thermal hot water and ground-source heat pumps programs may be available to reduce costs significantly. Technologies such as solar thermal and geothermal may offer high potential and fewer barriers to implementation than wind or photovoltaic because they 37 “Your Home: Geothermal Heat Pumps.” US Dept of Energy; Energy Efficiency and Renewable Energy. http://www.energysavers.gov/your_ home/space_heating_cooling/index.cfm/mytopic=12640 don’t require utility interconnection. Solar hot 62 • Evaluate local economic and environmental impacts development. Sections 3.4 through 3.6 describe interlinked of renewable energy barriers for which there is a common set of solutions.

renewable energy technology options should be 3.4 Renewable energy projects are expensive. considered.In addition to For financial example, analysis, biofuels potential and biomass side effects power of systems depend on local agricultural resources. Issues concerning long-term fuel availability and impact on 3.5 Campus administrators regard renewable energy the local economy and environment should be addressed as a poor investment if the project has a long payback period. sustainable resources in many cases, but as the recent boomat the startin ethanol of a project. production Biomass has demonstrated,resources are economic 3.6 As non-profit entities, colleges do not qualify and environmental advantages are often ambiguous or questionable. In addition, on-site combustion for federal tax incentives, which often are critical technologies may be detrimental to local air quality due enablers of cost-effective renewable energy. to emissions of criteria pollutants. - - nologies has been compiled, choose the renewable generation renewableGood News: energy With the systems right combinationare cost-effective of rebates today. andBetter, incen technologiesOnce a rough thatcomparative offer the assessmentbest combination of a variety of emissions of tech coststives, continuefinancing to structures, decline. and experienced installers, many particular technologies, pay for a more detailed professional - assessment.mitigation and cost-efficiency. However, before committing to riers. The following are ways to reduce up-front costs and bet- terA range quantify of financing the advantages solutions of isrenewable available energy.to address In addition cost bar Example

Luther College renewableto the solutions energy. described below, many financing strategies This small, rural, liberal arts school in Decorah, Iowa does for energy efficiency described in section 2.1 apply also to not have in-house technical experience in renewable energy. A. Take advantage of rebates and incentives progress in assessing renewable energy technologies through variety of local and national rebates and incentives are avail- Despite this limitation, the institution has made significant To promote investment in efficiency and clean energy, a and professors who taught themselves a great deal about the and the federal government offer many of these incentives. the work of committed finance administrators, facilities staff, able for renewable energy projects. Utilities, state agencies, addition, Luther also drew on expertise from local community point for identifying applicable programs that reduce the cost members,benefits and such limitations as a retired of wind banker and who geothermal is now an energy. investor In The DSIRE website (see “resources” below) is a good starting - building, and enthusiastic faculty members resulted in lower ditionalof a renewable considerations. energy project. Some rebates and grants are consultantin community costs, wind successful projects. geothermal Careful research, installations, relationship and relatively simple to secure. The following list identifies ad Contract with a third party developer/owner to capture tax incentives andmajor 3.6. progress Geothermal toward systems financing with a ground campus source wind turbine.heat pumps For Many of the most lucrative incentives for renewable energy weremore installedLuther’s windin the project, new Center see examples for the Arts in sectionsand in a resi-3.4, 3.5, are offered as tax credits — either as a production tax credit dence hall. The geothermal system in the residence hall paid back the up-front installation costs in only two years - (PTC), which offers a credit for each kilowatt-hour of energy But in 2003, prior to this progress in renewables, Luther isgenerated used to subsidize — or as an wind investment energy at tax the credit rate (ITC),of 2.1 centswhich per of kilowatt-hour,fers a credit based while on the initial ITC systemis available cost. for In photovoltaicgeneral, the PTC sys- an energy performance contract with its electric utility com- made a $1.5 million investment in energy efficiency through are available only to tax-paying entities. Therefore, lacking the by 23 percent, heating fuels consumption by 16 percent, and tems at the rate of 30% of system cost. Obviously, tax credits carbonpany, which footprint reduced by 14 the percent. college’s Savings electricity turned consumption out to be even such as museums, churches, and schools) must use innova- greater than expected. The College used some of the savings benefit of tax credits, colleges (along with other non-profits - sess its renewable energy potential. taxtive credits financing and and pass ownership the savings models along to to benefit the college. from This these is from its energy efficiency projects to pay consultants to as increasinglysubsidies. In possiblemany cases, due projectto 2009 developers updates to canthe applyfederal for tax the Financing a Renewable Energy Project credit programs that allow applicants with small tax burdens Because renewable energy technologies generally have high to receive full credit in the form of grants. upfront costs that are paid back by savings over time, project financing is often the largest hurdle to renewable energy 63 Issue Tax-Exempt Bonds

As non-profit institutions, universities and colleges can issue cases,tax-exempt on-site bonds renewable for projects installations that they developed own and andoperate. owned bySuch a third-party bonds offer are a large also sourceeligible of to low-cost issue tax-exempt financing. bonds. In some

Apply for Clean Renewable Energy Bonds (CREBs)

bonds for public universities, other government entities, and co-opThe U.S. utilities Energy to Policy invest Act in renewable of 2005 established energy. These interest-free bonds provide annual interest in the form of federal tax credits to

bondholders. As of 2009, $2.4 billion has been allocated to the CREB program, which is mostly offered in $1 to $5 million increments to qualifying projects. For universities that qualify for this program, CREB funds can be used to finance all or B.part Finance of the cost through of renewable power-purchase energy projects. agreements with a third-party business - front cost to customers have become increasingly prominent. Businesses that finance renewable energy projects at no up packages that let the customer lease a photovoltaic system or Such companies as SolarCity and SunEdison offer financing

tobuy be power less than under business-as-usual a fixed-term power utility purchase costs. For agreement. larger In either option, the customer’s monthly costs are designed - pussystems, to buy many the renewabledevelopers electricity can finance at ana predetermined installation under rate fora signed 15-25 PPA years. contract with the college that obligates the cam

C. Instead of basing decisions on payback periods, consider renewable energy as a low-risk investment

support and momentum due to long payback periods. How- Many proposed renewable energy projects struggle to gain - ateever, the at economica basic level, case simple for renewable payback (whichenergy. comparesSimple payback initial cost of the project to annual savings) is a poor metric to evalu that accrue beyond the payback period. Net present value and internalcalculations rate ignore of return the more cost ofappropriately capital and financial capture lifecyclereturns

and 2.5.) value. (For a deeper discussion of payback, see sections 2.4 Since renewable energy systems displace monthly electricity costs, they are attractive investments providing long-term low-risk returns. Despite this fact, investments of endow- - tion is Carleton College, which used a loan from its endowments in efficiency and renewables are uncommon. An excep the same return on investment as its 5-year average endowment returns.to fund a38 wind energy project, which, at 8%, provided

38 Phillips, Michael and Lee White. “Alternative Energy Economics.” Busi- Lakeshore Technical College, Cleveland, Wisconsin. ness Officer. NACUBO. February 2009.

64 designed savings not materializing. Energy service companies Performance contracts can be used to reduce the risk of WithHowever, the 2008 when shift we visited in the economicsLuther’s campus of wind in power the Fall in of Iowa 2008, the project had been held up for several reasons: guarantee(ESCOs) increasingly a predetermined offer renewable level of performance. energy projects as part conventional electricity), Luther was competing with many of packages that include energy efficiency upgrades. ESCOs private(due to windapproval farm of developers. higher PPA Turbine rates and manufacturers rising costs for were D. Consider indirect benefits of renewable energy devel- not keeping up with the demand. The college could not locate opment turbine. Meanwhile the national economic downturn was - discouraginga wind turbine investors manufacturer and equity that wouldfor the sell LLC just began a single to dry Renewable energy offers secondary benefits. Although they up. The college also considered issuing tax-exempt bonds to may be difficult to quantify for a financial analysis, these ben fund installation of a turbine, but trustees were not willing Educationefits are very opportunities real. to add debt to the books in a sour economic client. Then, in Wind turbines, photovoltaic arrays, and other renewable technologies offer numerous teaching opportunities. For - the fall of 2009, the LLC was awarded a $500,000 grant and a $1,302,385 loan from the U.S. Department of Agriculture’s Ru schoolslarge universities and community with engineering colleges, renewables schools, research offer rapidly projects toral move Energy ahead for America soon. Program (REAP). The Luther College benefit from access to actual performance data. For smaller Wind Energy Project is now well capitalized and will be able introduction to this chapter, many colleges that have installed Lakeshore Technical College, Cleveland, Wisconsin windexpanding or solar opportunities systems have for experienced job training. increased As described interest in the in In order to train students in wind-turbine maintenance, Lake- these programs and become leaders in energy education.

Student and faculty recruiting shore Technical College (LTC) erected a small wind turbine - (65 kW) in the summer of 2004, which took advantage of the thecampus’ region prime in the wind education, location integration near Lake andMichigan. demonstration The turbine of Benefits are not constrained to those who teach or study re emergingwas the first energy piece technologies. of Lakeshore’s strategic initiative to lead strategy.newable Itenergy. sends On-site a clear renewablemessage to energy potential is a students highly visible and staffstatement that the of acollege college’s is doing commitment its part toto supporta low-carbon clean energyenergy. - portedBecause through its turbine a public-private was erected grantto carry partnership out LTC’s academicwith E. Develop an investment package that includes efficiency mission, payback was not important. The project was sup - and renewable energy. tion working at the grassroots level nationwide to plan fund, developSeventh andGeneration maintain Energy wind Systemsand solar (a energy non-profit systems), organiza We - ergyEnergy system efficiency to be candownsized, be a major which enabler results of renewablein a more favor- energy. ableEfficiency business reduces case electricityfor the renewable loads, allowing system. aA renewable program that en Energies (a for-profit utility company), Wisconsin’s Focus- on newables).Energy (a statewide The cost tocoalition install theof businesses turbine was and approximately public service far more powerful investment case than one that proposes agencies that works to advance energy efficiency and re renewablesbundles renewable alone. energy with efficiency upgrades offers a curriculum development. $250,000; additional funds were used to support associated Examples The following school year brought much excitement and at- - Luther College bine is obvious from the nearby interstate. A local high school In 2005, Luther College led the formation of a private cor- tention around LTC’s new focus on renewable energy. The tur and was trained to climb the turbine. The story was picked upstudent on a nationalenrolled newsfeedin one of thewith first a picture wind technician of young woman courses poration, Luther College Wind Energy Project, LLC, which, climbing the turbine. Local manufacturing companies called Lutherunlike a would non-profit pay for college, a large could portion apply of forthe aninstallation Iowa state of wind up LTC to ask if they were training students to manufacture tur- toenergy 2.5 MW production generating tax capacity credit. As in a wind major turbines. investor Equity in the inves-LLC, bines. Ideas for expanding the renewable energy technician tors in the LLC would sell the power they produced under programs were a hot topic of discussion between faculty and - local employers, and were eventually incorporated into the tion tax credits. Luther would retain the renewable energy 2006-2009 strategic plan. a power purchase agreement (PPA) and collect the produc investors.certificates After (RECs) ten generatedyears, ownership by the turbines of the turbines in exchange would community. LTC faculty wind champions worked with local for providing the tax credit to the corporation’s other equity organizationsThe momentum and carried energy over businesses to LTC’s towork provide with communitythe local energy on campus. wind and solar energy seminars. The year ended with LTC flip from the LLC to Luther and the college could use the wind receiving the 2005 Innovation Award from the Interstate Re-

site. newable Energy Council (IREC) for the campus’ wind energy 65 Solar thermal collectors, installed on the White House by Carter, removed by Reagan, now on Unity College Cafeteria.

The LTC wind movement generated interest and concern about energy consumption on campus. In 2004, LTC formed an energy management committee to reduce consumption. Colorado State University - The committee included facilities staff, management staff, fac- tenanceCSU Pueblo costs has and a 1.2 interconnection MW solar farm negotiation on campus costs land were that ulty, and administrators. Among other measures, it prompted is owned and operated by BP Solar. All construction, main company. The campus provided guaranteed demand for the the 19 percent reduction in energy consumption. The Wis- covered by BP Solar and by rebates from the local utility consina lighting Technical retrofit. College LTC’s president System recognized credits the LTC committee with energy with Solarpower at and rates the comparable land on which to those to site of the the installation. local utility. CSU has www.colostate-pueblo.edu/news/releases09/003.htman exclusive contract to purchase the solar power from BP Theperformance educational awards attributes in 2006 of anddemonstration-sized 2007. renewable http:// energy installation can often be enough to secure funding

University of Minnesota Morris notfrom have interested photovoltaics donors. or In wind the words turbines.” of LTC’s The Deanmomentum of Trade forIn addition two more to winda biomass turbines gasification and a steam facility turbine installed to generate in 2008 and Industry: “If the only driver were operations, we would electricityand a wind in turbine their biomass in 2005, plant. the UMM It is onehas securedof a few fundingcolleges management on campus, installation of two demonstration nationwide to take advantage of federal Clean Renewable En- photovoltaicgenerated by arrays, the first two turbine larger spiraled wind turbines, into stronger a Wind energy Energy to receive funding because the IRS is likely to fund smaller wind program in Wisconsin), and other courses and commu- ergy Bonds (CREBs). UMM learned to break up costs in order nityTechnology programs Associate on renewable Degree energy Program technologies. (the first two-year requests for funding first. The school was denied funding in 2005 when they applied for CREBs to finance the full cost of erecting several $3.5million turbines. Later UMM successfully 66 received a $1.6 million dollar CREB toward a second on-site their systems to meet their annual consumption by sending capacity for the remainder of the costs. and drawing power from the utility as needed. $3.6 million turbine. The university will provide the bonding The applicability of net metering to your campus depends on request to learn about wind technology. Following their long- - standingThe Mille tradition Lacs Band of ofsupporting Ojibwe tribe Native approached American UMM tribes with in the a haveyour particularimplemented state’s some regulatory form of net framework metering and standards. the poli As - cies of your electric utility. Over recent years, most states region and beyond, UMM decided to work with the Mille Lacs Alabama, Alaska, Mississippi, South Dakota and Tennessee39. Band to secure the financing for a third turbine. Campus lead- ofIn fallsome 2009, other only states, five statesnet metering lacked anyis not form available of net inmetering: rural ers helped the tribe apply for a $1.6 million CREB to finance co-ops and municipal utilities. Campus program developers Botha turbine requests in Calloway, were granted, Minnesota. so the UMM turbine also will applied be erected concur andrently the for generated a $1.6 million power CREB will beto financesold on the sameregional turbine. electric more information on the availability of net metering programs,should asvisit they the are DSIRE a key website factor in(see determining “resources” the below) economic for - feasibility of renewable energy. abilitygrid. The initiatives two partners, on campus. UMM and the Mille Lacs Band, will split the revenue. UMM will use their share to fund sustain A. Coordinate with net metering programs when appli- Resources cable Net metering programs vary by state and even by utility. To - ensure that your college can collect credits from selling electricity to the utility, net metering caps should inform system OnlineSolar Center Database and ofthe State Interstate Incentives Renewable for Renewables Energy Council, and Ef sizing decisions. Caps vary geographically; updated informa- isficiency an excellent (DSIRE). resource This website, for information a project onof thefederal North and Carolina state tion can be found at the DSIRE and IREC resources described incentives and regulations. / below. If systems are larger than net metering caps or net metering programs are not available at all, the renewable energy http://www.dsireusa.org plant will be less cost-effective, because the college will be and Lee White, was published in the February 2009 issue of unable to collect value from electricity provided to the grid. “Alternative Energy Economics,” an article by Michael Phillips- - B. Size renewable generators to match peak output with Business Officer, the monthly magazine of the National As electricity load in order to maximize economic value (if sociationparticularly of Collegein the light and of University the added Business constraints Officers. of the This 2009 ar net metering is not available) creditticle outlines crunch. many It addresses financing clean approaches renewable available energy tobonds, colleges, If net metering is not available, renewable energy can still be governmental and private activity bonds, endowment fund an option. Since colleges consume large quantities of electric- loans, private-sector tax incentives, performance contracts, ity, it may not be necessary to send excess power to the utility. renewable energy hedge agreements, and power prepay- If renewable energy systems are sized so that peak renew- ments. l. able energy generation never or rarely exceeds campus loads, the energy may all be used on site. In this case, a campus can Engaginghttp://cmsdev.nacubo.org/nacubo/x1734.xm Stakeholders - avoided electricity purchases. Alternatively, electricity storage technologiescapture direct could benefit be forinstalled its renewable to store on-siteenergy generatedin the form of online.Even a fullyCampus designed planners and must financed work renewable closely with energy utility devel and electricity for use during times of high demand. communityopment may stakeholders encounter significant to ensure hurdles that new before energy it cansystems come will reliably integrate into existing electric grid infrastructure Resources and comply with local codes and regulations. Consider sections 3.7 through 3.11 to help avoid potential derailments to CenterDatabase and of the State Interstate Incentives Renewable for Renewables Energy andCouncil, Efficiency is an 3.7your Net renewable metering energy programs project. may not apply to, or may excellent(DSIRE). Thisresource website, for information a project of theon federal North Carolinaand state Solar incen- not be available for, large renewable energy systems. tives and regulations. / http://www.dsireusa.org Net metering programs allow customers who generate elec- Interstate Renewable Energy Council’s (IREC) Connecting to - theing resourcesGrid project on has net-metering a variety of programs. materials to help distributed tricity to meter the flow of electricity to and from their facility net metering is that customer-generators earn kilowatt-hour energyorg/index.php?id=31 projects navigate the interconnection process, includ through a single, bi-directional meter. The primary benefit of http://www.irecusa. metering rules, when customers generate more electricity thancredits they at fullconsume, retail, notthe utilitywholesale, carries rates. the Under generation standard credit net over to the next billing period as a kilowatt-hour credit. These 39 IREC “Connecting to the Grid” Project: State and Utility Net Meter- programs allow customers with renewable generation to size ing Rules for Distributed Generation (updated July 2009), http://www. irecusa.org/index.php?id=33

67 3.8 If the project-financing plan depends on an agreement to sell power to the electric utility, The appendix of The Business Case for Renewable Energy: A the campus must engage the utility in a complex agreement.Guide for Colleges and Universities by Andrea Putnam and negotiation process. Michael Phillips (2006) contains a template power purchase 3.9 Utility interconnection requirements can add Colleges that intend to sell power to their local utility under power purchase agreements must engage in negotiations substantial time and cost to renewable energy to determine the terms of the contract. Variables such as projects.

de-escalation of rates have a large impact on the value of the 3.10 Campuses generally do not own grid duration (usually 15 to 25 years) and future escalation or agreement to the campus. Negotiations in which utilities are infrastructure, so they must connect to the utility the power purchasers can be particularly complex. Not sur- system if on-site renewable energy is to be used for best approach to address these challenges is to collaborate multiple buildings prisingly, utilities have substantial expertise in this field. The

with experienced advisors and project developers. existing electric grid infrastructure. Typically, these systems these issues. It is critical for colleges to engage experts to help areMost owned large renewableby local utilities energy and projects regulated must by be a complexlinked to array themA project through developer this process. will have the experience to deal with of state, regional, and federal utility commissions, reliability organizations, and system operators. Interconnecting new Hire a lawyer with experience in drafting power purchase generation of any size to the transmission and distribution agreements with the chosen utility company system must meet rigorous criteria. For small photovoltaic • - systems, the process is relatively standardized; for large wind

• adviceOther institutions, businesses, and people with experi take over a year and cost hundreds of thousands of dollars.40 ence negotiating PPAs with your utility can provide useful- developments, fulfilling interconnection requirements can sion through the green-schools list and other networking • devicesConnections can help with solicit other useful colleges advice and universities:from campuses Discus that - linedProjects interconnection with just one processor two wind if they turbines, are distributed generally and less feed Renewable energy advocacy groups, particularly those powerthan five directly megawatts, into the may lower-voltage be able to benefit distribution from a grid.stream This have entered into PPAs avoids the need to build or expand a substation to connect to • have useful advice and publications. Local or regional high-voltage transmission grids. that promote small and community wind projects, often chosen utility company. Interconnection criteria vary widely between utilities, Legalgroups educational may have specific organizations advice nowabout offer working teleconfer- with your ences, webinars and trainings on renewable energy • states, project size and types of generation. Work with your utility and reference the DSIRE website (see Resources in project contracts and laws. In addition to being useful for section_3.7 above) as a starting point to understand project- energythe institution’s law, policy legal or business.counsel, participation in these types A.specific Engage interconnection outside assistance requirements to prepare and anpermit interconnec- costs. of programs can benefit students considering careers in tion study Resources working out interconnection agreements can be a challenging andFor largecomplex. renewable As with energy other utilityprojects, system especially interactions, wind farms, engage - experienced help to navigate this process. In addition, involve gotiationWindustry’s with Community the entity thatWind will Toolbox: purchase Chapter power. 13 Available discusses your local utility very early in the process to build a good rela- atPower Purchase Agreements and what to consider duringx ne tionship and understand restrictions, regulations, and prefer-

Thehttp://www.windustry.org/CommunityWindToolbo Rahus Institute published The Customer’s Guide to Solar Power Purchase Agreements in 2008, which explains the ba- B.ences Consider while the sizing project distributed is still in generationthe early planning projects stages. to the sics of negotiating to purchase solar power from a third-party constraints of a distribution grid. As a general guideline all owner. The guide is available on the website of California So- lar Center at l sub-stationprojects with that a generating serves the capacitycollege or of university) less than 15 are percent exempt- http://www.californiasolarcenter.org/sppa.htm- edof thefrom utility’s an interconnection circuit (the particular study requirement. transformer This in the guideline local tracts are available from many sources online, for example has been adopted as a federal rule applicable to interconnec- Samples and templates of Power Purchase Agreement con power_purchase_agreements.php 40 “Chapter 14: Interconnection – Getting Energy to Market.” Windustry Natural Resources Canada: http://www.retscreen.net/ang/ Community Wind Toolbox. http://windustry.org/CommunityWindTool- box

68 tions to federal government utilities, and by several states. 3.11 Campus constituents and local stakeholders The guideline is a widely accepted standard that is endorsed may oppose renewable energy projects for by the utilities trade association, the Edison Electric Institute. aesthetic reasons. Such distributed technologies41 as photovoltaic systems can Although many argue that it is important to see where our be installed on building rooftops and net-metered to feed energy comes from or that renewable energy technologies are power into the utility infrastructure with no interconnec- beautiful, others contend that solar panels and wind turbines tion study requirement. The utility still owns and maintains detract from the beauty of the landscape, a college campus, or the distribution infrastructure, which likely will not require a particular building. additional investment to accommodate photovoltaic systems whose power output is largely coincident with build- Renewable energy advocates on a campus with a centrally ing energy loads. In these cases, the photovoltaic system can suggesting that a wind turbine must be less displeasing than loads and potentially improving power quality. located coal-fired power or steam plant might respond by actually provide benefits to the utility’s grid, by reducing peak smokestacks or mountains of coal. But because these kinds Resources overcome directly. of aesthetic considerations are subjective, they are difficult to The Business Case for Renewable Energy: A Guide for Col- leges and Universities like a certain piece of public art, others do not. However, This aesthetic division may be inherent, just as some people by Andrea Putnam and Michael Philips renewable energy systems have positive environmental (2006) discusses interconnection agreements in Chapter 6: impacts that offer proponents a logical counter-argument to - Interconnection“Doing the Deal: requirementsOn-Site Generation.” and processes. Available at tal) grounds. However, to be effective, such arguments must Windustry’s Community Wind Toolbox: Chapter 14 discussesx bethose made who with object genuine on aesthetic respect (andfor aesthetic sometimes or environmentalenvironmen http://www.windustry.org/CommunityWindToolbo larger campus conversation about climate, which can broaden objections. Also, such a discussion is best framed as part of a “Planning, Financing and Interconnecting a Wind Turbine support for on-site renewable energy sources. Project on a College Campus” (webinar archived at http:// Many campuses can push the envelope on renewable energy Awww.ecw.org/mwbuildings/streamed.php#121107) number of useful resources, including model interconnec- development since they often have independent decision- tion contracts and a technical application guide for interconnection are available from the National Rural Electric Coop- - erative Association at making processes. Unlike individual houses, which are often- ElectricIndustry/dgtoolkit.htm subject to local land-use regulations and to the aesthetic cri http://www.nreca.org/PublicPolicy/ ments have more latitude to consider innovative technologies. Thatteria said,of homeowners’ the campus associations,community can college also planningbe diverse depart with many differing opinions about aesthetics, the environment, Model Interconnection Standards for Small Generator Facili- and the climate crisis. tiesThe thatInterstate may be Renewable suitable to Energy guide theCouncil interconnection (IREC) has a process set of without conducting an interconnection study. They are available at www.irec.usa.org/connect/modelrules.pdf initially opposed by a vocal minority, but which ultimately be- cameExamples widely abound accepted. of renewable Many wind energy turbines projects have that even were become IREC maintains a database of state interconnection standards campus icons. irecusa.org/index.php?id=33. for distributed generation. It is available from http://www. - parent proposal process with regular stakeholder meetings thatCritical engage to success potential of on-site opponents. renewables From the projects earliest is explora-a trans states in the Midwest to develop statewide interconnection tion of ideas and consideration of sites, the process should standardsThe Environmental to streamline Law and& Policy simplify Center the is interconnection working with some include regular outreach to students, staff, and the wider category/clean-energy/interconnection-standards process and associated costs. Learn more at: http://elpc.org/ shouldcommunity. be acknowledges, At every juncture, respected, the purposes and even of accommodated the proposed throughproject should variations be reinforced in the original and alternative plan. perspectives

41 Distributed technologies are smaller in scale with lower cost and lower financial risk. Also, because they are located near where energy is used, they don’t incur the energy losses of the electric grid.

