The Journal of College and University Student Housing

Sustainability Theme Issue

Volume 36, No. 1 • April/May 2009

Association of College & University Housing Officers – International

Volume 36, No. 1 • April/May 2009 Copyright Information: Articles published in The Journal of College and University Student Housing are copyright The Association of College & University Housing Officers – International (ACUHO-I) unless noted otherwise. For educational purposes, information may be used without restriction. However, ACUHO-I does request that copies be distributed at or below cost and that proper identification of author(s) andThe Journal of College and University Student Housing be affixed to each copy.

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The ACUHO-I Foundation The Journal of College and University Student Housing is supported, in part, by the ACUHO-I Foundation. The ACUHO-I Foundation was formed in 1988 to provide a way for individuals, institutions, corporations, government agencies, and other foundations to support the collegiate housing profession through gifts and grants. Since its inception, the Foundation has raised more than $1 million to fund commissioned research, study tours, conference speakers, institutes, and scholarships. More information about the ACUHO-I Foundation, its work, and means to make a contribution can be found at www.acuho-i.org.

Cover photos: Front - East Hall, Worcester Polytechnic Institute, Worcester, Massachusetts Back - Oregon State University, Corvallis, Oregon ACUHO-I Executive Board of Directors

Norb Dunkel Ana Hernandez President Globalization Director University of Florida in Gainesville University of Illinois at Urbana-Champaign Michael Schultz President-elect Chuck Rhodes Southern Illinois University, Inclusion and Equity Director Edwardsville Sonoma State University in Rohnert Park, California Jill Eckardt Vice President Tony Cawthon Florida Atlantic University Knowledge Enhancement Director in Boca Raton Clemson University in South Carolina

Peter Galloway Cathy Bickel Business Practices and Residence Education Director Enhancements Director Ball State University in Muncie, West Chester University Indiana of Pennsylvania Jacque Bollinger Steve Waller Regional Affiliation Director Facilities and Physical Environment University of Wisconsin, Oshkosh Director Louisiana State University Pam Schreiber in Baton Rouge Workforce Development Director Florida Gulf Coast University Patricia Martinez in Fort Myers Finance and Corporate Records Officer Lynne Deninger Miami University in Oxford, Ohio Sustainability Director Cannon Design 2008-2009 Editorial Board Members

Phyllis McCluskey-Titus Von Stange Editor Associate Editor Illinois State University University of Iowa

Ryan Davis Deb Taub Associate Editor Associate Editor University of Maryland—College Park The University of North Carolina at Greensboro

Reviewers

C. Ryan Akers (2010) Rosemary J. Perez (2011) Mississippi State University University of Michigan Greg Block (2009) José-Luis Riera (2010) New Mexico State University University of Maryland David Clark (2009) Mary Ann Ryan (2011) Wake Forest University University of St. Thomas Denise L. Davidson (2010) Cha Ron K. Sattler (2010) Bowling Green State University Rochester Institute of Technology Shay Davis Little (2011) Jim S. Settle (2009) University of Georgia Shawnee State University David Jones (2011) Steve St. Onge (2009) The University of Alabama Clinton Community College Gerry Kowalski (2009) Dale R. Tampke (2009) University of Georgia University of North Texas Dorian L. McCoy (2011) Darla Twale (2009) The University of Vermont The University of Dayton Josh McIntosh (2009) Jörg Vianden (2011) Harvard University University of Arkansas The Journal of College and University Student Housing

Volume 36, No. 1 • April/May 2009

Letter From the Editor ...... 6 Phyllis McCluskey-Titus

Green Residence Halls Are Here: ...... 10 Current Trends in Sustainable Campus Housing Maruja Torres-Antonini, Norbert W. Dunkel

Sustainability and Residence Hall ...... 24 Construction Andrea J. Trinklein

Creating a “Green Bubble” on Campus: ...... 38 A Model for Programming in a Green Living-Learning Community David Whiteman

Integrated Design: A Sustainable Mindset ...... 48 for Residence Halls Lynne Deninger, John Swift

Biodesign Institute Arizona State University Published by the Tempe, Arizona Association of College & University Housing Officers – International Letter From the Editor