69 Chapter FOUR: transportation

- suring that buildings use as little energy as possible, on many tdm12.htm). campuses,Although designers energy used and for builders driving expend to and significant from campus effort may en InstitutionalizeTransport Policy an Institute annual survey(http://www.vtpi.org/tdm/ of student commuting well exceed the energy savings realized by green buildings. patterns. Do the same for faculty and staff commuting. - • Disseminate information about sustainable transporta- For an average office building in the United States, commut tionAnd campus-wide.design your strategy to fit these different audiences ing by office workers accounts for 30% more energy than the • In particular, establish an on-campus sustainable-trans- morebuilding than itself twice uses. as muchFor an energy average use new as buildingoffice building, operations. built 42 portation information desk to provide support, custom- toThese modern data energyillustrate efficient that any codes, large transportation organization is accounts respon- for • ized advice and informational materials to students, sible not only for the obvious energy use of it buildings, but faculty and staff. also for the energy use of getting its community to and from Manage student privileges to minimize private vehicle those buildings. use, ideally encouraging the elimination of vehicle owner- • ship altogether. Emissions from commuting by students, faculty and staff - generally make up a much larger percentage of the campus natives such as car sharing, bike sharing, campus area carbon footprint than emissions from campus-business travel • shuttles,Provide an and integrated weekend portfolio express shuttlesof transportation to support alter mobility on-campus, as well as to-and-from. Therefore, it may make sense to focus limited resources on Incorporate sustainable transportation into campus mas- changing(e.g. athletics, commuting recruiting, patterns, international which is travel, the primary and research). focus of ter planning process • end of the chapter. Transport of goods and services to campus isthis not chapter. covered. Long-distance travel is briefly addressed at the to reducing climate pollution from the transportation sector restsThe National on a “three-legged Resource Defense stool” of Council’s cleaner cars,(NRDC) cleaner approach fuels An integrated campus climate action plan would address 43 By breaking - the larger puzzle of commuting down into these three areas, pus policies related to public transit, carpooling, car-sharing, campusand reductions advocates in vehicle can design miles a manageabletraveled (VMT). initiative for each alternatives to single-occupancy vehicles (SOVs) through cam as inexpensive parking. As you develop your campus trans- walking, bicycling, and especially, changing SOV enablers such Campusof the three Commuting “stool legs” (see chart on following page).

portationDraw strategy,from the consideroutstanding the transportationfollowing: demand can be framed in four categories that will be addressed in this Perceived barriers to reducing emissions from commuting • are summarized in Transportation & Sustainable Campus management (TDM) practices of others, many of which chapter: are detailed in the TDM Encyclopedia by the Victoria 42 CalculationsCommunities done by by Will Environmental Toor and Spenser Building Havlick. News (EBN) Others; • Cost of alternative transportation programs (sections 4.2 “Driving to Green Buildings: The Transportation Energy Intensity - 4.4, & 4.7) of Buildings”; Alex Wilson with Rachel Navaro, September 1, • Partnership with off-campus agencies (4.1, 4.8, 4.9) 2007 43• http://www.nrdc.org/energy/ene_08062501.aspCommuter and traveler motivation (4.10 - 4.13) • Communicating with commuters (4.10, 4.11) 70 also motivate commuters. Such ideas as carpooling and car commuting, frame the issue in the larger context of the cam- sharing have been around for so long that many people re- pusTo generate community. financial and popular support for alternatives to gard them as worn out. But recent innovations and increased interest in these areas are scoring big successes. See Sections Reframe transportation as an equity issue 4.4 and 4.11. The campus may forge partnerships with local transportation Telecommuting and distance learning Consider encouraging students to eliminate commuting en- bothagencies the campusto find ways and theto use transit funds agency more mayefficiently. be able By to sharing accom- tirely. E-learning has soared in popularity over the past few costs for new routes that fill student transportation needs, years. Nearly one in four students take at least some college only students, additional public routes promote more consis- courses online, up from one-in-ten in 2002. There are plenty tentplish ridership their goals and at generatea savings. additional Unlike private revenues routes to thatmaintain serve and expand the system. Sections 4.1 and 4.9 discuss partner- public four-year colleges offer distance education.44 ships with transit agencies. of programs to choose from. According to the DOE, 88% of materials as part of a multi-pronged plan to expand Presidentcollege If reliable, convenient public transit were in place, an institu- access,Barack fundsObama which pledged should $500 spur million more for innovation online courses in support and tion that is concerned about keeping costs low for students of the e-learning trend. by the local transit agency) and charge for parking. Many - commutercould provide schools free transitare concerned passes (perhaps that some subsidized students are in part un- force of today, e-learning may be particularly appropriate. able to rely on public transportation due to tight schedules ManyIf students companies want better require preparation employees to to join enroll the in mobile e-learning work - ing skills and knowledge. that include jobs, family and school. Perhaps these schools courses while on the job to keep current on the rapidly evolv Somecould studentsprovide financial may decline aid for the student free transit transportation. pass and rely solely on parking. In these cases, the money that the school would telecommuting. This is not surprising given studies of remote Additionally, over half of U.S. companies allow some form of students may rely on transit most of the time, but park some more productive.45 Employers are beginning to understand ofhave the paid time. for To a addresstransit pass these could cases, be the applied cost of to daily parking. parking Other workersthat increased at American agility, Expressreduced show costs thatand theyenhanced can be business 30-40% might be reduced to a certain number of uses per semester. -

To discourage carbon emissions, the cost of daily parking whilecontinuity removing can flow large from capital encouraging and operational telecommuting, costs from actu passes should exceed the average amount the school pays for ally strengthening a business’ competitiveness and resilience each transit roundtrip. Students who are unable to pay more the bottom line. Gartner Dataquest estimates that 25% of Subsidies could be provided based on such factors as employ- employedUS employees in roles worked appropriate from home, for telecommuting;at least once a week removing in in order to park all the time, would apply for financial aid. these2007. commutersAnother study from estimates daily travel that could 33 million drive Americansdown oil im- are in from parking could then be used to partially fund the free transitment, family passes schedule, for students. and financial need. Revenues brought ports by 25% and reduce carbon emissions dramatically, with Communicate that parking is expensive and unnecessary Examplesthe added inbenefit section of 4.5increased discuss productivity. telecommuting and distance The provision of parking enables reliance on single-occupan- learning further. cy vehicles, exacting more cost in terms of land, maintenance, and environmental impact than its value. Where parking is Predict and prepare for growth in the future inexpensive or free, and easy to access, private cars are an There is no simple, fool-proof solution to the challenge of attractive way to get to school. Although we are not suggest- funding alternative transportation. Like climate change itself, ing wholesale elimination of parking on campus, conventional this is a complex challenge for which a variety of options - provide progressive approaches to parking for university stances of each locality. Since every campus is unique, with communitiesassumptions aboutthat actually parking improve are just campusthat; sections access 4.2 and to mobil- 4.4 awill unique have setto be of combinedlocal resources in creative to draw ways upon, that the fit portfoliothe circum ity when implemented in concert with integrated alternative of appropriate alternative transportation options that each transportation programs. Sections 4.5 and 4.6 include ideas campus nurtures must also be unique. for community colleges in particular. Several factors determine which alternative transportation Provide commuters with more attractive options modes, vehicles, and fuels will be appropriate for a campus. Average commute distances, use of highway or local roads, has proved successful in reducing commuter emissions is to 44 U.S. Department of Education, National Center for Education Statistics rewardReward facultycommuters and staff for using for choosing alternatives: to walk, One bike, approach carpool that or (2008). Distance Education at Degree-Granting Postsecondary Institu- use public transit. While cash rewards may be the most effec- tions: 2006–07 (NCES 2009-044) 45 Home Warriors; The Economist, July 25, 2008 tive, increased flexibility, meal discounts, and other incentives 71 proximity and access to mass transit, and availability of re- 4.1 Public transit agencies are unwilling or unable fueling infrastructure are all key considerations. to cooperate on public transit solutions to campus- commuting challenges. strategic infrastructure and long-range master planning Transportation considerations are part of an institution’s - expectations, as well as the possible future scenarios for fuel When such a barrier arises, it’s easy to assume that the trans pricesshould and guide transportation decisions, accounting options. Carefulfor a university’s long-term growth invest- portation agency is just protecting itself or that its leadership ments in transportation options will help make the university such assumptions may be well founded, testing them will be cares little for your campus’s community issues. Although robust in the future. well worth your time.

Start by developing personal relationships with the key decision makers in the transit agency. Take them to lunch. With genuine interest, ask them about issues confronting their agency. Develop an understanding of the factors affecting their service and their decisions. Their knowledge will Examples of initiatives that ﬁt into each of these three categories

Cleaner Cars Cleaner Fuels Reduced VMT

Provide better parking Build a vegetable oil Provide free passes on locations for high processing operation regional transit for all fuel-eﬃciency vehicles where the campus employees and students community can bring On-Campus raw oil and purchase Initiative processed oil

Sponsor tire pressure Use bio-diesel or Develop and sponsor checks for student electricity for all easy access to campus- vehicles before holiday campus buses and wide technologies that breaks shuttles allow people to connect for carpooling (e.g. Zimride) Provide public charge points in prime parking locations for plug-in electric vehicles

Local Partnership Partner with local Host community Organize eﬀort to Initiative goverment to prepare events to educate advocate for legislation the region for electric commuters about that provides incentives vehicles regionally appropriate, or mandates for clean fuel options transit-oriented development and mass transit funding

72 4.2 The campus has more than enough parking spaces and does not plan to invest in any new parking facilities. We cannot reallocate money that was set aside for parking investments to go instead toward managing campus transportation demand.

4.3 Because low tuition and fees are paramount, campus leaders regard student fees for on-campus parking as unacceptable. As a result, students have very little incentive to find alternatives to commuting in a single occupancy vehicle.

4.4 Using parking revenues to finance alternative transportation programs is unsustainable; as the alternatives attract more riders, revenues for the probably inform your efforts. You may be able to offer sugges- alternatives decline. tions and support, though be circumspect about offering your ideas; be careful not to appear to be telling them how to run their business. alternative transportation systems with sustainable revenue models,The crux which of issues could 4.2 include to 4.4 is diverse the need sources. to finance Also, campus these bar- - riers reveal that traditional sources of money for alternative dix G) they will soon understand that you appreciate their transportation, revenues from parking permits or the parking If you employ active listening in your conversations (Appen- budget, are not always perceived as viable. tively suggest ways in which your respective resources and situation. That’s the point at which you can begin to effec Cited early in this chapter, the Toor/Havlick book summarizes also transport non-campus people). needs might be better coordinated (e.g. some campus buses a variety of options for funding transit passes: Look for other potential partners, maybe hospitals, retail as- Student fees, which usually requires a vote by the student sociations, or other large employers, who may also be inter- body • ested in alternatives to single-vehicle commuting. General fund, though there is often great competition for this money • - people and other potential partners, you can begin to work cially where parking has been free • Parking revenue, which may be politically difficult, espe withWhen them you’ve to developdeveloped creative strong solutions. rapport with You themight agency convene Charges to auxiliary departments, essentially a “head tax” a workshop of key well informed people from each of the with which separate departments cover the cost of transit • potential partner organizations to work through their various passes for their employees needs and how they converge for mutually advantageous solutions ‑ solutions you may not have considered without the may have less impact. • User fees, which may secure47 approval most easily, buy help of the others. Chapters seven and ten of The Necessary Revolution46 will be helpful in thinking about how to proceed A dedicated student fee to cover the cost of transit passes with such a partnership conversation. for all students is the most common revenue source, more common than the use of parking revenues. The amount that The kind of partnership you will be developing can be very a college or university generally pays to a transit provider for attractive to such funding agencies as your state and federal - departments of transportation or other local, state and fed- vidual student would pay to purchase a pass directly. Thus, each student is significantly lower than the amount an indi eral agencies. Together, you might even take the bold step of by paying for this service through a student fee, students who initiating a measure for the local ballot. student fees arises from the concern that all students will use transit achieve significant savings. The argument against At last resort, if you seem to be getting nowhere in your at- pay the fee but that not all students will use transit. But this tempts to work with the local transportation agency, consider argument is equally valid for other types of student fees. For hiring a mediator. example, all students pay for the athletic facilities but not all

tends to balances out when each student chooses to use some ofstudents the services use them. that Overall,have been the paid distribution for by all of students. student fees 46 Peter Senge, Bryan Smith, Nina Kruschwitz, Joe Laur, Sara Schley, The Necessary Revolution (New York, Doubleday 2008) 47 Transportation & Sustainable Campus Communities by Will Toor and Spenser Havlick, 2004: 111-112

73 from the general fund or from parking revenues than to create aIn designated the long run, fee it or is fund usually for moretransit. difficult Because to securetransit moneywill have Colorado State University to compete with other needs for general fund money every must,Similarly, by law, CSU pay does for not itself.” subsidize That means parking that with students, general em- funds year, the general fund may be an unreliable source. Also, as ployeesbecause andof state visitors law, whowhich park says, on “Parking surfaces onbuilt state and property main- fuel prices increase and more people decide to ride transit, parking revenues are likely to decrease, making this a some- receive university funds; it operates solely on revenue from what unpredictable source of funds. That said, both of these tained by CSU have to pay to park. Parking Services does not sources are often helpful for getting a transit program started goes back into building and maintaining parking spaces and or for supplementing revenues from fees. While each has it enforcingpermit sales, parking meter regulations. parking and parking fines. That revenue drawbacks, they should not be overlooked as possible funding sources. -

While a universal fee is more likely to result in increased parkingA campus spaces flyer onhas parking been on fees the providesrise, outpacing the following the current infor transit ridership, user fees and fees from auxiliary depart- mation, ìCosts are going up: The simple cost of maintaining ments may be a good option for funding passes for faculty and alone has increased about 25 percent. staff, especially when funding passes for all employees is not Parking Services revenue. Since 2003, the cost of asphalt

Therefinancially is often feasible. political opposition to harvesting money direct- visitorDuring permitsfiscal year and 2006-07, meters. Thistotal budgetrevenue covers is estimated the cost to of be lotabout repairs, $3 million construction from all and sources, maintenance, including and fines, the permits, cost of in combination with parking privileges may help to alleviate thisly from concern people to whosome don’t degree. rely Foron transit. example, Selling one package transit passes may police.colostate.edu/parkingfees.pdf offer an unlimited transit pass with twenty days of parking managing and staffing the campus parking operation. http:// per semester and another package may offer a transit pass for three days a week and parking for two days a week. In the long run, consider incorporating transit passes into employee wereCalifornia re-allocated. State University Carpool parking spaces are available for At CSU, Sacramento, the physical parking spaces themselves- ing structures and lots. The carpool must be registered with However,benefits packages when one to places encourage transportation increased ridership.in the larger con- studentsthe parking and department employees andon the a carpool first floors permit of certain displayed. park To text — the whole system of the campus community — the support those interested, the university website links to a free carpool matching system exclusively for Sacramento State For example, in areas with well developed public-transpor- students, faculty, and staff. Success statistics for the program tationmeans systems, to more efficientlystudents and use faculty available may money not be often aware emerges. of the are at l personal savings they could generate by limiting car use and ownership. If a convenient, multi-pronged transportation http://www.csus.edu/aba/utaps/sustainability.htm program were available through one monthly fee for car shar- transit use, vanpooling, and other options among employees. ing, bike sharing, emergency rides, and public transportation, Use tax-free “transportation fringe benefits” to incentivize

where they need to go for less money. Employers can allow employees to use pretax dollars to pay students and faculty may find that they could actually get forColorado transit State passes, University vanpool fares, and parking. SmartTrips™ Examples

There are precedents for reducing or eliminating parking provided assistance and incentive to employees at CSU, Fort ServicesCollins, to and forego Hartshorn the escalating Health Servicestraffic congestion provide an on employee and effectively raises parking fees, but not to fund alternative around campus. SmartTrips™ helped the University Parking transportationsubsidies (for maintenance directly. and administration costs). This transportation benefits package. The package included a matchingfree Guaranteed services. Ride Employees Home Program, also receive DriveLess information Challenge on - howincentive to get program, around town PassFort and buscampus passes without and carpool/vanpool driving. sityEmory were University reallocated to support free and low-cost transporta- tionFunds alternatives. subsidizing These faculty alternative and staff parkingtransportation at Emory options Univer are also funded by outside sources, including grants, university discretionary funding, and public-private partnerships with “It’s important to give employees options for their commute local groups and local/state/federal government support. The qualityto CSU andof life implement and encourage alternative alternative transportation transportation,” programs said parking rates paid by employees are used solely to cover the as a benefit to them. We want to do our part to improve our costs of providing parking, including operations and parking- Services. structure debt service. The parking rates themselves are not Cindy Leinweber, Assistant Director for University Parking used to subsidize other transportation initiatives. communitypartnership.org/view/faqs/view_cat/&catid=8 and student employees participated in SmartTrips™ pro- http://clifton In 2002, surveys showed that 10% of the 6,950 faculty/staff 74 York system provides an online calculator to help students - determine how much they can save by taking classes on- ticipantsgrams, with shifted 54% from of those driving participants alone to otherreporting modes a change such as l bicycling,in their travel walking, habits. carpooling, Data showed teleworking that 15.3% and more riding par the bus. Employees who changed their travel habits saved 453,284 Concernsline: http://sln.suny.edu/sln_dlcalculator.htm that faculty and administrators commonly raise miles over one year, reducing traffic congestion and parking againstThe online cost of learning course developmentinclude: is too high problems around campus significantly. • Faculty do not have the technical skills they would need Note: Beginning in 2009, employees can be reimbursed up to • Online courses add significantly to faculty’s work load $20 per month for biking to work. The Emergency Economic • Stabilization Act of 2008 (P.L. 110 343), added qualified These• Online concerns teaching can beis inferiorvalid where to face-to-face an online teachingteaching pro- business/businessCaseStudyDetail.aspx?caseStudyID=10bicycle commuting reimbursements to the types of qualified gram is not yet set up and supported adequately. However, transportation fringe benefits. http://www.smarttrips.org/ each concern has been remedied in schools with high-quality 4.5 Academic administrators question the efficacy online course programs that have been underway for a few and quality of distance learning. Skeptics” read the article with this title, by Thomas Benton years. For advice on “Online Learning: Reaching Out to the Distance learning, also called online learning and e-learning, is growing in popularity. Although some faculty members /). Benton in the Chronicle of Higher Education (http://chronicle.com/ do not accept the value of distance learning, demand and emphasizes the importance of collaboration between faculty, article/Online-Learning-Reaching-Out/48375 support for it is becoming more widely accepted. In a 2008 technology staff, and librarians. He also recommends that courses include both classroom time and online time. survey of chief academic officers, nearly 80% agreed that students.online courses48 Research meet studenton the topic needs of foronline flexible learning access, has and shown For specifics about how to manage the costs of online course thatalmost it can 60% be agreed at least that as effective it is the bestas traditional way to reach classroom particular Does it Cost?” by Judith V. Boettcher in Campus Technology development, read “Online Course Development: What lectures and discussion sessions. When interactivity and personalized learning styles are incorporated into online learn- (http://www.campustechnology.com/Articles/2004/06/ ing modules, many students perform better than they do in 1). Boettcher outlines three phases of Online-Course-Development-What-Does-It-Cost. traditional classroom settings. For more on the effectiveness - aspx?aid=39863&Page= of distance learning, see the resources listed below. ture and course model development, and institutionalization online learning programs: institutional launching, infrastruc Distance learning is less carbon-intensive and often more and refinement. Since the field of online learning is now in the cost-effective than traditional classroom learning. In terms of third phase, schools just beginning to launch a program can energy consumption and carbon dioxide emissions per stu- on the experience of other schools. Just a few years ago, the pathprogress would smoothly have included through more the first confusion two phases and have by drawing required for the environment than traditional classroom courses. The more staff time. differencedent, online is courseseven greater are significantly for courses moreat commuter efficient schools. and better - Even classes with regular, in-person meeting times, can puting, travel, accommodations, and campus site impacts be- include online learning to improve student comprehension tweenOne study online considered courses anddifferences classroom in paper courses consumption, and found that com and performance while reducing environmental impact. This the latter three have the largest impact on carbon emissions.49 hybrid approach can help alleviate faculty concerns, reduce Additionally, the cost of energy for classrooms operations the number of classroom meetings with their associated costs and emissions, and reduce paper and energy use for photo- higher per student than it would be for an online course. copying. is high; when buildings are inefficient the cost can be much Many community colleges, where enrollment is on the rise, As mentioned in section 4.3, an increasing number of busi- do not have enough classroom space to accommodate the - fessional development and training. Therefore, students who nesses are incorporating e-learning into their employees’ pro save the costs of building new facilities. For students who have experienced online learning will better succeed in the wouldincreased otherwise demand commute for courses. to campus, Online learningdistance is learning a way to can workplace than those who unfamiliar with online learning. Examples 48 also Allen, offer I. Elaine significant and Seaman, cost savings. Jeff (2008). The Staying State theUniversity Course – ofOnline New Education in the United States, 2008. Available online at http://sloan- Gas price volatility and affordability of education consortium.org/publications/survey/pdf/staying_the_course.pdf With the rise in gas prices in 2008, enrollments and requests 49 Towards Sustainable Higher Education: Environmental impacts of for online programs spiked for community colleges and uni- campus-based and distance higher education systems. Summary and versities across the country. Savings in travel costs became full report available online at http://www.nwf.org/campusEcology/climateedu/articleView.cfm?iArticleID=76 selling points in marketing materials for online programs,

75 lege facilitates municipal commitments and planning sessions which provided an online calculator to help students deter- to reduce carbon emissions, especially for smaller cities and minesuch ashow the much State money University could of be New saved York’s from Learning taking coursesNetwork, towns. Getting students involved in climate-related service from home. coax this progression. Chapter 5 goes into more depth about “Blended” courses are experiments in mixing in-person ses- theprojects types with of partnership community arrangements. partners is often an excellent way to sions with online meetings. “Instead of coming to class three times a week, you might only need to come two times a week Your strategy for reducing commuter miles travelled should if you have a blended program,” said Frank Mayadas, director - muting alternatives and providing incentives for people to use education. thehave alternatives. two central Heretenets: are increasing several components access to convenient, to consider com for of the Alfred P. Sloan Foundation’s grant program for online

due to gas prices, its courses are already designed to mini- Increasingeach of these access central to tenets: convenient, commuting alternatives mizeThe University drive times. of PhoenixCourses didmeet not once report a week an enrollment for four-hour spike Serve student employment centers sessions and textbooks and library services are delivered • • Offer virtual services to support telecommuting online. “I wouldn’t want to say we built anticipating the gas • Offer distance learning ofcrunch,” virtual said services.” William J. Pepicello, Phoenix’s president, but it • InstallOffer bicycle-sharing bike share stations programs had less impact on the Phoenix since “we have a wide variety • InstallOffer car-sharing covered bike programs racks t/964/ • http://chronicle.com/article/Gas-Prices-Drive-Students- Providing• incentives for people to use alternatives Resources from driving to public transit and car-sharing; and • structureUnderstand incentives the price accordingly. elasticity among Base studentsresearch isto criticalswitch

portal.acm.org/citation.cfm?doid=986213.986216Zhang et al. (2004). “Can E-learning Replace Classroom the socio-economic situation on campus is essential to Learning?” Communications of the ACM, 47, 5: 75-79. http:// designingas campus effective layout is incentive not homogenous. programs. Understanding Create a promotional competition among classes, teams, Real Thing.” New Scientist, 18 February, 2009. or fraternities and sororities to use more bikes, transit, newscientist.com/article/dn16624-itunes-university-better-Callaway, Ewen (2009). “iTunes University Better than the • carpooling, and walking than-the-real-thing.html http://www. Create a scholarship fund with points earned by transit use, walking and bicycling 4.6 Because we are a non-residential school, • commuting causes most of our carbon footprint. and premium parking spots to carpoolers • RewardPromote students ridesharing with by free giving or discounted parking pass alternative discounts The nature of student life at most community colleges and transportation if they pledge to reduce or give up auto- • technical schools positions these campuses to be pioneers in the challenge of tackling emissions from commuting. Without ripon.edu/velorution/index.html) mobile use (see Ripon College’s Velorution - http://www. focusing on carbon emissions, these schools are already associated with reduction of vehicle miles travelled. For example, 4.7 Campus administrators oppose use of campus funds or students fees to offset carbon emissions generated by commuting. proximity to home and work is often one of the major reasons butthat instead students require elect to cooperation attend specific and collaborationcommuter colleges from com-in the munityfirst place. partners, Further potentially reductions including cannot be transit made authorities, in a vacuum planning agencies, local employers, sponsoring organizations carbonCarbon offsetsoffsets andare anthe excellent means to way offset to reduceGHG emissions an institution’s through and voters. overall carbon footprint. Chapter five offers an overview- of formed about offsetting then they are more likely to agree to Community colleges are local centers of leadership. Those purchasethese financial them. tools. If administrators are thoroughly in that have made a public commitment to the reduction of carbon emissions have taken an important step as leaders Administrators looking for offset funding can consider allo- in addressing the climate crisis. In order to make progress toward reductions from commuter vehicles, campus leaders will need to build coalitions and advocate for local part- oftencating used some to or fund all revenuecampus fromtransportation parking and programs. traffic violations. Designa- nerships. It will help if the community also makes a public tionMoney of acollected percentage from of campus each parking-ticket parking and revenuestraffic violations to pay is commitment to reducing greenhouse gas emissions. It can be for carbon offsets would both manage the campus carbon a natural progression that climate momentum at the local col- footprint and raise awareness of carbon emissions from driv-

76 ing. Because commuting generates this revenue, there may be more support for using it to remedy problems caused by commuting. Also, since charges for violations are generally other car-share providers (Daren Everson, “Zipcar Goes to accepted, using the revenue from these charges to pay for College,” The Wall Street Journal, August 22, 2007. http:// carbon management does not constitute an additional charge Foronline.wsj.com/article/SB118773675721104581.html). faculty, staff and other daily commuters, carpooling can to students or employees. offer a viable alternative to driving alone. Carpooling programs work especially well when carpoolers are given such In many cases, when purchasing carbon offsets, the purchaser incentives as closer parking places, discounts at local busi- can choose what sort of offset program those offsets go to nesses, discounts and rebates on parking passes, occasional support. If a campus is purchasing offsets to offset their own free parking, and access to emergency rides. transportation emissions then they might be interested in making sure those offsets go to support a transportation With a bit of creativity, logistical knowhow, and marketing, emission mitigation program. An example of this is College these alternatives to driving single-occupancy vehicles for daily commuting and student trips can succeed. Many students are pleased when a school provides viable alternatives www.carbonoffsetsdaily.com/press-release/college-of-the-of the Atlantic’s purchasing of offsets to help reduce carbon because they regard owning and maintaining a car as an emissions at truck stops throughout the United States (http://m). and other popular destinations, and providing rides to distant Currentlyatlantic-to-help-reduce-truck-stop-emissions-15765.ht there are not many examples of institutions de- homesexpensive can hassle. alleviate Offering the need express for students shuttles to to bring nearby a car cities to campus. carbon emissions through offsets. This is an area where interestedveloping specific institutions plans haveto fund the and opportunity mitigate transportationto participate in As for human-powered transportation, an increasing number public discussion, take the initiative to experiment, and lead of campuses have begun to provide bicycle-sharing programs. in coming up with viable solutions. The basic idea is to provide bicycles to the campus community for personal transportation at little or no cost to users. Resources: There are several variations of these programs, including electronic bike sharing, bike collectives, bike libraries, bike - rentals, and bike promise. The program that works best is - dependent on such factors as campus location, student popu- tions,The American nuances Collegeand questions & University to be considered Presidents’ when Climate campus Com lation, and proximity of local bike shops and their willing- mitment Voluntary Carbon Offsets Protocol describes limita www.presidentsclimatecommitment.org/resources/guidance-documents/offset-protocol)programs have the opportunity to Notegenerate that offsets.colleges (http:// abiding ness to participate in a bike-sharing program. The University by this protocol generally cannot use RECs to offset emissions universitybikeprograms.org/).Bike Programs website has excellent Successful information adoption and of bestsuch from transportation since RECs are used only to offset emis- programspractices on depends these different mostly on types the availabilityof programs of (http://www. bike parking sions generated by the electric grid. Chapter 5 of this guide gives more examples and discussion of RECs and offsets. or no participation cost, and safe and plentiful bike paths. Infrastructure Barriers. (preferably covered), availability and ease of bike service, low / 4.8 The campus has no access to public - The Yellow Bike Project (http://c2.com/ybp ) was Portland, transportation. Oregon’s original 1994 program to provide people with ac cess to free bikes. It was the first community bicycle-sharing When public transportation is not available there are still circumstances.program in the TheUnited general States. idea Since is that then, bikes a number are collected of cities a number of ways to encourage students and employees to fromand college donations campuses or purchased have adapted in bulk Portland’s at a low cost, idea painted to their reduce their individual vehicle miles travelled. Bicycling and with a signature color or pattern, and provided free of charge walking can be attractive and safe options in communities to members of the campus community. In some cases, stu- where streets near campus are less busy. In contrast, where dents and employees are required to check the bikes out the streets are busy and crowded, students and employees may relish the opportunity to ride on a campus-operated students who pledge to leave their car at home may be given - using their campus ID (electronic bike sharing). In others, strating that shuttles, carpooling, and bike sharing programs approach, bikes are kept at outdoor stations where anyone canshuttle be successful instead of evendriving in rural(reference and suburban section 4.9). areas, By campuses demon a bike for the semester (also called bike promise). In a third can lead the way to public discussion and support for trans- incomplete list of bike-sharing programs in North America portation alternatives in the wider community. seecan borrow and return them (basic bike-sharing). For an s. Car-sharing programs that offer occasional use of a car for er- http://www.universitybikeprograms.org/wiki/index. rands and local trips have also become popular with students Aphp?title=List_of_Bike_Program successful bike-sharing program requires a system for because they alleviate the need to bring a car to campus. registering, tracking, repairing, and checking bikes for safety. Many campuses now have partnerships with Zipcar and It also should have an information system to help educate

77 Luther College recently started a bike share program that allows students to check bikes out of the library.

users about bicycle maintenance and general riding safety. Also a mechanism for continuity in running the program is evaluated and extension of the service decided upon. essential. In many cases, students create these programs and At the end of the pilot year, the program’s success will be - student groups who are piloting such a program will need a free-express-bus-home-program/) long-term staff partner to help manage the ongoing adminis- (http://sas.buffalo.edu/beconnected/general/new-ub-car

bikes.msu.edu/) bike-sharing program is a great resource fortration. general Michigan bike-sharing State University’s program information, MSU Bike’s such(http://www. as safety, Princeton University, Princeton, NJ parking, leasing, and servicing. JerseyPrinceton Transit—expected provides the “TigerTransit” to scale back shuttle in the comingto students years— and supports its operating costs. Partial matching funds from New Examples biodieselhelped initiate and incorporates the program, bike which racks, services enhanced the Princeton accessibility Targeted shuttles operated by the campus to connect to campus and surrounding community. The fleet runs on B20 nearby cities and towns can be effective. “Informationfeatures, and ais GPS key. trackingBy making system transfers, with apeople web interface. could really get around this town,” said Borough Administrator Robert - tationUniversity Services at Buffalo, is operating The State a pilot University “Express of Bus New Home” York ser- vehicle.” - viceFor the on select2009-2010 weekends academic and holidays. year, UB’s The Parking service and provides Transpor transit.htmlBruschi, “A really specific need is being addressed by this transportation from campus to one stop in three neighboring http://www.princeton.edu/transportation/tigerp

http://www.towntopics.com/oct1409/story1.ph cancities also and purchase a direct serviceone additional to Penn ticket Station for in a Newfriend York or familyCity. It Northwestern also employs positioning technology in their member.is available The exclusively university to contracts UB students, the charterfaculty, serviceand staff, with who Northwestern University D&F Travel, Inc. Tommy Smithburg said, “The fact that it updates times au- tomaticallyshuttles. Associated if a shuttle Student is arriving Government early or Vicelate isPresident one of the

rides home on weekends and for holidays,” said Maria Wal- com/2009/10/50268/keeping-track-of-new-shuttle-technol- “UB has had such great demand from parents and students for ogy/)best features possible.” (http://www.northbynorthwestern. excited that we found a way to meet student demand while lace, Director, UB Parking and Transportation Service. “We are Carpooling programs have become increasingly attractive vehicles.” and prevalent, requiring practically no capital investment for decreasing our campus community’s reliance on personal go into awareness campaigns, networking programs to help the university while significantly reducing emissions. Costs 78 carpools to form, and administrative costs for carpool parking permits, if the university chooses to use such tools. Several universities have implemented carpool programs and online allowsUniversity students, of New faculty, Hampshire and staff to sign out a bike and acces- matching services over recent years. The University of New Hampshire’s “Cat Cycle” program All bikes are single-speed “cruisers” equipped with a lock, fenders,sories for a exclusivebasket for short-term cargo, and use back-pedal (up to one brakes. week The at a bikes time). Cornell is a featured case study in Transportation & Sustain- can be used on or off campus, but only a limited number are ableCornell Campus University Communities by Will Toor and Spenser Havlick available, so there is often a waiting list. The program is man- given discounts on their parking fees. Carpools that are large free of charge, as long as the bikes are returned on-time and enough(2004). earnFaculty rebates and staff and commutersmembers of who these form carpools carpools are areactu- inaged good by shape.the university’s transportation services and is offered ally paid for their avoided emissions. Individuals do not have to commit to carpooling long term; Cornell offers a thirty-day trial period. This option makes the carpooling commitment - less daunting for people who are uncertain if it could work Emory University for them. Carpoolers can also count on a variety of support- SouthBike Emory —manages — a unique a bike partnershipshare service between for students, Emory faculty, Uni ing services to alleviate issues that can arise, including an andversity, staff national to easily partner access Fujibikes Bikes, once and they local get topartner campus. Bicycle Bikes emergency ride home program, occasional personal parking are offered for daily use only and cannot be kept overnight; privileges, night-safety shuttles, and a campus-to-downtown they can be checked out and returned at multiple locations express bus at lunchtimes. around campus. There is no charge to check out a bike, and a helmet is required. The program supports alternative trans- Zimride portation to campus, especially for those whom cycling to Zimride, a proprietary online ride-sharing program, leverages campus is impractical. a valuable, pre-existing transportation asset of universities - als commuting to similar destinations on a regular basis. and corporations: a trustworthy network of linked individu Western Carolina University - through its links to Google Maps and online social networks The Yellow Bike Project, a student-led initiative modeled after likeSince Facebook. its launch A in mobile 2007, phoneZimride interface has become that wouldpopular facilitate mainly bicycles,the original repaired Portland them, project, painted was them recently yellow, launched and distributed at West themern Carolina across campusUniversity. for Studentall students, volunteers faculty, gathered and staff donated to freely works. use. Yellow bikes are not checked out or locked up; they are real-time ride-sharing (think “e-hitchhiking”) is also in the Zimride is partnered with Zipcar car-sharing services and serve basis. Thus far, the program has not experienced bike together they provide colleges and universities with an inte- abuseavailable or theft,unlocked and atBibeka designated Shrestha racks of theon aSmoky first-come, Mountain first grated transportation solution. At the time of writing, Zimride - in late August, a new bike culture has quickly sprung up vices within a private network and interface for members of News writes, “Ever since the launch of the Yellow Bike Project charges universities $9500 a year for carpool matching ser smokymountainnews.com/issues/09_09/09_09_09/fr_bor- - rowing_bikes.html)around campus at Western Carolina University.” (http://www. the community. Over 25 public and private institutions have signed up, including Cornell University, Eastern Kentucky Uni- Resources versity, Moraine Valley Community College, Purchase College, State University of New York, Stanford University, UCLA, Uni versity of Michigan, and University of West Virginia. Zimride blogspot.com/ has demonstrated 20% carpool adoption and savings of over The Bike Sharing Blog by MetroBike: http://bike-sharing. Additional500,000 lbs carpoolof CO2 and program $200,000 examples: in vehicle operating costs. Carpooling software to build customized, online carpooling - tation/carpool/index.html Emory University http://transportation.emory.edu/transpor programs for universities: Sacramento State startup-bets-that-social-networking-will-spur-36381.htmlZimride: l http://www.nytimes.com/gwire/2009/07/29/29greenwire-m http://www.csus.edu/aba/utaps/carpooling.htm http://www.zimride.com/university_carpool_syste w http://www.zimride.com/zipcar x San Jose State University http://as.sjsu.edu/asts/index.jsp?val=carpool_overvie - Rideshark: http://www.rideshark.com/CampusEdition.asp tation/programs/carpool.htm University of New Hampshire http://www.unh.edu/transpor Bicycle sharing can be a useful alternative for getting around the local area.

79 4.9 There are no direct connections between transit If a partnership arrangement with a local transit agency is routes and campus. not viable, another option to consider would be a campus- sponsored shuttle to connect with local transit stops. This approach has been especially successful for community colleges near well-developed transit systems. As major employers and local business drivers, colleges and universities often wield a significant amount of power and publicinfluence transit, when it it is comes possible to localto drum affairs. up local By emphasizing support and the benefits that could result from improved campus access to ShuttleCirculating services shuttles operate carryunder passengers various models. for short For trips example: along

funding for solutions. Societal benefits include: • can run only during certain hours, such as peak service busy corridors or between major activity centers. They areas and retail zones near campus hours, during special events, for holiday travel between • Reduced traffic and congestion, particularly in downtown campus and airport, or as late-night shuttles for colleges Increased business at off-campus eateries and stores after regular transit service ends. • IncreasedEfficient land revenue use and for parkingthe local savings transit program Demand-response para-transit runs small buses, vans, • Increased community livability through the expansion • • of alternative transportation and consumer choice for services can be effective for off-peak hours and can be or shared taxis on flexible routes and schedules. These • mobility, with reduced emissions as a positive societal lower-density areas. Demand-response also works well more cost-effective than fixed public transit routes in Easier access for the community to attend campus events for providing service to people with temporary or perma- Enhancedco-benefit. social equity through increased accessibility to nent disabilities. • education for all citizens, especially for non-drivers Jitneys can be small buses or vans that carry passengers • • In exploring service contracts and route extensions with on fixed or semi-fixed routes with flexible schedules. the local transit authorities, certain outstanding practices Riders typically pay a fixed fare. Jitney services are self- can strengthen partnerships between transit agency and The financed,costs of shuttle privately services operated are mainlytransit theservices. expenses of op-

university,Aim for for establishing example: multi-year contract terms, amenable shuttle services require subsidies to launch and operate. If the eration: labor, insurance, vehicle maintenance and fuel. Often to both sides. • Each side should provide quantitative data upon which costs include capital cost of vehicles. university decides to operate shuttle services privately, first the amenable terms are based, not to create criteria for • contract termination, but to foster an understanding In seeking how to fund costs, consider the broader commu- between transit authority and university about the nity benefits mentioned earlier and how other organizations may be incentivized to invest, including: benefits, ridership motivations, iincreases and constraints and cost increases for each over party. Regional business associations • Themultiple transit years authority to clarify can what project level estimated Real estate and community developers • Municipalities • attractive or detrimental. This data may be • basedof utilization upon preliminary makes the contract feasibility financially studies Climate Action plans) • Environmental organizations (Clean Cities Coalitions, the university. - funded jointly by the transit authority and • cialPrivate supporter transportation businesses or contractors • Transit agencies as an operations partner, if not a finan are time schedules and mandates that • Theconstrain university how shouldit handles communicate student fee whether there In addition to shuttles, safe walking and biking routes to lo- increases and general fund allocations. cal transit stops improve carbon-neutral access to campus. Both sides must formalize communication channels and Safe walking and biking routes throughout a campus also encourage students to walk or bike, rather than drive, further • interest and concern by the community, especially when transportationagree to provide services joint media become statements popular inand anticipation essential. of pedestrian and cycling considerations in their campus master reducing a campus’ climate impact. Many schools include When there are negotiations, the university can be caught planning processes. In urban areas where there is significant an anxious, vocal student population. Advance, private work with city planners on improving pathways near the pedestrian-vehicle conflict, universities should seek out and communicationsbetween financially between strapped transit transit authority authorities and university and school. Safe routes should be easy to navigate, well-signed, lit spokespersons lets both sides properly prepare to handle at night, and near emergency blue-light phones. Bicycle paths inquiries and comments—as a functioning collaborative should include well-lit, easy-to-use bicycle storage racks at partnership would dictate. either end.