Hello ACUHO-I colleagues! When it was suggested that this year’s special issue of The Journal of College and University Student Housing should focus on sustainability, I had no idea how much I would learn in 12 months! While those of us working in campus housing have been talking about the ... this very concept of sustainable building and living, and some of us have em- barked on ambitious facility and programmatic development around special issue sustainable lifestyles and eco-friendly construction projects, very few of The Journal of us have actually conducted research appropriate for our Journal in this area. I offered opportunities to no fewer than 15 identified of College and experts in sustainability to write about and share their knowledge with our readers. Since this is a newer field of study, many of these University experts have been consulted and overextended and were unable to Student Housing write for us. So then I turned to practitioners who had been recom- mended as applied researchers and had been leaders in different will offer you a aspects of the housing sustainability movement. This special issue flavor of each of is available to you, thanks to their willingness to share what they have learned through research conducted on the job. the aspects of According to Merriam-Webster, sustainability can be defined as sustainability ... 1: capable of being sustained 2a: of, relating to, or being a method of harvesting or using a resource so that the resource is not depleted or permanently damaged 2b: of or relating to a lifestyle involving the use of sustainable methods (http://www.merriam-webster.com).

T he J ournal of C ollege and U niversit y S tudent H ousing Keeping these definitions in mind, this very special issue ofThe Journal of College and University Student Housing will offer you a flavor of each of the aspects of sustainability as it is defined here and as it relates to our work in college and university campus housing programs. In a research study, Maruja Torres-Antonini, faculty member, Sustainability and Norb Dunkel, housing director (and ACUHO-I president), both from the University of Florida, provide the framework and an is related to introduction to better understanding how sustainability is being much more than practiced in campus housing programs. Their investigation reports information obtained from Web sites and current periodicals in buildings or order to determine which campuses are implementing green living- facilities alone; learning programs and developing facilities that make maximum use of nonrenewable resources. This article addresses the “capable it encompasses of being sustained” part of the definition. a way of life A housing director who has been a leader in sustainable campus construction, Andrea Trinklein of Emory University addresses the as well. second part of the sustainability definition, “relating to, or being a method of harvesting or using a resource so that the resource is not depleted or permanently damaged.” Andrea has provided an introduction to constructing housing facilities with an attentive- ness to how to make the facility environmentally sustainable. Her article includes the LEED checklist from her campus that will show readers the standards required to obtain certification or, at the very least, ways to include some energy-saving elements into new or existing facilities.

V olume 3 6 , No. 1 • A pril /M a y 2 0 0 9 Sustainability is related to much more than buildings or facilities alone; it encompasses a way of life as well. The third part of the definition states “of or relating to a lifestyle involving the use of sustainable methods.” David Whiteman, the faculty principal of the Green Quad at the University of South Carolina, offers information about the programming and educational events associated with the Green Quad, along with examples of innovative activities that can be implemented on other campuses. Our final article brings together elements of all three parts of our definition of sustainability. Lynne Deninger and John Swift, from our corporate partner Cannon Design, not only discuss facility design and building considerations, but also include research information about programming and education around sustainable lifestyles. In addition, they offer our readers three case studies of sustainable campus housing projects they have been involved with (including photographs). This applied research will allow readers to see and learn about options now available to support eco-friendly building design and construction and what results are possible in terms of both environmental and financial savings.

T he J ournal of C ollege and U niversit y S tudent H ousing I want to say thank you to these authors who took a risk and wrote articles specific to our ACUHO-I readers for this special issue on sustainability. I hope you will enjoy hearing from those researchers out in the field who understand the types of challenges we all face and thus have developed and maintained the sorts of programs and physical structures that will help to maintain our environment for future generations of students. They are an inspiration to all of us! Finally, the Journal apologizes for inad- vertently leaving Tom Scheuermann, director of university housing and dining services at Oregon State University, off the list of authors for the article “Factors Affecting Recruitment and Retention of Entry-Level Housing and Residential Life Staff: Perceptions of Chief Housing Officers” that appeared in the previous issue of the Journal. He should have been credited alongside Steven St. Onge, Ph.D., Thomas Ellett, Ph.D., and Eric Nestor. However, despite that oversight, I am also proud to announce that the Journal of College and University Student Housing won the esteemed EXCEL Award from the Society of National Association Publications for the “most improved” title in the scholarly journals category. My thanks and congratulations to the volunteers and staff who helped make that possible.