80 To make biking even more convenient, access to free bikes , Little Rock, AR or inexpensive micro-rentals is a powerful enabler. For more about campus bike sharing, refer to section 4.8. University of Arkansas at Little Rock steerUALR the has physical been implementing development its of latest the campus master consistentplan since with Examples: 2003. The guiding principles of the university’s plan are to

presencethe university’s and leadership strategic rolevision, in thecreate greater a vibrant, metropolitan memorable, Littleand safe Rock student-life region. Located experience, in an urbanand expand area, therethe university’s is much Western Washington University, Bellingham, WA - sionsHighly that publicized occur when negotiations collaborative between working WWU partnerships and Whatcom Transit Authority (WTA) earlier this year illustrate the ten apedestrian-vehicle pedestrian safety conflict.report in As 2004 part and of the has student been working safety from principle and alleviation of this conflict, UALR commissioned- payare broken.for universal In 2007, student over bus80% passes of WWU’s and astudents late night voted shuttle to sity will use a distinct paving pattern to help with pedestrian approve a $25-a-term transportation student fee which would guidance,that to upgrade provide its effective pedestrian signalization ways. Specifically at extra-wide the univer road paid WTA bus passes for all students with these funds. crossings, improve lighting at crossing areas, prohibit right- service. Through a contract with WTA, WWU purchases pre- - the system. A proportionate increase of funds from the uni- versityhand turns is striving at high-traffic to ensure intersections, that it is represented and provide in all many Little versityIn early was 2009, expected, WTA had out approved of fairness a 25% to all rate riders. increase Discussions across Rockother municipal specific pedestrian city planning best that practices. affects Additionally, infrastructure the near uni with tensions peaking after WTA distributed key information masterplan/index.php/home/planning-framework/. throughabout these the ratemedia, increases both local soured and betweencampus newspapers, WWU and WTA, before UALR. For additional specifics see http://ualr.edu/about/ Resources: handle questions and concerns from the student population aboutnegotiations fee increases were finalized. and potential This leftservices WWU changes. unprepared Eventually to - factors affecting the travel impacts of demand response tran- ment increases to WTA over a period of three years. These sitShuttle services, Services: including Spielberg feeder and service Pratt to(2004) main describetransit routes, various increasesnegotiations will concluded not be passed with alongWWU in agreeing any fee toincrease lesser payto and special mobility services. It also discusses the costs of students and the university has promised not to cutback the these services. late-night shuttle service. An excellent compilation of university bicycle and pedestrian master plans can bePedestrian found at and Bicycle Information Center: shuttleUniversity service of Maryland, to and from College the Baltimore-Washington Park, MD Inter- plans.cfm. nationalThe transportation airport over department the Thanksgiving at UMD break. has arranged The service a is http://www.bicyclinginfo.org/develop/sample- Socio-Cultural & Behavioral Barriers basis. A university ID must be shown for boarding. free to the university community on a first-come, first-served html 4.10 Commuting faculty, staff and students perceive http://www.transportation.umd.edu/alt_trans/shuttle_bwi. that there are no viable alternatives to driving single-occupancy vehicles to campus. andUniversity has now of begunIowa, Iowa implementation City, IA to establish a unifying frameworkIn 2006, the for University the campus of Iowa as a developedwhole, support a new the master univer- plan 4.11 Although alternative transportation modes have been improved, many commuters don’t use buildings and land, preserve and enhance the unique identity them due to earlier negative experiences with the ofsity’s the educationalcampus, promote mission, a pedestrian-oriented demonstrate stewardship campus, of and alternatives. enhance the quality of the visual environment. The all-encom- passing master plan aims to create a long-term perspective - enced by how commuters and citizens experience alternative principles. The promotion of a pedestrian-oriented campus is transportationBoth of these socio-cultural services. Reliability, and behavior consistency, barriers perceived are influ ofto specialhelp define interest near-term and the project university goals gives that pedestrianadvance these move- safety, and both physical and psychological comfort affect the ment the highest priority for campus travel by providing total psychological response of commuters to various transportation modes. walking commute for undergraduates between classes, and frequentseparation open from and vehicle gathering traffic, spaces no greater along thanthe pedestrian a ten-minute Citizens and commuters also reference the way they perceive pathways. For more information see - ties.uiowa.edu/. - http://masterplan.facili formance.quality and Students convenience and employees in other service expect sectors mobility (e.g. solutions internet providers, 24/7 retail stores) when evaluating transport per

81 that are quick, safe and secure, convenient, clean, affordable, hotline), while at the same time informing administrators and ultimately easily understood and easy-to-use. about service problems and possible solutions.

- synchronize with public transit schedules to facilitate • transfers.Plan schedules Enable to datasupport sharing peak amongst demand the periods service and pro- etc.),All of howthese well aspects the information relate to how design the service provides is provided accessible (ef viders so that planning from a common website for all the information,ficiency of the and networks, the ease quality of exchange of the betweenstations andmodes. vehicles, different transport options is possible.

mobility services for students and employees, especially and perception. This implies enhancing the travel experience • atProvide the beginning discounts of on the public academic transportation year. and other andPleasant removing travel negative experiences connotations. will lead to Well-understood changes in behavior needs, quality delivery, and innovation are the main drivers in providing mobility service successfully. This service-experience • nightProvide ride guaranteed programs), ride-home to eliminate programs anxiety to about ensure being public mindset is indispensable for turning public transport, or any “stranded”transport availability without a personalor to extend car. service hours (e.g. late- other alternative to single-occupancy cars, into the preferred mobility option of citizens. Building on a strong foundation of integrated mobility options, a communication campaign helps create awareness, www. as well as supporting mass transit “advocates” who spread international-sustainable-campus-network.org) is a group of the word about their positive experiences. A recent research The International Sustainable Campus Network (ISCN - report sponsored by the Federal Transit Administration, European universities in Göteborg, Bologna and Lausanne) sharinguniversities best (including practices on Stanford, building Harvard, design, andtransportation Yale, as well and as alternatives“TCRP Synthesis to driving 78: Transit alone Systemsto campus, in Collegeespecially and when University the campus sustainability are different among academic insti- campusCommunities,” makes founda commitment that commuters to educating are increasingly commuters finding and teaching. Many of the network’s challenges and solutions to providing alternatives. similarities on the most important issues. climateedu/articleView.cfm?iArticleID=92 tutions due to their specific needs, but there are also clear http://www.nwf.org/campusEcology/ Targeted communication events to launch and promote inte- case studies and from other transportation design resources. The following list of guidelines was compiled from the ISCN’s- native transport services, provide a better user experience, gratedThe mobility president services incorporating include: statements about trans- reduceThese guidelines the risk of address negative ways experiences to efficiently and eventually implement regain alter portation options in prominent speeches to the campus • community

the trust of deluded riders: prizes when they ride public transit or use alternative complimentary services such as car pooling, bicycle ac- • Raffles where riders are automatically entered to win • cess,Become and a parking. true mobility Develop provider: strategic promote intermodal a full partner-suite of - ships with local transit authorities, bike and car sharing pustransportation cafeteria coupons, (see http://www.nuride.com) scholarship funds, annual celebra- organization, parking facilities, para-transit services, and • tionsRewards for consistentprograms forparticipants, driving less etc.) (gift certificates, cam information providers to reach the campus and facilitate Competitions between departments or classes to movement within and beyond it during the day. reduce VMT • monitor decision-making patterns related to mobility • andRespond develop to user’s a diverse needs, portfolio expectations, of mobility and productslife style: and used to implement these guidelines. services that suits both mobility needs and expectations Section 4.6 includes a sampling of specific ideas that can be related to identity and status. Research: - ent services, using a broad range of different information • Providechannels clear such user as the information Internet, mobile on how phones to use andthe differon-site signage. Feature a prominent weblink to transit informa- ResidentialIndiana University, Location Bloomington, Choice and Transportation IN Mode Shift” tion on the campus homepage or email system. “Transportation Sustainability at Campus Level: Students’l will Create channels for people to receive personalized advice focus on the relationship between alternative transportation and information about their transportation options. http://newsinfo.iu.edu/news/page/normal/10010.htm • and their impact on goals of transportation sustainability. movement between services, and perhaps to track public incentives and students’ residential and behavioral choices • transitProvide usage a common for reward badge programs. or ID to facilitate seamless Harness the power of social marketing by involving students and employees in the improvement of the campus YonghuaSchool of Zou, Public Craig and Harper, Environmental Max Jie Cui Affairs and (SPEA)Courtney associate Bonney, • transport system. Let them to rate the service in real-time professors Diane Henshel and David Good, master’s students

supported by adjunct advisers Kent McDaniel (IU Transporta 82 (texting, Facebook, intra-campus networks, email, phone Resources: tion Services), Rob Fischman (IU Maurer School of Law) and Nicole Schonemann (Office of Service Learning), m - International Association of Public Transport University of Maryland, Sate Park, MD Internationalhttp://www.uitp.org/advocacy/public_transport.cf Sustainable Campus Network: Best Practice — rangeThe university’s of transportation self-funded services, Department including of several Transporta regular Future Challenges (Conference Summary); Network Kick-off andtion specialServices event (DOTS) shuttles. administers, The Campus supports Connections and promotes Booklet a - / f Meeting; Novatlantis; Zurich, Switzerland; April 25-27 2007 http://www.transportation.umd.edu/routes/schedules/Caml http://www.international-sustainable-campus-network.org pus%20Connections/CampusConnections0910.pd faculty,http://www.transportation.umd.edu/index.htm staff, and visitors. It provides an overview of the ser- Case studies: is available during the first week of classes to all students, de Lausanne campus • MethodologiesSustainable Mobility of Analysis on the and Ecole Actions Polytechnique for Sustainable Federal vices offered by DOTS and is also available online year-round. transit provider and the campus parking department in 2002. • DOTS resulted from a merger between a student-managed Mobility, Universitá de Bologna Student Affairs. • Sustainable Communication, Travel and Transportation: It operates under the supervision of the Vice President for Examples from Göteborg University

There are several strategies that can contribute to reducing air miles travelled. The following is by no means an exhaustive list:

Conferences/Meetings Admissions Athletics International Study

Develop high-quality Consolidate travel by Add a surcharge to all Book group travel on video-conference using one round-trip athletic ticket sales to direct flights whenever capability flight to go to several pay for carbon offsets possible and keep cities in the same for travel to away games number of flight legs region to a minimum

Establish campus policy Rely on more alumni and Rely on bus and rail Include carbon to limit the number of parents to meet with travel whenever possible calculations and oﬀsets in trips per year prospective students the study abroad and attend high school experience, either aﬀairs through an additional fee or through service Provide an additional Host webinars with Invest in comfortable, projects travel stipend to question and answer clean-fuel buses to employees who travel sessions for prospective support travel for the by bus or rail to students athletic program conferenes and meetings

Provide awards and Ask students to speak at Give higher priority to recognition to faculty their high schools while companies that can who make an eﬀort to visiting home provide clean fuel buses and participate in and when contracting with organize teleconferences transportation providers

83 Long Distance Air Travel saved for every individual that uses their web conferencing automatically calculates exactly how much CO2 emissions are Although emissions from air travel for campus business are software. It detects the locations of those attending the web meeting and measures the distance between the meeting compelling arguments for bolstering education and aware- participants and the meeting leader, then calculates the exact less significant than emissions from commuting, there are - amount of travel that is eliminated. Applying an algorithm cantly more detrimental to the climate than each local trip that recognizes what means of travel would commonly be takenness of on airline roads. emissions. Also, administrators Each trip taken may byview plane campus-spon- is signifi sored air travel as more of a direct result of campus busi- used for the distance (such as car, small aircraft, large aircraft, ness than commuting, and thus more of a liability or ethical amount for both the web meeting leader and a composite etc.), the Green Meter generates a CO2 emissions savings responsibility. number for the entire event.

Although the scale and complexity of the airline industry is . - beyond the control of each campus, there are organized ef- James M. Powers, Jr, iLinc’s President and Chief Executive Of- ficer, states “By skipping just one traditional business meeting alternatives in the aviation industry.50 It may be useful to and having a Web conference instead a company can signifi educateforts underway the campus to improve community energy-efficiency about this topic and in clean order fuel to cantly reduce its CO2 emissions.” engage them in voluntarily reducing air miles travelled. International study programs can embrace sustainable transportation practices, as well as providing exposure to sustain- 4.12 Air travel is essential to campus business and able lifestyles. professional standing. / Examples The Green Passport Program Thehttp://greenpassport.ning.com overarching goal of the program is to foster education, The university can demonstrate its commitment to sustain- dialogue, advocacy, and action around the issues of environ- ability in every service it provides, considering the following example as an alternative when your university conducts business meetings or hosts a conference. resourcesmental sustainability to “green” their and socialoperations justice. and The provides program students provides withstudy-abroad a variety officesof tools and to lesseneducation-abroad their travel impactsprograms and with to Global Knowledge Training, LLC learn about sustainability while abroad. North Carolina-based Global Knowledge Training, LLC is a provider of training and enterprise learning services for IT Resources and management professionals. It uses iLinc web conferencing software for a number of cost and security reasons. iLinc also offers a “Green Meter” feature, which tracks the environ- u mental impact of its distance learning programs. UNC’s Green Passport Handbook: http://studyabroad.unc.ed

gi_travelchecklist.htmlSustainable Travel International’s Checklist Learning“I hadn’t thoughtat Global about Knowledge. our direct “Now, effect however, on global we warming know pre- http://www.sustainabletravelinternational.org/documents/ ciselybefore how switching our online to iLinc,” programs said Chris help Gosk,the environment, VP of Distance both A list of questions to help travelers understand the environ- for our organization and for our customers. mental impacts of the travel providers they choose.

In offering distance learning to our students for the last six Sustainability Abroad Listserve - - ityabroad ofyears buying we estimateand burning that 15.8we’ve million saved gallonsthe environment of gasoline.” approxi http://lists.livingroutes.org/mailman/listinfo/sustainabil mately 316 million pounds of CO2 emissions – the equivalent This listserve discusses sustainability in college level educa- The iLinc Green Meter™ global-knowledge.php curriculum and student learning, staff training, promotion). http://www.ilinc.com/company/ tion abroad programs (e.g. program design and management, Recommendations on Environmental Sustainability http://www.businesswire.com/news/ 50 Refer to the developing climate change plan of the Inter- home/20070827005368/en NAFSA’s national Civil Aviation Organization (IACO) at http://climate-l. m in Education Abroad: org/2009/06/05/icao%E2%80%99s-giacc-develops-action-plan- http://www.livingroutes.org/resources.ht to-tackle-international-aviation-emissions/ and to the website of GreenSkies for information on efforts by civil society at http:// - Living Routes: www.greenskies.org/ broad http://www.insidehighered.com/news/2009/03/12/studya

84 Middlebury - able/ http://www.middlebury.edu/academics/ump/sap/sustain - As mentioned in section 4.7, carbon offsets are an excellent way to reduce an institution’s overall carbon footprint. Chap ter five gives a thorough overview of carbon offsets and the means to offset GHG emissions through these financial tools. purchases UCLA-CAP proposes additional offsets fee for all airline ticket2

Longhttp://www.sustain.ucla.edu/cap/article.asp?parentid=216 Distance Ground Travel

Consolidation of emissions from long-distance ground travel is another piece of the campus climate puzzle. By discourag- ing the use of single-occupancy vehicles for long trips and providing clean-fuel buses, campus transportation planners can noticeably reduce emissions due to transportation. Trans- portation planners should concentrate on optimizing bus routes and ensuring that ridership rates remain high.

4.13 Long-distance ground travel is necessary for student activities and recruitment.

As a general rule, college students are on the lookout for inexpensive, fun alternatives to the status quo. Thus if there is a convenient way for them to save money on gas and improve the quality of the time they have to spend in a car or bus for break, they are likely to consider it. Here are a few initiatives

Ride-share boards that link with Facebook or other popu- that laryou social-networking could adapt for your sites campus: on campus • Campus-sponsored buses with free or inexpensive fares

• of school breaks Campus-sponsoredthat travel to the closest buses major to popular cities atdestinations the start and for end

• andweekend meetings trips, with such functions as ski areas that or facilitate nearby andmajor give cities incen- • tivesOnline for registries ride-sharing for attending off-campus conferences WiFi-enabled buses or shuttles that enable productive travel times • Resources

Willamette Professor’s idea of a choice for students: driving - broadwhile on campus or studying abroad: http://www.insidehighered.com/news/2009/03/12/studya

85 Chapter five: carbon offsets and associated opportunities

Carbon offsets and renewable energy credits are most cred- This concern is understandable. After all, skepticism is part of ible when purchased as a relatively small but deliberate piece of a comprehensive campus carbon management strategy. Therefore, involve them in the process of considering alterna- - tiveadministrators’ carbon-offsets. jobs When and, for people many, understand this is an unfamiliar how particular topic. pus renewable-energy generation measures as your resources offsets actually work, many accept the value of offsets in the Once you have implemented as many efficiency and on-cam overall effort to reduce greenhouse gas emissions. By explor- smaller, but probably it will not be zero. For most schools, ing the relative value and applicability of a particular offset reachingallow, your carbon campus neutrality carbon infootprint the near will term be willsignificantly require off- alongside your climate action committee, campus leaders may site carbon credits or offsets. be persuaded that carbon offsets can be a genuine means to mitigate GHG emissions. This chapter addresses perceived barriers to the use of carbon offsets in campus climate action plans that we heard from many campus leaders. They are listed and numbered, each followed by a discussion of solutions and, in many cases, ex- typeTwo importantof impact on factors GHG emissionscan strongly desired. influence Those your making choices this decisionof offsets: may location ask themselves, of prospective for instance,off-site projects is our campus and the terms related to this topic, see Appendix J. interested in assisting developing countries with sustainable amples and resources. For definitions of the often-confusing development or supporting the local economy or both? Do we Perceived Barriers want to reduce emissions from electric generation, gasoline

5.1 Campus administrators are wary of carbon Theusage table in vehicles, below will landfills, help a orgroup deforestation? of campus leaders explore offsets. carbon credit options regarding location and societal impact.

Although wary, administrators also are unsure of how to deal discovery phase in the exploration of offsets, with campus emissions that will remain after implementation participants explore possibilities without yet considering In this first and renewable energy sources. of all feasible energy-efficiency and conservation measures limitations. Once your group has established agreement on The table below will help a group of campus leaders explore carbon credit options regarding location and societal impact.

Impact Renewable Building Transportation Methane Carbon Generation Eﬃciency Eﬃciency Capture Sequestration

Local/In-state

Location National

International

86 - rate into your plan, it is time to move to the second phase. Yale-New Haven Community Carbon Fund the types of offset projects you would ideally like to incorpo In the design phase, your group will whittle down your op- Yale is committed to a greenhouse-gas reduction tions to those that align with your aspirations and also meet practical and environmental requirements. This is the point target of 43% below 2005 levels by 2020. To help at which all participants in the offset planning discussion meet this commitment, Yale is creating the Yale- - New Haven Community Carbon Fund. Developed fers a comprehensive and clear synopsis of offset investment jointly by students, staff and faculty, this initiative should read ACUPCC’s Investing in Carbon Offsets, which of will invest in carbon-offset projects within the costs. options. Particularly, see pages 16-17 on evaluating risks and City of New Haven. By partnering with local organizations, the fund will provide home-energy- Understanding offsets efficiency packages and neighborhood tree plantings that will genuinely reduce greenhouse can lead to adoption. gas emissions. These measures also will assist low-income families with the rising costs of energy and complement the city’s greening and administrators is especially important. The group must initiatives. takeDuring a hard this lookdesign at phase,available frankness funds, expertise from financial and enthusiasm, officers and risk tolerance; then balance these considerations with Managed by the Yale Office of Sustainability and the Center for Business and Environment at their aspirations from the first phase. Yale (CBEY), a major component of this project is the educational learning opportunity for both If the group prefers to invest directly in projects or develop - Yale students and community residents. Yale projects locally (or with partners elsewhere), this phase can students will engage the local community and include exploratory discussions with potential project devel opers and site owners. (See section 5.2, 5.3, and 5.5 for more its residents by supporting local and innovative specific information related to investment and development solutions to climate change. The project also will Inof differentcontrast, typesif the groupof projects.) prefers to purchase credits, resale or provide students with a practical opportunity wholesale, this phase will include assessment of the quality to participate in the development of a rapidly evolving carbon market while contributing to creditsand availability for purchase.) of credits that match aspirations identified in national and international dialogue about the phase 1. (See section 5.4 for more information on assessing value of investing in local carbon-offset projects. multiplier phase in By Keri Enright-Kato, A third and final phase could be called the which the group returns to its aspirations and the campus’s Project Coordinator inlarger addition mission to GHG and reductions,searches for which co-benefits will magnify that prospective the value Yale Office of Sustainability offset projects may offer. Co-benefits are positive outcomes, and acceptable in phase two. The group might create a simple solutions.of your offset project to your particular campus. Recall from section 2.1, the value of seeking multiple benefit from single preferences.methodology This to rank could the be options similar they to the have decision identified, matrix by pro- cessweighting described possible in the co-benefits Appendix according D. to their institution’s Co-benefits could include those that are: biological diversity) This type of criteria weighting and evaluation has also been • Environmental (e.g. reduced air pollution or improved used widely by third-party organizations in the publication of

• Educational (e.g. course opportunities, service learning- A Consumers Guide to Retail Carbon Offsets from zens,projects, revitalization student internships, of local farms) or research opportunities) consumer guides to quality offsets (see for example Clean Air-- • Social (e.g. improved quality of life for low-income citi Coolsets.pdf Planet’s, Purchasing Carbon Offsets- A Guide partnerships with potential funders), or other types of forwww.cleanair-coolplanet.org/ConsumersGuidetoCarbonOff Canadian Consumers, Businesses, and Organizations from • Economic (e.g. opportunities for revenue generation, new (page 8) and 49 for evaluative criteria and weighting). Duringbenefits the multiplier phase, participants can further examine www.davidsuzuki.org/Publications/offset_vendors.asp, (page each of the projects that were identified as potentially feasible 87 While an institution could also undertake a more comprehen- Because carbon offsets are a bi-product of societal changes sive assessment of offset quality criteria during the second that are widely needed for the transition to a low-carbon phase, this can be extremely time consuming and has already economy, lack of quality offsets in your region is a leader- been undertaken by several reputable environmental organi- ship opportunity for your institution. However, the process zations noted below. is complicated and time-consuming. Developing local offset In some cases, a university may wish to comprehensively of creating high-quality, verifiable offsets at the local level and student interest. projects may not be wise for institutions with limited faculty Thisassess is thewise quality only if and the availabilityinstitution hasof regional the time, offset-project expertise and In contrast, where faculty and students are enthusiastic, resourcesinvestment available options to— completein addition such to assessingan ambitious co-benefits. policy working with local partners to create high-quality offset In many cases, it is more feasible to do a limited assessment for quality and availability, then assess new investment optionsproject. on a case-by-case basis as they arise. projects can reap curriculum and research benefits in line forwith public the institution’s land-grant institutions,mission. Development where service and andfacilitation outreach Examples of local offset projects is especially appropriate and attractive

Duke University, Durham, NC Theare an idea essential of partnering part of withthe institution’s developers tomission. create, validate, Duke completed a comprehensive feasibility study to establish criteria for the development of an offset portfolio and almost all the institutions we visited. But it seems to be little assess the range of available offset options. For its climate moreverify, than certify an andidea monitor as this stage. offset They projects were was most on interestedthe radar of action plan, Duke is most interested in incorporating “local offset measures that have educational, social and environ- in offset projects with local co-benefits and projects in less- university might use its expertise and research capacity to industrialized countries where students study. Over the next forgemental partnerships co-benefits” in (pg. North 1). TheCarolina report that recommends catalyze the how devel- the five years colleges and universities will undertake a series of pilot projects that will yield important lessons for the nascent Also,practice if the of Waxman-Markeyoffset project development Bill passes in Congress, higher education. it will Theopment study of distinguisheslocally beneficial between offset offsets projects. for regulatory com- establish a federally regulated carbon market, which may al- pliance and offsets for voluntary neutrality in order to highlight the need for different strategies, criteria and reporting. funds. The Role of leviate administrators’ distrust of today’s unregulated carbon Offsets in Meeting Duke University’s Commitment to ‘Climate Examples Neutrality’:Duke’s report A Feasibility is an offset Study decision-making is based largely model. on research conducted by students in an interdisciplinary graduate-level seminar with overall guidance and publishing support from - tyThe offsets University in Colorado. of Colorado, “The ColoradoBoulder , CarbonBoulder, Fund” CO is working l). withCU has partners supported around a state-driven the state to project develop to and develop validate high-quali energy the Nicholas Institute for Environmental Policy Solutions. 5.2http://www.nicholas.duke.edu/institute/offsets.htm Campus leaders don’t trust voluntary carbon - credits. efficiency and renewable energy projects and monitor, certify and market the associated offsets. The CU student govern ment became the Fund’s first customer in 2008 when they voted to allocate $90,000 over two years toward wind energy carbon credits from afar to indulgences in 16th century Eu- projects through Governor’s Energy Office. More recently, rope.On one Although of our campus he chuckled visits, while the college offering president this analogy, compared he was invest in local carbon offsets from the Fund to help offset CU’s Intercollegiate Athletics Office announced that it would genuinely dubious about carbon credits. At the same time, he energy use in the stadium and athletic-related travel. was clear that RECs purchased from a local farmer who was www.coloradocarbonfund.org/ http:// constructing a wind turbine would have great educational and community-relations value. Resources

Among many campus leaders, we have heard distrust of - carbon credits available on national markets and a growing mental Center, on_demand/0609-offsets.phpWebcast by Dave Newport, Director of the CU Environ and using local http://www.academicimpressions.com/offsets. regarding evaluating, finding, ofdesire the countryfor high-quality, where there local is emission-reduction a dearth of high quality, projects local that benefit the community. We heard this particularly in regions- ditional GHG reductions. carbon-offset projects that have been verified to show ad

88 5.3 Weatherizing local residential buildings is not a Resources viable addition to a campus climate plan because there is no way to verify the emissions reductions. An early2 policy paper on MaineHousing’s Carbon Market Project: http://mcspolicycenter.umaine.edu/?q=mcCormick_ committed colleges and universities have played a leadership V17N Good news: new methodologies are on the way. A handful of - - of emission reductions from weatherization programs for An up-to-date overview of MaineHousing’s Carbon Quantifica role in the development of a methodology for verification Carbon.aspx low-income housing units, which will open the door to high- tion Project: http://www.mainehousing.org/ABOUTGreen 5.4 Campus leaders see renewable energy credits quality offset project investments in this area. and carbon credits as illusory.

At Yale University, a group of students, faculty and staff are - working to develop packages of efficiency measures that can be on the horizon, caution is as wise in this market as in oth- buildingsbe funded in through New Haven. the Office The emissionsof Sustainability reductions and implement generated While some regulation of the carbon market in the U.S. may - ed through student service projects in selected residential able options for purchasing carbon credits is often unrealistic. overall climate commitment, but will be marketed to various ers. But for busy campus officials, thorough analysis of avail schoolsthrough and this departments process will notwithin be used the school for the to university’s offset depart- Fortunately, a number of third-party organizations have mental events like ceremonies and conferences. published research and recommendations for sources of high-quality offsets, which are listed in “resources” at the end of this chapter. As demand for offsets grows, more research of this type is likely. By designating a key staff member in the Yale Office of andSustainability attention toto detailfacilitate that and will help result manage in a pilot this methodology project, the - thatUniversity could behas adopted insured by a high other level schools. of professionalism, quality, terdisciplinary class such as the one that developed the Duke studyAlso, analysis mentioned of options in section may 5.1. be an excellent project for an in interestAt Unity inCollege purchasing in Maine, offsets Dr. Mickfrom Womersleythe agency. approachedAs a result, the the Maine State Housing Authority to indicate his college’s- Another approach: Consider purchasing credits generated- by projects near your campus or from small offset companies agency has undertaken a two-year long Carbon Quantifica in your region. For verification, organize an informal pro tion Project to measure, monitor, verify, aggregate and market cess whereby students, faculty and staff visit the project and carbon offsets from weatherization projects. - survey project owners. Such informal verification can provide valuable educational benefits and serve as a second line of With financial support from the Ford Foundation and col Buyingdefense offsets (after formalfrom small certification) local companies in quality may insurance. be riskier, housinglaborative agencies support can from develop Oak Ridge weatherization National Laboratory, offset programs. the Suchproject programs will develop should a standardized become viable methodology sources of income with which for - housing agencies. Expected in 2010, this methodology could especially if they are just starting up. But this approach offers- be used by campus outreach, educational, and service-learn- ates,other and benefits: generate It increases student internshipyour campus’s opportunities. influence on Also, veri as anfication. important It may local support client, local you business, may receive create special jobs treatment. for gradu

Aning interdisciplinary,projects that promote graduate-level local weatherization research seminar programs. at 5.5 Campus officials are not sure how to include carbon sequestration by campus-owned lands in their climate strategies spurredDuke completed discussions the groundin North work Carolina for the and high-profile beyond about report op- portunitiescited in section for developing5.1. The publication high-quality, and local Duke’s offsets. outreach has

These three cases demonstrate how higher education can perplexed by the carbon sequestration issue. They might look acrossPeople awho large are swath new ofto campusclimate-change forest and mitigation say, “Those are oftentrees willtransform be more climate widely solutions, implemented in this when case suchspurring case projects studies areto be ahead of the game.” Sounds reasonable. are soaking up a lot of carbon, let’s just count them and we’ll moredevelop widely carbon shared offsets and with discussed local benefits. among collegesThese solutions and uni- - June 2009 “Campus Climate Initiatives Workshop”, coined the - Unfortunately, it’s not nearly that simple. Although preserva termversities. “sustainability Campus participants service” to in describe Rocky Mountain this idea. Institute’s tration on campus is compatible with campus climate action tionplan, of and greenfields a wonderful and campus promotion asset of forbiological a host of carbon reasons, seques reliable measurement of sequestration by various ecosystems remains uncertain. Experienced scientists who set out

89 to quantify carbon sequestration consistently develop widely 5.6 The benefit of RECs and carbon offsets to students and campus mission is unclear. differing results. But that’s just the first problem. Since carbon credits are generally considered subordinate to other more direct means to avoid, reduce and replace on-cam- Number two: Sequestration by campus green space is even - pus emissions, it also makes sense that they take a backseat more problematic as a campus climate solution because it’s dix J that carbon credits can be issued only to those GHG- to the central goals of higher education. Therefore, strengthen seldom “additional.” Recall from the definitions in Appen would not have happened anyway. If land has already been conserved,mitigation projectsor would that have are been “additional,” conserved that for is, goals those other that than your case for the purchase of offsets by describing first the carbon reduction, then it is not “additional,” that is, it cannot benefits that an offset program offers education, service, and research projects. For example, purchasing offsets from a protocol and generally accepted practice, if a campus owns particular project may open up opportunities for student field be counted as an offset. For example, according to ACUPCC forest land and has no plans to develop it, carbon seques- trips and faculty research on that project. - tration cannot be considered as an offset, even if one could accurately measure the carbon that was being sequestered. One way to position yourself to accurately describe co-bene Similarly, if there is conservation easement on a certain piece carbonfits is to mitigation. fund future With courses, guidance, service-learning, students can and take research on such of campus land, it cannot be regarded as additional. projects that meet objectives related to both content and

Examplesprojects.

evenIf you if like these a challenge issues could and be you’re somehow thinking reversed, about takingthe total on the carbonissues of sequestered measurability by campusand additionality, lands is probably consider small first inthat, Allegheny College, Meadville, Pennsylvania suchAs her synagogue senior project, in the student nation — Tara by Fortierpurchasing helped solar-electric Temple relation to the campus’s total carbon footprint. For a more complete description of this issue, read Investing panelsAnshe Hesedfor the become Arava Institute carbon neutralfor Environmental — possibly Studiesthe first in in Carbon Offsets: Guidelines for ACUPCC Institutions, Novem- Israel. The institute prepares future Arab and Jewish leaders - org/resources/guidance-documents/offset-protocol). For a lenges. Fortier calculated the cost for the synagogue to offset ber 2008 v1.0 (http://www.presidentsclimatecommitment. detailed discussion of how to decide whether to count, how itsto cooperativelyemissions and solve developed the Middle a series East’s of recommendations environmental chal for to measure and how to report carbon sequestered in campus- them to fund solar panels at the institute. owned lands, refer to A Recommendation of How to Account for Carbon Sinks in Campus Forests and Lands by Jennifer - strates“Through a deep its efforts and abiding to become commitment the first carbon-neutral to the Jewish value of carbon-sinks-campus-forests-or-landsAndrews, Campus Program Manager, Clean Air-Cool Planet synagogue in the United States, Temple Anshe Hesed demon also(http://www.aashe.org/blog/recommendation-how-account- hosts a series of webinars on this topic. ). Clean Air-Cool Planet Seetikkun a press olam release -- repair of our world,” said Rabbi Eric H. Yoffie, - Research president of the Union for Reform Judaism in New4 York City. on the effort. http://www.reuters.com/article/pressRe The Department of Energy recently awarded 19 research lease/idUS261104+04-Feb-2009+PRN2009020 grants for the study of geological carbon sequestration. Re-

educateOberlin College,the community Oberlin, and Ohio generated a 6,500-ton carbon cipients included: php?id=113), reductionThe “Light in Bulb one Brigade” year. The empowered anonymous Oberlin donor who students funded to this New Mexico Tech (http://acupcc.aashe.org/cap-report. - tration-in-S.C),University of South Carolina (http://www.americaspower. student-led project required benefits for students, benefits for org/News/CARBON-CAPTURE-University-will-study-seques requirements,the local community, it is too and early the to ability tell if tothe replicate third will the be project satis- at other schools. Although the project fulfilled the first two University of Miami (http://www.americaspower.org/News/ S.C) skills organizing the community to exchange 10,000 compact CARBON-CAPTURE-University-will-study-sequestration-in- fied. Student leaders involved in the project gained invaluable - ganizingfluorescent the lamps exchanges for inefficient and described incandescent her experience. bulbs. stories.oberlin.edu/3/environment-sustainability/kristin-Oberlin senior, Kristin Braziunas played a central role in or braziunas-08.shtml. http:// A synopsis bulb-brigade-offsets-to-a-different-beat/ http://www.scienceprogress.org/2008/11/light- of the project is on the Center for American Progress blog. 90 5.7 The distinction between renewable energy certificates and carbon offsets is unclear. Agency of Victoria, Canada “Choosing an Offset” by the Environmental Protection choosing-an-offset.asp http://www.epa.vic.gov.au/climate-change/carbon-offsets/ with carbon offsets, in part, because some RECs can be con- This is a concise and clear list of questions to consider in vertedIt is easy to tooffsets confuse by usingrenewable the appropriate energy certificates emissions (RECs) factor for selection of offset providers. the grid in the region where the renewable energy is being Research and Evaluation on Voluntary Carbon Offset Pro- viders agenerated. campus climate But because strategy. this distinction is unclear, it is difficult to discuss how these climate-mitigation options might fit into However, even if a few people involved in climate-strategy de- 4 Environmental Defense Fund’s Carbon Offset List (2009) cisions are not clear on the distinction, progress can be made http://innovation.edf.org/page.cfm?tagID=2399 if the person setting up contracts for offsets understands Purchasing Carbon Offsets- A Guide for Canadian Consumers, that RECs may not be additional and cannot credibly count as Businesses, and Organizations www.davidsuzuki. offsets. p (2009) from org/Publications/offset_vendors.as As long as climate-strategy decision makers are willing to participate in a guided discussion, this barrier is relatively Concierge plans to update annually) - - Carbon Offset Provider Evaluation Matrix (2008) (Carbon easy to overcome. A round-robin style of introducing all the cierge.com/ http://www.carboncon plan can be an effective way to get participants up to speed on A Consumers Guide to Retail Carbon terminology.pieces under consideration for the institution’s climate action Offsets www.cleanair-coolplanet.org/Consumers- Clean Air-Cool Planet’s f (2006) from Examples GuidetoCarbonOffsets.pd

whereFurman students University, presented Greenville, background SC information to trustees,Furman was Universityeffective in found engaging that trusteesusing a round-robin in the climate-action approach, workshop www.furman.edu/sustain/capworkshop.htm they hosted process. (They used this approach in a http:// on offsets could include such discussion topics as renewable for several schools (Using a similar approach that focused energy projects, building efficiency projects, methane-capture projects, biological sequestration projects, curriculum, co- curriculum, and role of offsets in the overall CAP. co2.cfmCornell University’sincludes a policy Climate statement Action Plan about offsetting. It speci- (CAP) http://www.sustainablecampus.cornell.edu/climate/- effectivefies a very compliance limited role with for emissionsoffsets, in whichregulations either is enhance the sole reasonment of for the incorporating university’s land-grant offsets. For outreach more information mission, or see cost-

Resources

A solid background document that will support a better understand of this topic is Investing in Carbon Offsets: guidance-documents/offset-protocol).Guidelines for ACUPCC Institutions, November Alternatively, 2008 v1.0if they have(http://www.presidentsclimatecommitment.org/resources/ less time, a brief overview of this issue can be found in Investing in Carbon Offsets: Guidelines for ACUPCC Institutions on pages 52-54.

91 Appendix

Appendix A

Rocky Mountain Institute’s Campus Climate Project

Developed in collaboration with the Association for the Ad- Innovation Workshop — June 2-4 2009 A team of eight RMI staff and colleagues convened three representatives each from the twelve campuses, plus AASHE, vancement of Sustainability in Higher Education (AASHE), the climate initiatives and their solutions Second Nature, and National Wildlife Federation. To help project was designed to understand the barriers to campus greater clarity on how to overcome barriers to campus plans, climate-related emissions, energy use and systems, carbon-reductionrefine participants’ efforts, challenges workshop and solutions topics included and to developbuilding The topical scope of the project was climate — climate action buildings, and transportation. Its institutional scope was renovations, new construction, recommissioning of exist- primarily campus operations, and secondarily curricula and

climate issues. publicing buildings, transportation building supply operations, and demand, finance &renewable-energy accounting for campus issues where they integrate with a given campus’s building projects, wind and solar projects, biomass energy, - plans. finance, buildings and utilities that teach, and climate-action AASHE’s deep experience and history with campus leader Book — Late 2009 ship complements RMI’s solutions orientation, whole-system analysis, and experience with campuses, major corporations, and workshop, RMI in collaboration with AASHE developed Researchand communities. — Summer The 2008project included: Using information developed in its research, campus visits, Building on existing literature, WE researched successes describing how to accelerate campus climate initiatives. and challenges of university and college climate-change- this web-based book for campus leaders (and foundations) mitigation programs, with heavy emphasis on operations, and including resource needs. It served as the basis for campus visits and later workshop.

Campus Visits — October 2008 through February 2009 A team of three RMI staff visited twelve campuses for two

campus climate initiatives and challenges, set the stage for the days each to directly and more fully understand specific - puseslater workshop, that wish toand be offer included campus in the officials research informal and to feedback. partici- pateIn August in the 2008, RMI visits an RFP and was workshop. issued through AASHE for cam

92 Appendix B

Whole-System Thinking and Integrative Design

Integrative design is one of the most important tools for providing several sources of revenues and a higher return on investment. challenges. It accomplishes large resource savings at lower costtackling than the modest, world’s incremental greatest energy- savings and achieved resource-related by conven- Take cars, for example. Driven by complexity, automotive tional means. is to make a given component or subsystem the best it can engineers and designers tend to specialize. One person’s job Integrative design is a process employing whole-system be. As a result, the modern automobile has evolved, through thinking through which the interconnections among and an incremental process of small improvements to individual within systems are actively considered and solutions are de- components, without much change to the overall concept. The signed to address multiple problems. Because this approach - optimizes the entire system rather than individual parts, it strates how reductionist thinking, specialization, and incre- current market position of U.S. automakers painfully demon - ist) problem solving, which tends to reduce a problem into market share. mentalization has stifled sweeping innovation and has limited separatenaturally componentsis more challenging and then than focus conventional on those components (reduction The problem with blind specialization is that optimizing isolated parts often “pessimizes” the greater system or other individually. (Read more on integrative design in section 2.2.) parts of the greater system—integration and synergy are lost, “It ain’t what you don’t know that lacking is a sense of the big picture, the whole system. gets you into trouble. It’s what you and complexity, over-sizing, and inefficiency abound. What’s know for sure, but just ain’t so.“ The balance of this section of the appendix describes various aspects of whole-system thinking. Because many of these as- –Mark Twain pects are different ways of thinking about the same concept, some overlap and some refer to others. Think of each aspect Thinking in terms of whole systems requires ingenuity, intu- Systemas another Definition facet of a single jewel. Instead,ition, and gather teamwork colleagues — especially to help. teamwork. Don’t expect to fully understand a whole system by yourself, at least at first. A system is a set of inter-related elements that behave in a

communities, industries, economies, and ecosystems. Even Whole-system design is not new. Old expressions such as “you thespecific machines way. Our we livesrely on are are embedded systems. inAll systems: these systems families, have thecan’t big see picture the forest has longfor the been trees” understood and “the aswhole important. is greater But increasingly profound effects on the human and biotic sys- ourthan industrial the sum of past its parts”pushed affirm society that away being from able thinking to understand in terms of entire systems. Highly skilled, designers, facilities tems around them. Examples: narrowly, without identifying their causes or connections, climate, electricity, window coverings, lighting, controls, operators, and decision-makers often define problems too • etc.A building: its plumbing, users, types of uses, plug loads, thinking is often found in large organizations, whose vari- ouswhich departments merely shifts each or handleamplifies their problems. own set This of problems kind of “silo” and utilities, vehicles, vegetation, climate, etc. issues in isolation—limiting opportunities, innovation, and • A campus: its mission, people, buildings, parking lots, creativity. In contrast, integrative design cuts across departments, occupations, and disciplines—often revealing lasting, • A fishery: its fish, boats, fisher-people, catch/year, type of stress,technology, commitment, weather, amountprice of fish,of work, etc. facilities, costs, enable us to transcend ideological and turf battles and unite • revenues,A business: etc. its people, shared purpose, salary, rewards, allelegantly parties frugal around solutions shared goals.with multiple benefits, which often Mental Models For many businesses, understanding the dynamics of systems “Mental models are deeply ingrained assumptions, general- does the integrative design process point the way to solutions tois essentialparticular to resource maintaining problems, long-term but itprofitability. also reveals Not intercon- only nections between problems, which often permits one solu- Theizations, Fifth orDiscipline even pictures. 1990, orp. images8) that influence how we tion to be applied to numerous challenges. Investing in single understand the world and how we take action.” (Peter Senge, Though mental models are comforting when we are faced with a problem or issue, they are often incomplete, outdated, “system solutions” can often generate multiple benefits,

93 STOP DETOUR

cost-e ectiveness limit cost-e ectiveness limit

diminishing returns diminishing returns marginal cost of eciency cost improvement marginal marginal cost of eciency cost improvement marginal

cumulative resource savings cumulative resource savings

Old design mentality stops investing in efficiency when the next incremental gain is no longer cost-effective. Conversely, integrative design mentality continues on the curve of diminishing returns but then captures even larger capital savings by downsizing or eliminating system components that are no longer necessary—resulting in negative net cost and leading to even bigger and cheaper resource savings.

cheaper to achieve than small ones if you combine the right pay attention to and how we interpret information. Though ingredients in the right way. weor just all carry plain them,erroneous. they are They fundamental are filters that barriers affect to what accurate we understanding of problems and issues, and to critical thinking The usual way to redesign a product is to analyze its compo- and effective solutions. nents or subsystems separately and optimize the cost-effectiveness of each in isolation. But components interact in ways

campus stakeholders noticed a problem with an unfamiliar technology,We noticed onefor example, mental model the size on ofseveral some campuses:electric cars, When many youthat canaren’t reduce obvious the whentotal cost you’re of a looking technical at themsystem separately, by spend- ingand extra optimizing on certain one partcomponents. may “pessimize” the whole. Often and, therefore, inappropriate for their campus. assume that the technology itself is fundamentally flawed Detecting mental models requires accepting that everyone - does, in fact, have them, noticing when they come up, and ingThat’s requirements what happened, by two-thirds many times with over, various with cost-effective the Davis house. measures,To give just the one designers example: found having that reduced other themeasures, building’s previ- cool mental models. Detecting them opens the opportunity that oneaccepting will hear help and from at leasttrusted consider allies in ideas indentifying that runs one’s counter own to to pay for themselves, were now worth doing because they those mental models. Detecting them will make one a more couldously screenedtogether eliminateout because the they remaining didn’t savecooling enough requirement. energy effective leader and problem-solver. ductwork. Tunneling Through The Cost Barrier That saved $1,500 on the capital cost of air conditioning and Why Big Savings Often Cost Less than Small Ones The Davis house may be the shape of things to come. It points toward a future in which engineering designs become sim- There is an ordinary-looking tract house in Davis, California pler rather than more complex, cheaper rather than costlier, uniquely optimized rather than formulaic, and radically more temperatures of up to 113°F, it has no air conditioning system. that defies conventional wisdom. It has no furnace. Despite Undiminishingefficient rather than Returns incrementally so. It uses 67 percent less energy than comparable houses in the Itarea, cost saving more $490to build annually. because it was a one-off demonstration, - but if it were built in the same quantity as other tract houses Most of us view efficiency as a process of diminishing re - highestturns. Let’s return say on you’re investment trying to down make to an the office lowest. building You work more it would cost $1,800 less than they do. The house, part of an yourefficient. way You down prioritize the list untilall the either things your you budget could do, for from improve- the experimental program sponsored by Pacific Gas & Electric, il lustrates an important principle: big savings can be easier and 94 ments is used up, or the return on your investment is so small “Siloed” Thinking versus Whole-System Thinking Conventional “siloed” Whole-system thinking that you’d be better off spending the money on something - (reductionist) thinking (integrative design) else. You’ve reached what we call the cost barrier. Big problems require Big problems can be solved by many This is a fine way to identify simple, cost-effective improve big solutions small solutions forments, instance, but it’s but limited it would in what have itleft can the do. remaining This approach third, wouldwhich wouldhave eliminated have necessitated two-thirds retaining of the Davis the cooling house’s system, cooling leaving load, Problems are a burden Many problems are opportunities the whole house costing more, not less. And if this approach comes unstuck with something as simple as a house, imagine Centralized solutions Distributed solutions how inadequate it is for redesigning a skyscraper or a car. Optimize my portion of Optimize the whole system the system, the part I - understand, and from ingThe them. fact is Even that withour major CAD workstations, technologies aredesigners getting tend so complex to which I benefit that they’re outstripping our traditional methods for design at a time. Moreover, designers are now so specialized that Processes are linear Processes are cyclical, with theysimplify rarely the understand process by alloptimizing the workings just one of an or entire two variables system, closed loops One problem requires Problems are interconnected, component or subsystem. one solution so are solutions and tend to confine themselves to optimizing their particular For decades, industry has preferred to keep design processes Nature supplies raw Nature supplies raw materials relatively simple while allowing products to become devilish- materials and services ly complex. It will take a revolution in design sophistication to Waste = problem to Waste = food. There is no “away” “throw away” make products simple and efficient again. Electronics and personal computers may be both harbingers Prosperity requires perpetual Prosperity requires increased - expansion diversity, resource efficiency, gies such as photovoltaics, advanced polymer composites, and and waste minimization fueland enablerscells have of the the potential, coming changes. as they reach Other critical enabling price technolo points, to cause dramatic technological shifts. Prosperity requires increasing Prosperity is increased net benefit throughput and economic multiplier

Inspired Design Supply-side solutions only Demand-side solutions ﬁrst

Economics of scale Economics of systems got to stop when you get to your cost-effectiveness limit. But asBack the to Davis that housecost barrier. demonstrated, Conventional there wisdom are times says when, you’ve by al- Economy is independent of nature Economy is a subset of nature lowing yourself to exceed that threshold temporarily, you can Short term Long term tunnel through the cost barrier and drop back down the other side for even greater savings at lower total cost. Solutions generate single beneﬁts Solutions generate multiple beneﬁts

Such breakthroughs happen all the time, usually thanks to Smart, powerful individuals are Collaboration among people with - the best sources of solutions diverse knowledge and interests sign and whole-system engineering can often accomplish the derives eﬀective solutions samenew technologies. thing, even with But oldwhat technologies. we’re finding is that inspired de Leaders have the right answers Leaders have the right questions

- Leaders talk Leaders listen facture of carpet involves melting bitumen by means of a hot-oilHere’s anotherpumping example. loop. The An engineers industrial who process design in thesethe manu loops Hard infrastructure Green infrastructure typically optimize the pipe size in isolation by comparing the extra cost of fatter pipe with the pumping energy it can save.