Phyllis McCluskey-Titus, Editor Associate Professor Educational Administration and Foundations Illinois State University [email protected]

V olume 3 6 , No. 1 • A pril /M a y 2 0 0 9 Green Residence Halls Are Here: Current Trends in Sustainable Campus Housing

Maruja Torres-Antonini Norbert W. Dunkel Associate Professor, Assistant Vice President and Director Department of Interior Design of Housing and Residence Education University of Florida University of Florida

University of Florida, Gainesville, Florida

10 T he J ournal of C ollege and U niversit y S tudent H ousing Campus housing has the potential for meeting the mandates contained in institutional sustainability commitments made by United States colleges and universities through the synergistic experience offered by its residence and education components. This article reports on a study of sustainable campus housing aimed at identifying With the pursuit opportunities for transformative pro-environmental education of carbon that may complement other institutional strategies already neutrality as its underway. It identifies and summarizes the types and characteristics of sustainable campus housing and provides main strategy, an overview of current trends and practices within the over 600 United last decade, as publicized directly by institutions between mid-2007 and 2008. The study recognized 87 self-described States academic sustainable campus housing initiatives in United States institutions have colleges and universities, classified into three categories: green campus housing, centered on residential sustainability; also signed the sustainability-themed living-learning communities, American College centered on sustainability education; and campus housing & University sustainability “hubs,” which combine sustainability-centered residence and education components. Among others, findings Presidents Climate suggested that the overwhelming majority of United States Commitment colleges and universities reporting sustainable student housing efforts are directed at building green residences, since 2006. that the largest concentration of initiatives is found in the bi-coastal and Great Lakes regions, and that the private higher education sector has been quicker to embrace the greening of campus housing. The article calls on American colleges and universities to consider campus housing to help catalyze the transition to a sustainable society.

United States colleges and universities acknowledge the responsibility vested in them to lead society in reversing the environmental degradation that now compromises our human, social, and ecological health. The 1990 Association of University Leaders for a Sustainable Future’s Talloires Declaration, embraced today by 378 colleges and universities from 50 countries, commits institutions

V olume 3 6 , No. 1 • A pril /M a y 2 0 0 9 11 Maruja Torres-Antonini • Norbert W. Dunkel

to a 10-point plan that includes “practicing in- able campus student housing options but also stitutional ecology,” “creating an institutional the current lack of commonly accepted models culture of sustainability,” and “educat[ing] or common agreement on best practices for for environmentally responsible citizen- the physical environment, operations, and pro- ship” (AULSF, 1990, p. 8). With the pursuit grams of sustainable campus housing. of carbon neutrality as its main strategy, over Educating for environmentally responsible 600 United States academic institutions have citizenship requires appropriate instruction; also signed the American College & University however, instruction alone doesn’t seem to Presidents Climate Commitment since 2006. be able to bring about the behavioral change Pledges include taking immediate steps and necessary to become sustainable. Studies developing a long-term plan to reduce their show that “the adoption of new lifestyles institutional carbon footprint in the spirit that [such as eco-friendly living] is often the result “campuses that address the climate challenge of social diffusion . . . [which] occurs primarily by reducing global warming emissions and by through the informal sharing of information” integrating sustainability into their curriculum (McKenzie-Mohr & Smith, 1999, p. 139), will better serve their students and meet their a process facilitated in campus residence environ- social mandate to help create a thriving, ethical ments. Research into the potential of residence- and civil society” (ACUPCC, 2007, p. 1). based cocurricular education, including the Campus housing has the potential for contribution of the residence setting itself, may meeting the mandates contained in institution- yield the information necessary to steer the resi- al sustainability commitments through the syn- dential experience of college and university stu- ergistic experience offered by its residence and dents in the direction demanded by our century’s education components. Awareness of this po- challenges. tential is captured in ACUHO-I’s 21st Century Purpose. This study on current trends in Project, which acknowledges sustainability today sustainable student housing is framed as a re- as a “deeply embedded expectative for campus search effort to identify opportunities for trans- operations and buildings” and thus recognizes formative pro-environmental education that may sustainability as one of four major criteria for complement other institutional strategies for the design of state-of-the-art student residence meeting the Talloires Declaration and climate facilities. This awareness is also reflected in the commitments of United States colleges and uni- growing frequency of news articles on sustain- versities. The general goal of this study was to able student housing initiatives evidenced in identify strategies for student campus housing the national press and Internet media, ranging to advance sustainability through its residence from green demonstration rooms, apartments, and education components. The specific goal and houses and student-driven eco-houses to was to obtain a working understanding of char- sustainable design-rated residences and sus- acteristics and issues factoring in different in- tainability-themed living-learning or residential terpretations of a sustainable student housing learning communities. This diversity reveals concept, which may facilitate dissemination of not only a healthy interest in exploring sustain- such on collegiate campuses. This article reviews