Designing a system for a new Shanghai carpet plant, Dutch friction, saving even more construction costs, and making it engineer Jan Schilham decided to optimize for total lifecycle cost, which includes capital as well as operational costs. kilowatts of heat. cost-effective to insulate the pipes more heavily, saving 72 bigger pipes to reduce friction. The pipes cost more, but the smallerSince pipe pumps friction and falls motors as the to fifthcirculate power the of oil diameter, cost much he lessused amazing 92 percent, compared to a standard system designed Schilham’s loop is expected to reduce pumping energy by an cost and construction time went down; reliability, controlla- earlier for the same plant by a top engineering firm. Capital versa.to buy Thatand toresulted run. Schilham’s in straight other pipe innovation runs, further was reducing to lay out bility, and maintainability went up. the pipes first, then the equipment they connect, not vice 95 Tunneling through cost barriers is as much an art as a sci- tively relaxing your constraints, as the designers of the Davis house did when they decided to pay extra for better windows.

ence. There’s no formula for doing it, but here are four helpful Whole-system engineering is back-to-the drawing-board engi- Captureprinciples: multiple benefits from single expenditures. This might seem obvious, but the trick is properly counting all the ben- based on single components, operating costs only, old prices, andneering. very It high doesn’t discount rely onrates. rules Nor of doesthumb, it rest which on aretheoretical typically say, and fail to take into account reduced capital costs, mainte- efits. It’s easy to get fixated on optimizing for energy savings, - case of a car, for instance, may make it possible for other com- poratesassumptions “feedback” (for instance, to make that the efficientdesign process components intelligent, must ponentsnance, risk, to be or smaller,other attributes cheaper, (suchlighter, as and mass, so on).which Another in the cyclical,cost more—they and capable often of don’t).continuous And, importantly,improvement it based incor on measured performance. with renovations that need to be done for other reasons anyway.way toBeing capture alert multiple to these benefitspossibilities is to requirescoordinate lateral a retrofit thinking Think Big. - and an awareness of how the whole system works. ogy has reached such an exalted plateau that only modest, incrementalOne improvements of the great myths remain of to our be time made. is thatThe builderstechnol Start downstream to turn compounding losses into savings. of steam locomotives and linotype machines probably felt the Think pipes again. An engineer looks at an industrial pipe sys- same way about their handiwork. - tor that drives the pump wastes a certain amount of electric- The fact is, the more complex the technology, the richer the itytem converting and sees a it series to torque, of compounding the pump and energy coupling losses: have the their mo opportunities for improvement. There are huge systematic

inherent frictions. So the engineer sizes the motor and pump reap huge dividends, for your pocketbook and for the earth. own inefficiencies, and the pipe, valves, and fittings all have inefficiencies in our technologies; minimize them and you can Why settle for small savings when you can tunnel through to Butto overcome starting downstream—atall these losses and the deliver pipe instead the required of the pump—flow. big ones? Tunneling through the cost barrier demonstrates turns these losses into compounding savings. Make the pipe huge opportunities for re-engineering, not only buildings, but - also cars, lights, motor systems, electric utilities, industrial lative energy requirements of every step upstream. You can processes, and almost anything that uses energy. thenmore work efficient, back as upstream, Jan Schilham making did, each and youpart reduce smaller, the simpler, cumu and cheaper, saving not only energy but also capital costs. And Solve the Right Problem every unit of friction saved in the pipe saves about nine units of fuel and pollution at the power station. When the solution to the problem being addressed creates - Get the sequence right. Achieving big energy savings is a process of multiplying little savings. That means breaking significant additional problems or “unintended consequenc the task down into many steps and tackling them in the right solutiones,” it may to be the the selected wrong problem problem. actually It’s important achieves to underlyingcorrectly sequence. identify the problem in the first place in order to ensure that a “mental models”—are misguided. goals. Often, preconceived notions about problems—so-called

hardware;RMI’s Amory shell Lovins before created contents; a list application of six guidelines before for equip- doing ment;this, which quality he’s before reduced quantity; to sound-bite passive beforebrevity: active; people and before load For example, when building new projects, affordable-housing reduction before supply. withagencies exceedingly tend to define high, often their unaffordable,challenge as minimizing utility bills. first In cost. The buildings that result are often drafty and inefficient reframed its challenge. They now focus on minimizing month- - lysharp housing contrast, costs Isles, of tenants. a nonprofit Where housing other housing group in advocates Trenton, We don’t have enough space here to explain each of these best-buys-first principles, but here’s an example that illus included minimizing energy costs as part of its challenge. trates some of them. Suppose you’re considering making your Themight result have was said, that “Energy Isles beganis not mybuilding problem, higher-quality, not my job,” more Isles office lighting more efficient. First you should improve seating - beforeand surface active) configurations through better (people window before and hardware),building design reduce tional capital costs when folded into mortgages. While others glare (quality before quantity), harness natural light (passive efficient apartments whose utility-bill savings exceeded addi

and(shell maintained. before contents), and only then improve the technical are content in the darkness of their organization’s silos, Isles’ efficiency of your lights and how thoughtfully they’re used integrative approach is solving tenants’ problems. Optimize the whole system, not parts. - tem takes ingenuity, intuition, and close attention to the way Related concepts: Ask the right question; choose the right Optimizing an entire sys causalitygoals and until objectives. the root Ensure cause that is reached. they address For example, the real a issue. pool the other side of the cost barrier and how to get to it by selec- Problems need to be explored at deeper and deeper levels of technical systems really work. It requires a sense of what’s on 96 of oil on the floor of a manufacturing plant might have been caused by a leaking piece of machinery, which was in turn was caused by defective gaskets. A purchasing department may have bought the defective gaskets motivated by a policy Projects department has no incentive to spend its budget of buying all equipment at the lowest price.51 If we attempt on energy-efficiency retrofits of buildings when the savings to solve the problem by changing gaskets, it will soon recur. resulting from the retrofits will improve the General Services In contrast, whole-system thinking involves the aggressive budget. The result: stifled innovation and higher costs. From pursuit of root causes in order to identify what is really going a whole-system perspective, Capital Projects is optimizing wrong. This avoids a common trap when trying to identify its budget, while “pessimizing” the organization’s budget. - Properly informed, the organization’s leadership will prefer cient and self-defeating. to optimize the whole system. Properly incentivized, Capital and fix problems: symptom treatment, which is both ineffi Projects will do the same. serve clients and gain a competitive advantage far more effectivelySimilarly, carefully than constantly defining pushing end goals to cansell helpmore a of company a prod- electricity; they want hot showers and cold beer. A smart companyuct, regardless seeks of ways consumer to provide need. heating People and don’t cooling really at want competitive prices, instead of forever selling only electricity. This approach is called end-use/least-cost thinking.

Resilience

An essential characteristic of a sustainable system is resilience. A stiff and brittle tree will not withstand a storm, while a supple tree can bend and survive a hurricane. Similarly, a business is not sustainable if its energy source is “brittle”— that is, if its operations depend entirely on a high-risk, price-volatile, polluting energy source whose future supply is uncertain. Such a business should seek alternative means to drive its throughput before the next economic storm.

Another aspect of resilience is diversity. A prairie comprised of a wide range of plant and animal species is far better prepared to survive a drought or insect infestation that the same area planted with one species. Similarly, a business with a diverse portfolio is stronger and better able to withstand economic changes. Also, when it is considering changes that will affect its campus, a business will be more resilient and experience fewer delays if it collaborates with a diverse range of campus stakeholders.

Mangrove forests protected the Indonesian coastline during the 2004 tsunami, while land cleared of mangroves for development or shrimp farming was devastated. Similarly, planting native vegetation to replace turf lawns in a business park saves maintenance costs and water. And lastly, hiring make a business more compatible with that campus, and it mayfor ethnic make diversity it a more that interesting reflects placethe surrounding to work. campus will

Perverse Incentives

In many large organizations, both private and public, siloed thinking often creates perverse incentives. For example, one capital expenditures, while another, say, General Services, mightdepartment, tackle thesay, operationsCapital Projects, and maintenance might be responsible budgets for for the

51 Senge et al. 1996 (pp. 108–109). For a more engineering-focused use oforganization’s this tool, see also buildings. Romm 1994 In many (p. 28). organizations, the Capital

97 Appendix C

Checklist for Integrated Review Process

Because integrated design includes more variables and “what- one person thought about the whole picture? What are the boundaries/limits of this system? Would the decisions can become very complex. Decisions are based on design change if the boundaries changed? What are the • if’s” than conventional project development processes, design- optimal boundaries for this system? tion, cost reduction, LEED points, aesthetics, comfort), to Is each individual component optimized and is the system upstreama variety of and factors downstream ranging fromimpacts benefits on other (e.g., systems energy andreduc in- as a whole optimized? Can you make one component • frastructure, to the degree to which certain measures achieve “worse” or “better” to make multiple other components and thus the whole system better? How many functions does this system/component serve? Tooverall determine project the goals. viability of various design options, several • levels of inquiry can be explored. Answers to questions such eliminate the need for another system)? Could it be adapted to serve more than one purpose (and as those below can supplant value engineering and help the your team understand how well a particular design measure change? • Is the system flexible? Can it change as building needs

- Eﬀect of symptomatic solution versus eﬀect of fundamental solution sionsmeets are the based ultimate primarily needs ofon the capital-cost project across reductions a range viewed of againsttopics and operational metrics. (Incost typical savings value for individualengineering, measures, design deci rather than accounting for the synergies in an integrated system.) With symptomatic The checklist below can help ensure the right process is solution - ings, it can be adapted to other applications. implemented for your project. Though developed for build Step 1. Service/Need Definition What is the service needed for the space and who or what is prescribing this need?

• or symptom Problem Are these appropriate needs and/or demands for the With space? fundamental • solution this need? What are the variables that could be changed? • What are the specifications that have been assigned to Time • WouldWhat could the needs be done for tothe increase space be the different flexibility if it of were these locatedspecifications? elsewhere in the building? Step 4. Efficient Technology • Step 2. Reduce Needs through Passive/Whole-Systems - • Is this the most efficient technology available? What Measures would the system look like if a more or less efficient prod It is possible for a passive system to replace an active uct were used? What is the cost/benefit of doing so? system? 2 or 5 years? • Will a more efficient technology be available in the next 1, • What would it take to eliminate an active system? - What passive measures would reduce the size/use of an nologies become available? • Can the system be adapted or modified when new tech • active system? Does this technology use an appropriate energy supply • What other systems are directly impacted by this system? source? • How can negative impacts be further reduced? Could this technology use a renewable technology sup- • What other systems directly impact this system? What ply? • • from them? Step 5. Controls and Demand Response opportunities exist to reduce those impacts? Or to benefit Does this system/equipment need to be on all the time? Step 3. System Design: Multiple Benefits from Single Can this system be shut off or turned down for some of • Expenditures the time in response to varying operating parameters or • What is the best layout, placement, or location for this factors it may be dependent on? system? Can this system be shut off or turned down to reduce • Have rules of thumb about the design of this system been operating costs by way of demand charges or peak utility • questioned? charges? • If multiple people designed the system components, has

98• Step 5. Use of Waste Streams What waste is created by this system? Can this waste be used in the building as a feedstock for • another process? • Is there a local service that can recycle or reuse this waste? • Would a different system/design approach reduce waste? What is the lifespan of this product? How can this prod- • uct/system be replaced in 5, 10, or 20 years? • Step 6. Appropriate Metrics What metrics are being used to analyze this system? Do these metrics include all value and costs? Are all the • • What is the purpose of this system? Is there a reason to spendlife-cycle more costs or andless benefitson this system? captured? Are there exceptions • for this system? Is this application replicable within the building? In other buildings? • What are the risks of implementing this system? What would be the absolute best and worst application of • this system? • Caroline Fluhrer October 1, 2008 by RMI’s Aalok Deshmukh; Stephen Doig; Greg Franta, and

99 Appendix D

Energy Decision Matrix

This tool that has been used successfully by federal agencies criteria will be recorded along with the preference it for campuses designing their own pathways to climate weight(Criterion for B).the The more more important. important In this of these example, two life-cycle neutrality.making decisions A sustainability about energy director, projects. a member We have of the adapted facilities cost is slightly more important to decision makers and there is a minor difference between the importance of planning committee could compile a similar matrix with input these two which has a weight of 1. As a result “A1” is staff, a CFO, a student team, or any member of climate action entered in the box at the intersection of these be useful for understanding the implications of choosing any two criteria. from the larger committee. Once completed, the matrix will Continue this process to complete a pair-wise compari-

Weparticular adapted project this from and “Greeningfor subsequently Federal communicating Facilities- An Energy, to • Environmental,campus constituents and Economic why particular Resource projects Guide were for Federalchosen. son of all the criteria (as shown in the example below). difference;Use the following 2. between scale minor to indicate and intermediate preference weights: difference; • 1. minor difference; 3. intermediate difference; 5. major 1.Facility List Managers,” the available DOE/EE-0123. options under consideration for investment. All possible options under consideration should be 4. between intermediate and major difference • horizontallyOnce all boxes and at verticallythe intersections and write of thecriteria totals have on thebeen filled in, add the weight factors for each criterion both listed to ensure a complete comparison. For example:- • dowsNew windows for the other for three two office buildings 16.right. In this example life-cycle cost (A) has a total weight • Retrofitted windows for one office building, New win Writeof 9 and the availability rank in the of far local right labor column (J) has of thea total criteria weight ma- of Residential-size wind turbine trix. The criterion with the highest weight will receive the • Demonstration-size solar PV installation • rank of 1 and so on. • 6. • buildingsHigh-efficiency boiler installation for library 2.• ListGeothermal criteria youheating wish system to consider for two in office/classroomevaluating the op- Prepare to apply the criteria weights you developed in tions. We suggest that you always include life-cycle cost B).step five by filling them in underneath the corresponding and net present value per ton of carbon dioxide equiva- Foroption each in optionthe analysis in the matrixanalysis (see matrix, example give belowa score in from figure

Life-cycle cost 7. top of the matrix. Enter each score in the upper left hand lent avoided as two of your criteria. For example: corner1-5 (5 being of the the box best where score) the foroption each and criterion given criterionacross the • Annual operations and maintenance costs intersect. • GreenhouseUp-front capital gas emissionscost avoided annually 8. Multiply the criterion weight that corresponds to each • box by the score you entered and record the result in the • avoided bottom left hand corner of the given box. • SavingsNet Present to Investment Value per tonRatio of carbon dioxide equivalent 9. By row, total the weighted scores for each option. This is Educational opportunities created for students/faculty done by adding up the numbers you recorded in all the • Informal educational opportunities for local campus bottom left hand corner of the boxes in a given row. • Visibility to campus constituents 10. • • Donor interest Once you have calculated “Totals” for each option, rank 3.• Availability of local labor to complete this job forthem investment). from highest total (and hence number one priority • for investment) to lowest total (and thus lowest priority 4. Place the criteria (A-K) across upper edge of a criteria Resources matrix (as pictured below in figure A). Place the options (1-6…) down the left side of a decision 5. Determineanalysis matrix the relative and the weights criteria you(A-K…) wish across to assign the upperto aspx?docid=395595 eachedge of(as the pictured criteria. below This incan figure be done B). through a pair-wise http://whitepapers.techrepublic.com.com/abstract. comparison between each criterion and each of the other criteria to decide which ones your institution wishes to

Below is an example Criteria Matrix used to determine weightsweight the for most a sample heavily. decision For example: on funding one of the •

emissions-mitigation project options listed above (1-6). The first step in developing criteria weights is to compare 100 “Life-cycle cost” (Criterion A) to “Up-front capital cost” Example Criteria Matrix A- B- C- D- E- F- G- H- I- J- K- Sum of Rank LC Capital O&M GHG NPV/ SIR Edu Community Visibility Labor Donor Scores C Cost MTCE

A > A1 A2 D3 E4 F2 A1 A2 A3 J2 K2 A9 7

B > B2 D1 E2 F2 B1 B2 B2 J1 K3 B7 8

C > D4 E3 F4 G3 H2 I1 J4 C1 C1 11

D > E3 D1 G1 D2 D1 D1 D2 D11 5

E > E2 G1 E2 E1 E1 E1 E19 2

F > G1 F2 F2 J1 K1 F12 4

G > G4 G5 G3 G4 G22 1

H > I2 J3 K2 H2 9

I > J4 K3 I2 9

J > J1 J16 3

K11 5

Example analysis matrix for campus emission mitigation projects Basic function: Reduce greenhouse gas emissions in a cost-eﬃcient manner Desired criteria A- B- C- D- E- F- G- H- I- J- K- Sum of Rank LC Capital O&M GHG NPV/ SIR Edu Community Visibility Labor Donor Scores C Cost MTCE

Weight 9 7 1 11 19 12 22 2 2 16 11

New 5/ 5/ 5/ 4/ 4/ 4/ 1/ 1/2 2/4 5/ 1/ 372 Windows 45 35 5 44 76 48 22 80 11

Window 5/ 3/ 5/ 4/ 3/ 3/ 2/ 2/4 2/4 4/ 2/ 346 Retroﬁt 45 21 5 44 57 36 44 64 22

Solar 2/ 5/ 5/10 5/10 3/ 5/ Demo 22 110 48 55

Wind 2/ 4/ 5/10 5/10 1/ 5/ Turbine 22 88 16 55 Demo

New 4/ 1/ 1/2 1/2 3/ 1/ Boiler 44 22 48 11

Geothermal 5/ 4/ 3/6 4/8 1/ 5/ Systems 55 88 16 55

101 Appendix E

Decision-Making Tool

Any discussion of payback calculation methods and time frames is a discussion of economic analysis, which is “a sys- Status quo The basic categories of alternatives are as follows: tematic approach to the problem of choosing how to employ • renovation, expansion, etc. • LeasingModification of existing asset – conversion, upgrade, scarce resources to achieve a given objective(s) in an effective- Acquisition • nessand efficient of choosing manner.” how to* This employ definition scarce pertainsresources to in a collabora-major • tionportion with of your a campus facilities sustainability department department’s and administration, job. The will busi A. Determine the economic life dictate whether you achieve your campus climate goals.52 • Mission life

• Physical life– the length of time you need the asset(s) to function. (e.g., 25 years) practices designed to provide you with a methodology to – length of time the asset(s) is projected to quantifyThe following and qualify framework your decision-making.is based on a set of Its simplified methodology best • Technological life last. (e.g., 50 years with salvage value X) will still require your sound management and operational - ment call based on – thelength best of available time before data the and asset(s) historic is so precedent.)obsolete that you must replace it. (This will be a judg andjudgment produce while optimal systematically results. Federal investigating facility andmanagers relating use life- itcycle to analyze costs and and benefit evaluate implications alternatives to forachieve allocating your objectivesscarce economic life. Note: Use the shortest period from the above analysis as your

resources to achieve their objectives. The following are sample economic-life values used by the US such a decision matrix as the one in Appendix E. Each alterna- Computer equipment – 2 years government facilities managers: tiveThe willevaluation have its of unique “Qualitative combination Values” of is uncertainties,best done through bene- Buildings • • economic considerations. The systematic application of these 2. Semi-permanent, non-wood– 25 years 1. Permanent – 25-100 years methodologiesfits, and life-cycle will costs, provide and theits associateddata to make political, an informed, social and 3. Semi-permanent, wood – 20 years - 4. Temporary or rehabilitated – 15 years tify that decision to both your facilities department and your administration.calculated decision and the associated documentation to jus • DistributionOperating equipment systems – – 15-25 10 years years • Utilities, plants, and utility Six Step Process Energy conserving assets • 1. Insulation, solar screens, heat recovery systems, • 1. Define the Objective — This is the most important step and solar energy installations – 25 years 2. Energy monitoring and control systems – 15 years that you include an easily measurable standard of ac- complishment.in the process. StateThe wording your objective should succinctly be totally andunbiased ensure 3. Controls (e.g., thermostats, limit switches, auto and can explicitly or implicitly identify your standard of controls, temperature sensors, etc.) – 15 years matic ignition devices. clocks, photocells, flow measure. 4. Refrigeration compressors – 15 years 2 of admin spaces – implicit) B. Due to inflation, the productivity of money has a (e.g. provide a new cooling system for 500ft dollar-for-dollar decline over time. In economic analysis range of 65o o in 500ft2 of admin spaces – explicit) this is seen in the “time value of money.” In order to compare (e.g. provide a new cooling system to maintain a temp alternatives that “produce” over time, calculate a constant 2. Generate Alternatives – 75 — Identify all feasible alterna- of money is used for comparing alternatives. There are many “value” for the money. Traditionally, net present value (NPV) alternatives is more “art” than “science.” Identify constraints,tive methods but challenge of accomplishing existing yourparadigms. objective. What Generating seems NPV=good publications (Future Value with at in-depth n)[1/(1+i) explanationsn] of NPV. The formula is: generating alternatives for comparison, apply life cycle where i= the interest rate and n = the period usually in years. n impossible may become a significant opportunity. In ] can also be found in tables of pre-calculated values referenced in this document. where it is referred to as the “discount rate.” cost analysis (LCCA) using your own preferred tool or one [1/(1+i) This brings us to one of the most useful calculations in evalu- Savings to

52 investment ratio U.S. Navy’s Economic Analysis Handbook (NAVFAC P- 442 Economic ating your alternatives against the status quo: Analysis Handbook), http://www.wbdg.org/design/use_analysis.php SIR= NPV(savings)/NPV(investment) (SIR). 102 This equation represents, the present value of the reduced Another consideration is any constraints on your system that will affect the analysis. Constraints are factors that limit your alternatives or act as limits within your alterna- greaterexpenditures than one (O&M for etc)the alternativeover the present to be consideredvalue of the and the investment(s) minus any salvage value. The ratio should be alternatives. anytives. resource (i.e. limitations, institutional – policy/regulations) amount greater than one is a major differentiator among physical – fixed amount of space, time – deadlines, financial – There are also many methods to calculate payback periods. 4. Determine Costs and Benefits - verts the SIR into the number of years it would take for the – The principal benefit of SIROne to is equalto use one. an SIR to payback conversion table, which con focusmost facilitieson the differences and other incapital the costs improvement of the various projects alterna- is the tives.completion If there of is the a cost stated that objective. is common Thus, to allyou the will alternatives probably For alternatives with different economic lives, use the uniform and which will not vary, it should be omitted. It should still be annual cost noted in the assumptions, but it will not affect your analysis.

UAC = NPV/bn (UAC) method instead of the SIR. where bn is the nth year factor taken from a table where n is

determiningEvaluate all the what costs your and current benefits and over future the costsentire may life becycle for of 3.the economicFormulate life Assumptions and NPV is of — the To investment. the greatest extent possi- the project. There are several good references to aid you in ble, your decision should be based on the facts that drive becauseyour project. the most Costs important are usually of muchthem easiermay be to qualitative quantify using in complete factual picture may be impossible under certain dollars spent. Benefits are usually more difficult to quantify circumstances.a future-oriented In benefit/costthese instances, analysis. you must However, explicitly this is often useful to evaluate them on a “cost offset” basis. Com- state your “-assumptions and how you derived them. nature. Endeavor to quantify these benefits as best you can; it Assumptions are not intended to simplify your analysis; a narrative format. A good way to quantify the qualitative is they are intended to reduce highly complex situations to shownpletely innon-tangible Appendix D. benefits There shouldare also be numerous identified publications and used in manageable systems that evaluated. that provide advice on this process.

Ensure that you create an audit trail to record your cost 1. Basiconly Rule to for bridge making gaps assumptions: in essential information that you were This will allow you to track and defend your analysis as neces- unableDo not confuseto obtain assumptions after diligent with effort. facts. Use assumptions sary.sources and derivations, as well as your associated benefits. 2. Assumptions must be realistic. 3. 5. Compare Cost and Benefits, and Rank Alternatives: 4. Ask yourself if your conclusions would still be valid if yourUse positive assumption “will” did statements not hold. inIf yes,your then assumptions. eliminate this Least cost for a given effectiveness. assumption; it is unnecessary. Use threeMost effectivenesscriteria to choose for a betweengiven constraint. alternatives: • Largest ratio of effectiveness to cost. Sample Assumptions: • • years) • The period that you are using for your analysis. (e.g. ten Alternativesdone something usually fallwrong. into the following configurations: life cycle and how long you will own and occupy the • Equal costs/equal benefits – If this case occurs you have • This is key. If you are evaluating a project based on its - stance. However, this gets challenging when evaluating • Equal costs/unequal benefits – Costs cancel each other thingsfacility, like you adding should solar use a electric period panelsthat reflects because that of circum their out. Use the alternative that provides the most benefits. continuous evolution in the market place. This is where • negligible,Unequal costs/equal this makes benefits using the – Exactlyleast-cost equal alternative benefits an assumption on “replacement set-points” can be made and easyare very decision. rare. However, if the differences in benefits are factored into the analysis. Since you are already making assumptions for the future cost of electricity in your analysis, you may want to make an assumption on when • costUnequal equation. costs/unequal benefits – This is most frequently the case and you must address both sides of the benefit/ costs will be eclipsed to a point that makes it advisable to Identify relevant inputs and outputs and their associated changethe efficiency the panels of today’s out, instead panels ofand continuing their installation with them. - This is a special case and will require a more detailed set sure. Determining costs is a fairly straightforward exercise of assumptions based on the market conditions at the costs and benefits and ensure they have the same unit of mea time of the decision. Functional life of the asset. compared to benefits. Deriving dollar values for your overall The discount rate you are using. monetizingreturns (your the outputs, intangibles. products, However, yields, your etc), level from of whichsuccess you • Any salvage value. ‘benefit’ is one of the most challenging that you will face – • • depends on it and you should dedicate significant time and 103 effort to the process. When you are comfortable that you have 4. Difficult to quantify benefits: Morale, safety, security, etc. - BCR = benefits/costs dollar values for all of your ‘benefits’ and ‘costs’ use the equa Every effort should be made to find a creative and accurate buttion the for higherbenefit the cost better. ratio (BCR): 6.measure Perform for these a sensitivity benefits. analysis: This analysis should This ratio should be at a minimum equal to or greater than ‘1’, be performed on your alternatives to test changes with This exercise is the key to your economic analysis. Evaluation - - - respectcantly impacts to the system’s the results original of your parameters analysis, it and should assump be of costs (use LCCA) is fairly straightforward. However, quanti tions.noted Ifand a change presented in a toparameter your reviewers. or assumption Also, if thesignifi system Fourfying categoriesbenefits often of benefits:presents a significant challenge. does prove particularly sensitive to certain parameters or 1. Direct cost savings: Many methods of calculation exist and require more discussion and examples that will be shown those parameters or assumptions will become key factors here. There are several publications dedicated to these meth- assumptions, they should be given further study. Often,

2. Efficiency/Productivity increases: Resourcesin reaching your objective. ods. (e.g., SIR, self-amortizing, partially self-amortizing etc) Calculate the efficiency/ productivity investment ratio (EPIR), which equals the NPV- of foundGuidance at on eco analysis and a downloadable copy of thep U.S. thelate E/Pthe BCR.benefits generated/ NPV of the investment required. Navy’s Economic Analysis Handbook (NAVFAC P442) can be In some cases the EPIR should be added to the SIR to calcu http://www.wbdg.org/design/use_analysis.ph

An example from page 5-5 of NAVFAC P-442 - rent power problem, and thus provide an additional 2.1 person-yearsThe proposed of industrial project is capacity expected with to completely no increase solve in personnel. the cur

had to hire enough additional workers to provide 2.1 person- The value of this benefit is the cost the Navy would incur if it

years of labor per year. Thus, the figure must be accelerated to Annualaccount Benefitsfor both leave = (2.1 and man-years) fringe benefits: x ($14,82O/yr) x (1.51) = $47,000

This does not represent a direct savings, but a benefit whose value is $47,000 per year. Using this information, the Navy calculated an efficiency-production/investment ratio (EPIR) according to the following formula: (P.V. = Present Value) and (Efficiency/Productivity is a term not an equation)

The computation follows: Total Recurring Annual Benefits $ 47,000 25 Year (Table B) 10% Discount Factor 9.524 P.V. of Total Discounted Benefits 47,000 X 9.524 = $447,600 P.V. of Investment Required $500,000 therefore Efficiency-Productivity/investment Ratio (EPIR) = 3. Other quantifiable$447,600/$500,000 output measures = 0.90

BCR = (annual benefit/output measure)/uniform: (i.e. annual benefit/ annual costoutput measure: -

productivity,Other examples: quality, Integrate-ability, reliability, safety, maintainability, security, etc. control lability, manageability, operating efficiency, production or

104 Appendix F

Tools for Energy Efficiency in Campus Buildings

- ciency in existing buildings and new construction. It includes manager. It automates the process of comparing a large num- common tool for this purpose is the EnergyStar Portfolio noThis tools document for energy describes conservation, tools for though strengthening such efforts energy are effi ber of buildings to their respective standard for a particular building type according to the Commercial Building Energy important and complement efficiency measures. building consumption. Consumption Survey (CBECS), which is a database of average demandNote that on the energy term energysystems, “efficiency” often with refers little orprimarily no change to in 3. Trend logging is a powerful tool the tracks the effects of behavior.technical fixes,In sharp that contrast, is, products energy and “conservation” services that reduce refers to energy-efficiency measures and identifies specific problems energy services as heat, cooling, illumination, and transport. measurements and software tools. Trend logging is often used in particular buildings. Often overlooked, it involves physical Skillschanges necessary in user behavior,for conservation which influences are quite differentdemand forfrom such to determine opportunities for saving energy by end-use category such as lighting, heating or cooling. It is often required building sciences, which often involves a combination of skills to calibrate a whole-building energy model. Trend logging can thatthose address needed the for interactions efficiency. The of variouslatter requires building expertise systems insuch also be helpful in determining the long-term effectiveness of as thermal properties of the envelope and mechanical condi- energy measures after they have been implemented. tioning systems. In contrast, conservation is achieved through education and information, which connects particular energy Trend logging may require new skills among facility staff, but it is quite accessible and does not necessarily require hiring an outside expert. It requires installation of sensors that mea- use to specific behavior. - ballast or fan motor. Some systems report the information sure energy consumption as specific points such as a lamp ingBoth can efficiency require andinordinate conservation amounts are of necessary electricity to if reduce its plug back to a computer in a central location. long-term energy consumption . Even the most efficient build plugging devices into the wall. Energy Analysis Tools for Existing Buildings loads are high. Plugs loads are driven by behavior, occupants Measuring Efficiency in Existing Buildings substantial investment of both time and money. In return, it EnergyCAP is a commercial software package that requires a The largest potential for short-term, cost-effective energy-use will automate the process of energy bill tracking and upload- - ing energy use information. It may be most useful for campuses with a large number of buildings of various types because reduction is in existing buildings. Performance can be mea 1.sured Utility three bill ways: tracking monitors how much your institution update each month. they would otherwise require a significant amount of time to is spending on energy for the entire campus and, if they are metered, individual buildings. Tracking methods range in - complexity and sophistication from manual spreadsheet to marking buildings. It will allow you to store your utility billing EnergyStar Portfolio Manager is a free online tool for bench automated commercial software with a web-enabled inter- information and compare the consumption of each building face. building types are available. It also has the ability to incorpo- rateto the trend typical logging.. energy use for its type in the U.S., though not all For proper analysis of utility billing data, you should be able No matter what tools you use, certain features are necessary: Energy Analysis Tools for New Construction allow you to compare use among years in order to determine Though many energy-design software tools require exper- ifto a adjust certain for facility variations is having in weather a certain and energy-system facility use, which prob- will lems, regardless of weather events or atypical periods of use - such as sporting events. ingtise ownersboth in tobuilding gain insight science into and the the general specific strategies tool being that used. will beSome effective simplified for a toolsgiven will building allow type facility and managers location. and build More sophisticated tools will simplify the data entry. Some may even provide automated input of billing information. This eQUEST is a comprehensive whole-building analysis tool suit- may be a matter of convenience for smaller campuses but it can be a way to reduce program costs for larger campuses well as title 24 compliance). It can be used in a limited form able for both early design and final LEED documentation (as each month for data entry. phases. An experienced professional should do more detailed where a significant number of man-hours would be required analysis.or ‘wizard mode’ for simplified modeling during early design 2. Benchmarking standard or to another building of similar use type. The most Energy10 compares your buildings’ energy use to a analysis during the early design phases of a new construction is a simplified design tool for whole building 105 - mentation. project. It may not be suitable for detailed analysis or docu Energy Analysis within the Phases of Design The design process for new construction typically goes through the phases listed below from design to construction documents. Energy analysis takes a different form in each phase of the design process.

1. Conceptual design requires the simplest methods since

metalmajor orcharacteristics wood framing, of etc.)the building, are still beingsuch asdecided. overall Because shape, littleorientation building and information general envelope is available, characteristics some decision (mass makers walls, see no reason to include as energy analyst at this stage. This

lifetimeis a very energy expensive use assumption.of resulting building.Quite the Therefore, contrary, such this phaseearly requiresdecisions the as orientationadvice of an and experienced shape dramatically energy analyst influence as much as the others.

2. Schematic design often considers several plausible scenarios that can be evaluated for climactic suitability and relative energy use.

3. Design development requires a good representation of the large-scale characteristics of the building and focuses on com- parisons of more detailed building components such as HVAC, lighting, insulation and glazing.

4. Construction documents represent a fully formed design.

While some changes may still occur, changes to the major characteristics are difficult. This phase is where the energy Referencesmodel is finalized for LEED documentation.

aspx?ID=491#TrendLogginghttp://www.buildinggreen.com/features/mr/sim_lit_101.cfm http://www.betterbricks.com/DetailPage.

106 Appendix G

Active Listening

Active listening is the basis for all effective communication. These active listening techniques are vital to any important

- said than done. Most of us tend to talk and not listen. When people understand that you’re listening to them, they communication. They may seem obvious, but they’re easier acknowledging,will be far more empathizing,likely to listen and to you;clarifying. they’ll These be more skills will are easying to enough work with to understand; you. Active inlistening fact, you is probablybased on alreadythree skills: know them. But to use them, you probably will need to remind yourself.

Clarify: When speaking with a person with whom you have issues or who seems unwilling to hear your point of view, a powerful way to ensure that you fully understand their when people talk about issues that are important to them, message is to respectfully ask questions of clarification. Also, saytheir what statements you think may you become heard thema bit jumbled. say. Carefully One excellentreframe, way to help find a way through the tangle is to clarify, that is, rather than interpret, their statements. That is, don’t color reframe,the clarification offer it aswith a question, your values, not needs,a statement. perceptions, For example, and “Areassumptions you saying (even that...” if you think you’re right). And when you

Another way to clarify is to summarize. For instance, when they make several points over the course of a long statement, you can help by summarizing the points and checking with the speaker that your summary is correct. Clarifying and summarizing not only ensure that you understand what they are saying, these skills help make clear to the other person listening,that you’ve they heard may them—a be prepared critical to ingredienthear your ideas of an oreffective sugges- tionsconversation. to which Once they theyotherwise understand may be that deaf. you are genuinely

Acknowledge: As the conversation proceeds, look for anything positive in what the other person says. Then acknowledge them for their positive comments or actions, which be something like going out on a limb or showing a willingness to volunteer information or to work with an adversary—whatever positive you find in what they’ve said. Be careful not to patronize and there’s no need to dwell on it; just ensure they Empathize:are clearly acknowledged None of this is forto suggestwhat they’ve that you said gloss or done. over dif- seem to be having a problem or displaying a strong emotion, empathizeficulties. Rather, by letting in charged them know conversations, that you understand when participants what - they’re going through. You might even note similar difficul ties that you’ve had. Empathy isn’t sympathy. For instance, “I get the feeling that you’re angry” is an empathetic statement. thatIt acknowledges to you” is sympathetic. important feelings,It supports it confirms negative that feelings what and is being said is being heard. In contrast, “He shouldn’t have done does not seem emotional, there may be no need for you to empathize.judges who is wrong or right. Note that, if the conversation

107 Appendix H

Collaborating for a Sustainable Campus Principles of Collaboration The path to a sustainable campus is not paved with charis- Collaboration begins at the intersection of interests, matic leadership, increasing revenues, or technical expertise • different points of view are founded. Collaborationwhere people occursfind common early, during interests the upon development which their of an step— though at a time each by of creative, those can open-minded be helpful; it’s staff, not faculty a series and of stu-big, idea or solution, rather than later, when the solution is dentsquick fixes.who have Rather, a vision it’s a twistedof a sustainable and rocky future path, and found a willing- one • chosen or implemented. ness to listen to those with whom they disagree. Collaboration does not necessarily require compromise. Working together intelligently, leaving dogma behind, When campus issues are challenging, tensions often heighten • as decision-making pits one faction against another and both Collaborators take responsibility for the outcome, even against the administration. Each pushes its position instead of people consistently find solutions beneficial to all parties. helping solve problems; neither takes responsible for a work- • able outcome. Howwhen to Collaborate they don’t have the authority to make the decision. - marize • HearEmploy their active concerns listening: and empathize,ideas before validate, telling them clarify, yours sum andOften, adversaries the results become are anger, enemies. resentment, Campus disrespect, leaders can distrust, hardly delay, expense, and litigation. One side wins, the other loses, • Describe your interests instead of defending your posi- to make the issue vanish. Their primary motivation become • tionUnderstand their interests before describing yours focus on the merits of a question before them; many just want • Set aside differences and disagreements to solve mutual durable outcome. problems minimizing their own discomfort—not a recipe for a just and • In sharp contrast, more collaborative forms of decision-mak- Identify common problems, needs, and interests before ing build respect and trust. They involve all relevant parties • seekingPursue easiest solutions. issues first. and shift the responsibility to them. Results are neither easy • Join them in achieving their goals before asking them to nor quick, but ultimately faster and more sustainable than the alternative. • Practicaljoin you Collaboration in the Face of Conflict - eryone will be able to live with the results. that has deeply divided several factions. There’s a far better chance that no one will lose and that ev Say yourFind campusa neutral is convener confronted and by a aneutral difficult location and divisive for a dis- issue Though the appropriate mix of solutions for a given campus cussion. Identify groups that are interested in the prob- must be carefully and systematically chosen, the primary • lem, ensuring that economic, environmental and social concerns will be represented. Find one person within each group who is well informed, thechallenge capacity for of a advocatescampus is —not however technical passionate, (though technical committed, least contentious, and most willing to listen—the diplo- andaspects outspoken can be difficult).— to work Rather, together. it’s attitudinal; it’s developing • mats, not the warriors. Convene these diplomats and ask them to identify the Social, economic, and environmental factors are the three legs • Where there are disagreements on the facts, agree on ob- challenge is not to “balance” social concerns against business primary issues and facts regarding the subject problem. issues,that keep against a sustainable environmental campus’s issues—taking stool from toppling. a piece from The • Seekjective agreement sources of on information overarching for social, determining environmental, the facts. to regard all three as overlapping, inter-related factors that, • andOnce economic the facts goals.are determined, reconvene the diplomats. whenone to considered benefit another—but together, offer rather solutions to integrate that are the otherwise three — Based on common goals and facts, begin an extended obscured when one factor is regarded as paramount and the discussion of possible outcomes. others subordinate. This is often called whole-system think- • ing or integrative design. This approach often, not always, reveals solutions previously unknown. Also, it often results in a solution that all parties No single individual, however intelligent and well meaning, can live with. This may sound impossible in your particular, can integrate all necessary factors. Rather, sustainable solutions require many people with different skills and points of and practical than the alternative. seemingly intractable circumstance, but it’s more effective wisdom is best exercised, not by imparting it on others, but by viewusing to it bring to inquire sufficient deeply wisdom and to to listen the conversation.to those with Theirdifferent experiences.

108 Appendix I Portland State University

Revolving Loan Funds School RLF amount

Following three tables taken from the “Student Green Fee Harvard 12 million proposal for the sustainable revolving loan fund” Iowa State University 3 million

University of Michigan, ECM 2 million HarvardPortland State University (March, 2008) Yale 1 million Previously funded revolving loan fund projects University of Colorado 500,000 The final amount assumes: - 1. Energy prices don’t increase, which they will. In Oregon, University of Maine 300,000 Northwest Natural announced a utility hike of 40% for its nat ural gas. Half of PSU’s natural gas is supplied from them (via Tufts hundreds of thousands? Sempra). As reported by the Vanguard in April of 08’, student Whitman 100,000 ishousing primarily prices due will to anbe increaseincreasing in bynatural an average gas prices. of 8%, and in some cases as much as 15%. According to John Eckman, this Duke 50,000 increase.2. The 2007 annual savings is a constant, which it isn’t. As the RLF enables more projects, the actual net annual savings will Macalester 67,000

Other non-RLF

Penn. State 10 million/year

Harvard’s Projected RLF Savings

Year Annual Savings Accumulative Savings

2010 $ 3,847,587 $ 3,847,587

2011 $ 3,847,587 $ 7,695,174

2012 $ 3,847,587 $ 11,542,761

2013 $ 3,847,587 $ 15,390,348

2014 $ 3,847,587 $ 19,237,935

2015 $ 3,847,587 $ 23,085,522

2016 $ 3,847,587 $ 26,933,109

2017 $ 3,847,587 $ 30,780,696

2018 $ 3,847,587 $ 34,628,283

2019 $ 3,847,587 $ 38,475,870

2020 $ 3,847,587 $ 42,327,304

109 Previously funded revolving loan fund projects Project category # of Projects Amount of fund allocation % Total fund allocation

Lighting 72 $ 5,231,027 49%

Heating, ventilation, 32 $ 2,650,004 22% air conditioning (HVAC)

Ground source heat pump 2 $ 1,000,000 1%

Behavior 8 $ 955,435 6%

Kitchen renovation 10 $ 563,257 7%

Co-generation 2 $ 464,222 1%

Photovoltaic power generation (PV) 3 $ 334,591 2%

Controls 4 $ 286,517 3%

Irrigation 2 $ 252,150 2%

Insulation 3 $ 92,336 2%

Construction soft costs 1 $ 69,724 1%

Metering 2 $ 67,432 1%

Process load 1 $ 53,460 1%

Recycling enhancement 1 $ 38,000 1%

Transportation 2 $ 9,868 1%

Feasibility 1 $ 29,000 1%

Renovation 1 $ 115,122 1%

Total 147 $ 12,212,146 100%

110 Appendix J

Carbon-Offset Terminology

Carbon Credit: the reduction of one metric ton of carbon dioxide from the of the expected or actual emission reductions of a particular atmosphere, orA its tradable equivalent financial in other instrument greenhouse that gases. represents Verification provides an independent third party assessment

Carbon Offset: A reduction or removal of carbon-dioxide- GHG abatement project. Verification is necessary to achieve certification. - to counterbalance or compensate for emissions from other equivalent greenhouse gas (GHG) emissions, which is used These definitions are adapted, in part, from ACUPCC’s Invest guidance-documents/offset-protocoling in Carbon Offsets: Guidelines for Institutions. activities. Offset projects generate carbon credits that can be http://www.presidentsclimatecommitment.org/resources/ withinpurchased its boundary. from outside an institution’s boundary to meet that institution’s own targets for reducing GHG emissions Renewable Energy Certificates (RECs) represent proof that one eligible renewable energy resource. By purchasing a REC, a customermegawatt-hour purchases (MWh) the of green electricity qualities was that generated are associated from an with renewable energy, such as reduced greenhouse-gas emissions, but does not purchase the electricity associated with the generation

RECs can incentivize carbon-neutral renewable energy by providing a production subsidy to electricity generated from renewable sources. RECs are often treated as carbon offsets, even though the concept is distinct. Some RECs can be converted to carbon credits by translating the clean energy conversion factor for the grid in that region). RECs are also know(in MWh) as green into carbontags, renewable reductions energy (based credits, on the or appropriate tradable

Environmentalrenewable certificates. Integrity this general term refers to the degree to which offset claims : In the context of carbon offsets, they are real, additional, and counted only once. The term shouldprovide not genuine be confused climate with benefits, “secondary that is, environmentalthe degree to which benefits,” which refers to other benefits from an offset project Additionality:(e.g. air pollution the reduction principle thator protection carbon credits of biodiversity.) should be requiringissued only conservation, to those GHG-mitigation wildlife habitat projects preservation, that would etc.). not have happened for other reasons (e.g. easements, regulations Certification:

written verification by a disinterested third party that a project activity achieved certain reductions in Doubleanthropogenic Counting: GHG occurs emissions when duringa certain a specified increment time of GHGperiod. reduction is counted toward multiple offsetting goals or targets emissions-reduction(voluntary or regulated). target, For but example, not if they credits had from already an energy-been soldefficiency to business project owners. could be A countedREC certifying as part agency of a national gives each get double-counted. REC a unique identification number to make sure it doesn’t

111 Appendix K

Campus Climate Publications

- wave of schools that implemented carbon-cutting initiatives lent work offered in recent publications by practicing sustain- have shown that good planning is the best way to ensure good RMI’s research on campus climate initiatives built on excel Below is information and excerpts, and notes regarding results” (page 8). particularlyability coordinators useful sections and non-profit of these support publications. organizations. People, Process and Products

Campus Climate Toolkit Developing the Plan www.cleanair-coolplanet.org/toolkit/ Though not excerpted here,by Clean this is Air-Cool an excellent Planet tool Working with Stakeholders

Strategies for Carbon Neutrality by Davis Bookhart Project Identification and Evaluation

(2008) http://www.liebertonline.com/doi/abs/10.1089/ Cost-benefit and feasibility analyses SustainabilitySUS.2008.9991 as a guiding focus For campuses that are far along in the process, “Ranking the “There are, and will continue to be, trade-offs that place one eliminated and risk associated with techno logical uncertain- Projects:” Using such cost-benefit data as dollars per MTCDE should have mechanisms for evaluating these trade-offs and ensuringset of sustainability that a broader priorities focus onover sustainability another.”…”A remains strategic a plan Opportunitiesty, plus other indicators and Lessons to account Learned for social benefits. Involving students in the planning; Integration with other Identifycentering guide”finance (page opportunities 35). campus planning efforts; Achieving net emissions reduction requires new ways of thinking about growth; Encouraging “Finding and allocating funds for carbon reduction goals will productive collaboration between campuses. are opportunities for the institution to raise revenue through be a key element in strategic planning.” … “Often overlooked by Degrees That Matter: Climate Change and the University its operations” (page 38). Refocus bragging rights Ann Rappaport & Sarah Hammond Creighton (2007) MIT Instead of hyping successes, schools need to dig deeper to do “ThePress challenge in Cambridge, for most MA. climate change action efforts is to the hard work of evaluating shortcomings and crafting solu- dovetail effectively the climate change issue with the day- to-day decisions and the long-term goals and issues facing tions to overcome them: some of the marketing and publicizing efforts of schools “Consideringuniversity decision buildings makers” as an (52). integrated system rather than a “A carbon strategy… may force a different approach to collection of unrelated parts is a critical shift. In many design and their sustainability offices. It is painful to look at the Focus opposite on vision, side not of progress—whatjust numbers (though is left to numbers do” (page are 38). an and renovation projects the largest savings may be realized important detail) by finding opportunities for optimizing systems, often by Too much focus on numbers can obscure development of a Life-cycleidentifying thinking their interrelated components”(175). cohesive vision for transformation through climate-change Long-term thinking those that are transformative; students, faculty, staff, alumni, neighboringmitigation: “The communities, results that and will the make neighboring the most region impact all are need to be impacted positively by the efforts of the strategic Cash catalyst model

- plan” (page 39). by National Wildlife ability The Green Campus: Meeting the Challenge of Environmental Sustain by Walter Simpson (2008) by APPA (Association of Higher Guide for Climate Action Planning - sources/HTML/climateactionplanning.cfm Education Facilities Officers) in Alexandria, VA. Federation http://www.nwf.org/campusEcology/re CampusMeetingtheChallengeofEnvironmentalSustainability.aspx http://www.campuserc.org/resources/reports/Pages/TheGreen Random-Project Portfolio Organizing an Effective Campus Energy Program: Lessons GHG emissions because it leads to uncertain emissions-reduc- from the University at Buffalo (Chapter 7) Avoid the random-project-portfolio approach to reducing Energy Demand Side

tion outcomes. (see page 9) “The experiences of the first 112 • Operate campus buildings and equipment in an energy Employ conservation measures wherever possible Conservationefficient manner can reduce total campus energy consump- • cheapnessDon’t get side-tracked by looking only or distracted for cheapness by forgetting and forgetting that • aboutefficiency dirtiness and conservation factor. are the means to an end of • - 2. Switching to Renewable Energy tion by 30 percent or more (page 67). - • UB has been able to save $180,000 annually for each de chases as economical as possible while genuinely bolster- gree of corrected overcooling and $290,000 annually for • ing“The renewable real challenge energy is figuringdevelopment.” out how to make these pur Energyeach Supply degree Side of corrected overheating (page 70). The decision about what to buy –-RECs, commodity green Shift away from the most carbon-intensive fossil fuels in power, on-campus renewable systems, or do some combi- energy sources • nation of these--is a complex one. • Top-Level Support for Administration Designing Right (and Green) in the First Place Speak the language of administrators “While it is tempting to pursue a LEED rating by identifying Give campus administrators “a piece of the action” • Leadership• in Facilities Management whichthe easiest is holistic and cheapest and integrative points achievable in pursuing by design your project,solu- In-house energy management committee tionsthis ‘checklist that genuinely approach’ seek violates to minimize the spirit environmental of green design, impact” UB High Performance Building • Holding the line on energy conservation policies Guidelines • Energy officer and team participation (Simpson 2008: 84). See the Campus-wide• Awareness Authority ofdeveloped the State by of theNew UB York—these facilities unit aim with to “ensure input from that the State University Construction Fund and the Dormitory Environmental contacts network Social marketing campaigns holistic and committed to reducing the environmental impact UB’s green building design efforts are genuinely integrative, • Educate about climate change • Incorporate energy program into larger campus environ- edu of new construction” (page 84). http://www.ubgreen.buffalo. • mental program • Assessing Greenhouse Gas Emissions and Developing a Cli- Encourage complaints about energy waste • Audience-specific outreach “We are all too aware that signing a climate neutrality pledge mate Action Plan: Institutionalizing• Campus Energy Policies “Go for the Gold but Pick Low Hanging Fruit with Caution” Campus growth and expansion often seems at odds with the goaland achievingof carbon itsneutrality. goal are two different matters” (page 86). mix them together. “While exclusively targeting quick paybackDon’t let measureslow hanging is tempting, fruit blind campuses you to larger should opportunities; avoid this Metrics for tracking progress and effectiveness Documenting Benefits and Celebrating Successes: do short and long payback measures together so that their combinedfast payback paybacks trap. Project are attractive, planners and, would in the be wellend, advisedmore to STARS Assessment Tool for Campus Sustainability measures are installed. If all “low hanging fruit” is done http://www.aashe.org/stars/index.php paybacks) may be unreachable.” first, much of the higher hanging fruit (projects with longer I. I.C Diversity of Challenges to Climate Action Planning Coping with Computer Explosion Regionalpatterns Differences: in different areas of the country a. NWF’s observations and input about general barrier and over breaks • Green Computing Policy with required switch off at night b.wealth Urban etc.) and Rural Differences II. Institutional Type: Public and Private Divisions (and size, • Purchase of most energy-efficient computers a. Capital planning budget limitations at public institu Financial Disincentives and Incentives tions Consider energy operating costs and who will have to pay b. Lack of state and federal policy drivers for private them. institutions • Minimize disconnects between planning and operations so that cost savings in operations motivate and provide a. Balance between respect for organic creativity and • incentives for greener planning. III. Institutionalsocietal need Culture for robust,and Leadership measureable Style: process

The Two Faces of Deregulation ments provide standardized reporting structure and 1. Finding Cheap Electricity b. accountabilityPCC, the Climate to Registryan external and public regulatory “watchdog” require - • Make connection between efficiency and attracting utility c. withoutThe Leap careful of Faith consideration Issue: Carbon of neutrality timing) statement bids with lower rates by pointing out how efficiency flat readiness levels (ex: momentum could be slowed tens campus load profile and peak demand. 113 IV. Collaboration between Growing Communities of Knowl

changing national landscape and the path to solutions. maintenance projects Increase because annual capital maintenancehas to be allocated budgets to by edge (include a generalized stakeholder map). The “just-getting-by.” availableSuggested technologies solutions: into all planned maintenance upgrades a. NWF’s work on Climate Action Planning (with SCUP) andadopting investing a policy resulting of incorporating energy-cost the savings most backenergy-efficient into the b. AASHE’s work on supporting the ACUPCC maintenance budget for the following year. If followed with c. Clean Air-Cool Planet’s work on GHG inventorying discipline, this approach will result in lower heating and d. Student Organizations and Events (FtN, EAC) cooling loads so that HVAC equipment replacement costs will e. All of the above organizations working together (e.g., decrease in the long run because boiler and chiller systems ACUPCC recommends CA-CP’s GHG calculator. ) can be safely downsized. f. &Sustainability Creighton, Toor Coordinators & Havlick) (don’t – Books id individuals and Networks here for the visual-- inc: Bookhart, Simpson, Rappaport Disaggregation of energy and facility-related planning processes: (also include a list in appendix here) Campus planning is a fairly ambiguous term that encom- g. section)HESA and other Federal Policies passes a spectrum of management areas, all of which are h. State Policies (leads well into Regional Differences theoretically driven by over-arching campus strategic priorities. Coordination and integration of different areas of campus II. a.The Finance RESEARCH: & Accounting Climate-change mitigation issues in Cam planning are sometimes loose. When departments respon- pus Operations sible for sustainability planning, capital planning and facili- Unrealistic limitations on acceptable payback periods for ties planning do not collaborate and communicate regularly, energy-efficiency investments: opportunities to glean the highest possible levels of energy- Although colleges and universities generally plan to own and - Develop a clear communication strategy nance bodies are often uncomfortable with waiting more than andefficiency schedule tend collaborative to be missed. meetings between various campus sevenoperate years their for buildings investments in perpetuity, in energy-saving their financial-gover technologies planningSuggested departments solutions: to keep abreast of opportunities for to pay back. This mentality limits options and can prevent creative energy-management and renewable energy-genera- consideration of technologies that have the highest potential tion solutions. to reduce energy consumption and reduce greenhouse gas emissions. For example, installing a synergistic combina- Inflexible separation between capital and operating budgets: tion of several energy-saving technologies when a building is - crue from reduced energy and water use to directly increase - When there is no mechanism for financial savings that will ac ogy;retrofitted however, usually the higher-impact, has a higher upfront synergistic cost and installation results in may a - takelarger several annual years energy longer savings to pay than back installing due to itsjust high one upfront technol the first-cost capital budget for improving the resource-use cost. When faced with a decision between these two types of designperformance of the structuresof a building, for it funneling is difficult energy to justify savings capital to debtin service,vestments building in energy-efficiency. operating budgets, Careful, and nuancedbudgets forattention future to shorter payback often wins out even though the energy sav- - ings,options, cost the savings single and installation greenhouse with reductions a higher annual over the ROI full and life - therenewable rush to energy“get going” or energy-saving the design of projectsthese structures is critical may for susbe tic installation had been chosen. overlooked.tainable financing of campus climate-change initiatives, but in of the building will be Incorporate significantly Life-Cycle lower than Cost if the Analysis synergis Funds Campus Action Toolkit for an overview of ways to investmentsSuggested solutions: in campus buildings. Done carefully, this type Suggested solutions: Refer to Campus InPower’s Raise the of(LCCA) analysis into will financial highlight decision-making the potential forabout higher energy-saving cost savings creating revolving loan funds, administrative funds, and lever- over the full operating life of buildings with the most impact- structure energy-efficiency and renewable energy funding by an internal campus bank. Combinations and hybrids of these aging energy-efficiency paybacks to grow the endowment or fulInadequate energy-efficient attention technologies. to annual building maintenance needs: make good business sense. g It is common practice for college and university budgets various structures can result in powerful finance models that allocate too little to annual maintenance and upkeep of Strict arms-length endowmenthttp://www.CampusInPower.or investment policies: campus facilities. This practice too often results in a daunting - backlog of deferred maintenance needs that can cut into regentsThe duty of of colleges fiscal responsibility and universities in managing but sometimes an institu this duty tion’s endowment should be taken seriously by trustees and an institution’s bottom line and dampen opportunities to “outside of the box” investment strategies that are low-risk annualimprove emergency the energy-efficiency maintenance of eatsits buildings away at spareand power capital andis reinforced can provide by inflexiblea high return policies on investment. that prevent Investment thinking about everyequipment. year, it Once becomes the backlog close to begins impossible to collapse to conveniently such that opportunities related to energy-savings generated by building incorporate energy-saving technologies into planned

retrofits are not well understood by financial decision-makers 114 and the idea of investing endowment funds “close to home” up-front capital investment and since colleges and univer-

Form institutional energy-savings invest- - mentby funding networks retrofits whereby on campus trustees is uncomfortableat one school can for choose trustees. mentsities doare not non-profit, apply to tax-exemptthem. Raising organizations the initial investment the federal Suggested solutions: - moneytax credit and/or benefits negotiating that are availablewith third-party for this organizationstype of invest to make the initial investment are complicated challenges. returnto invest on a investment small portion for of an their agreed-upon endowment number in energy-effi of years. Suggested solutions Thisciency type retrofits of arrangement at another would school allow and receive trustees the and associated their investment managers to maintain arms-length control over develop, customize and: There construct are a numberan on-site of solar,ownership wind or their investments while reaping high returns from low-risk biomassmodels and generator. financing Each models installation that can could be used be ownedto creatively by the investments and supporting climate-change mitigation on col- college or university, a third-party private vendor, a private lege and university campuses. It would also open up another equity partnership, the local utility company, the local campus allowing each school to attract investors from other institu- different depending on the ownership model. For a detailed tions.avenue for funding energy-efficiency retrofits on campus, by overviewor some hybrid of options, of these consult options; chapters the financing 4 and 6 of package The Business will be - b. Capital, Human, Social and Knowledge Resources - Case for Renewable Energy: A Guide for Colleges and Univer Lack of information about the financial value of energy-effi- sities (2006) by Andrea Putnam and Michael Philips. In addi ciency: tion, the Harvard University Office of Sustainability maintains a useful webpage on financing models for campus renewable When financial analyses emphasize one-off projects- energy initiatives (see http://www.greencampus.harvard. instead of an integrated approach to retrofitting existing Limitededu/cre/financing.php). staff time for researching energy-related projects: tobuildings, the full financial value and potential of energy ef energy-savingsficiency remains by hidden. removing The essential practice piecesof value of engineering a systematic energy-saving save on first package. cost investments In addition, can theundermine uncertainty potential of energy On most campuses, the departmental support staff for both facilities and operations and finance and administration have makers to quantify the potential returns from energy-saving bestmany way balls to to generate juggle and reliable adding information the responsibility on which of to energy- base investmentsprices in the infuture campus makes facilities. it difficult for financial decision energy-relatedproject research investment to their already decisions. full plates Staff willis not likely always feel the Getting over the peer support and connec- over-extended and resentful unless they are already pre- tion hump: Assessing options for greenhouse gas reductions disposed to be passionate about clean energy solutions. In canSuggested be a daunting, solutions: lonely and frustrating process without addition, without structured support and guidance about how support and collaboration. Carving out time and space for to wade through the multiplying array of information avail- meaningful shared learning and problem-solving with peer institutions is a challenge for busy administrators, faculty, staff and students. Nonetheless, collaboration and support analysisable about of energy-efficiencythe best options for and investment. clean energy, staff members from peers facing the same research and planning challenges Suggestedare hard-pressed solutions to come up with a confident and thorough

Incomplete and unverified: Students, greenhouse CCI gas inventory data: Limitedis critical access for making to capital confident for energy-saving progress. investments: A common barrier to progress in implementing additional Access to lines of credit and capital to support the up-front greenhouse gas reduction measures is the perception that a - thorough and complete greenhouse gas inventory of the col- monly cited barriers to reducing campus greenhouse gas costsemissions. of energy-efficiency retrofits is one of the most com Suggested solutions lege or university’s emissions is necessary in order to begin decisiondecision-making makers desirefor the detailed, implementation quantitative process. analysis Quantifiable in order : There is a growing body of literature and tomeasures make responsible of emissions decisions. are important and fiscally conservative technologies.a widening circle The of Clinton firms andClimate non-profit Initiative organizations provides free that Suggested solutions facilitation,can help campuses mediation navigate and advising the financing to support for energy-efficient campuses in implementation planning altogether. Reliable analyses are al- constructing their energy and carbon management portfolios. : Inventory calculations need not delay

Star program offer tailored resources for colleges and univer- aashe.org/resources/climate_action_plans.phpready available at the general campus scale (see (1) AASHE’s The U.S. Department of Energy (DOE) and the E.P.A. Energy online directory of existing Climate Action Plans at http:// www. ,(2) National rebuildamerica.govsities to demonstrate the business case of energy efficiency. HTML/climateactionplanning.cfmWildlife Federation Campus Ecology’s Guide to Climate Action The DOE Rebuild America online Solutionswww.energystar. Center ( Planning at http://www.nwf.org/campusecology/resources/ gov) offers free, downloadable) offers tools calculators for targeting for cost-efficientenergy perfor- , and (3) EH& E’s white energy-upgrade projects and Energy Star ( paper- Striving form). Climate Instead Neutrality of allocating on Campus: resources 7 Steps linearly, Limited access to capital for renewable energy projects: for Writing a Climate Action Plan at http://www.eheinc. - mance assessment and cash flow planning. com/7stepscap.htning, consider whether some limited resources of time, hu- first to the inventory and then to the implementation plan On-site renewable energy projects usually require a sizeable, 115 implementation decisions based on broad GHG source trends man capital and financial capital might be better invested in GHG inventory is completed, it can be used to add to and that have emerged in higher education. Once a customized

adjust implementation choices.

History c. ofPhysical investment Space in andcentralized, Planning fossil-fuel-powered heating and cooling: - cant up-front investment. In cases where fossil-fuel-powered equipmentCentralized has heating not yet and achieved cooling equipmentfull payback, requires campuses a signifi are not likely to consider investing in different supply-side equipment in the near term. Thus these campuses will continue to burn fossil fuels and emit greenhouse gases at least until their initial HVAC equipment investments have been recovered. Suggested solutions - ings served by centralized heating and cooling equipment will facilitate faster paybacks: Improving by generating end-use energy-cost-savings efficiency in build that can be used to recover the investment. The green attri-

to generate some additional revenue of their own through butes of efficiency retrofits to campus buildings may be able

the sale of Energy Savings Certificates (ESCs, which are also andcalled disadvantages Energy efficiency associated certificates/EECs, with selling energyTradeable savings white certificates/TWCs and White TagsTM). There are advantages

institutionalgenerated through greenhouse building gas efficiency-retrofits: reductions but they Savings can generate sold revenueas certificates streams during and energy-costa given year savingscannot bethat counted an institution toward can use to pay for other energy-management costs like paying off expensive equipment, funding new green buildings, and investing in renewable energy generation on campus.

Historic buildings with inefficient, expensive preservation requirements: Lack of access to energy-consumption data at the level of units of users • Lack of space for on-campus renewable energy generators • d. Socio-cultural and Contextual Factors Lack of coordination between green efforts on campus

• • IncreasingInvisibility plug-loadsof energy-efficiency • LackPressure on incentives to expand for campus energy facilities conservation • The culture and privilege of academia • Research laboratory energy needs • • Concern about campus aesthetics • Psychological attachment to an inefficient campus fleet • e. External Barriers and Solutions

Tax incentives for investments in on-site renewable ener- • Policy Factors • institutions to make these kinds of investments. Supplygy generators of small-scale are not windeffective turbines for motivating is very limited non-profit given

• 116 growing demand for large-scale projects.