12 T he J ournal of C ollege and U niversit y S tudent H ousing Current Trends in Sustainable Campus Housing

the current state of sustainable student housing The Association for the Advancement in United States colleges and universities. It of Sustainability in Higher Education keeps identifies and summarizes the types and char- and updates a list of sustainability initiatives, acteristics of sustainable campus housing and which are compiled in periodic bulletins and its trends and practices within the last decade, annual reports (AASHE, 2005-2009). Sustain- as publicized by institutions in print and online able efforts in student housing are described media between mid-2007 and 2008. in these publications under two categories corresponding with the education and residence components of campus housing: “Co-Curricu- lar Education: Sustainability-Themed Living” Educating for environmentally and “Operations: Buildings: Residential responsible citizenship requires Buildings.” The U.S. Green Building Council national database lists buildings, including appropriate instruction; however, student residences, in terms of their compli- instruction alone doesn’t seem ance with their Leadership in Sustainability and Environmental Design (LEED) standards to be able to bring about the (USGBC, 2007, 2008), adherence to which is behavioral change necessary to pledged for all new campus construction by institutions signing the American College & become sustainable. University Presidents Climate Commitment. The educational dimension of campus housing is addressed through instruments cen- Method. Information was gathered over tered on residential programming, such as the the course of one year from self-reported, Residential Learning Communities Interna- public-access sources about broadly defined tional Clearinghouse study (Midden, n.d.), the sustainable campus housing—current resi- Evergreen College’s Washington Center nation- dential facilities and programs ranging from al learning communities directory (The Wash- green campus housing to environmentally ington Center, n.d.), and the comprehensive oriented living-learning communities. The National Study of Living-Learning Programs literature review was conducted from clearing- (Inkelas, Szelenyi, Soldner, & Brower, 2007). houses, college and university Web sites, infor- The latter establishes the positive impact that mation hotlines, and other published material living-learning programs have on residents’ such as institutional newsletters and newspa- engagement with collegiate environments, per articles. Key for this study was Internet psychosocial development, and attainment of sources that track the progress of the collegiate collegiate outcomes, giving consideration to sustainability movement, the dynamic nature thematic emphasis including environmentally of which enables them to keep pace with the focused residential learning communities, rapid evolution of the movement and thus to identified in 2007 as an emerging theme. provide timely reports to their audience.

V olume 3 6 , No. 1 • A pril /M a y 2 0 0 9 13 Maruja Torres-Antonini • Norbert W. Dunkel

Simple content analysis was used to iden- sities, aimed at either sustainable building, tify major demographic information and the sustainability education, or both. The study regional spread and timeline of the develop- focused on higher education institutions, ment of sustainable campus housing and to whether public or private, which by addressing classify these into categories based on the sustainability through student housing signify extent to which these residential communities their commitment to embrace this emerging address sustainability in their physical and pro- paradigm. It excluded a growing number of grammatic dimensions. Information gleaned designated “environmental colleges” and so- through these various methods was cross-refer- called “colleges that make a difference” (Wein- enced for accuracy. Sample institutions among stein, 2006), where sustainability is intrinsic those originally perceived as being the most to their institutional mission and therefore comprehensive yet exemplifying a variety of ap- integral to all campus operations, including proaches were selected for in-depth examina- campus housing. Outside of these sustain- tion; information was gathered through e-mail ability-intensive colleges, three categories of and telephone communication with institu- sustainable campus housing initiatives were tional contacts following approved protocols. identified: green campus housing, sustainabil- Further breakdown of these data was done to ity-themed living-learning communities, and extract information on their architecture, or- campus housing sustainability “hubs.” ganization, services, educational requirements Green Student Housing and activities, and environmental profile. This category, referred to as BLACK in the tables Attempts at providing an all-encompass- and figures that follow, comprises student resi- ing picture of sustainable campus housing are dences purposefully designed and operated to limited by its constant evolution and lack of meet, as well as model, optimal energy effi- uniformity in the designations and descriptors ciency and overall environmental performance. associated with sustainable housing on college These residences are green buildings, defined and university campuses. Further limitations as those that maximize energy, water, and ma- are inherent in the exploratory nature of the terials use and that minimize and ultimately method used in this study, which relies on in- eliminate negative impacts on human health stitutions to self-identify as having “sustainable and the environment throughout their life campus housing” and to report these efforts to cycle (USGBC Research Committee, 2007). the public. Findings reported herein are there- Their successful sustainability efforts in con- fore not comprehensive and are presented as struction and operation are documented in ref- opportunities for further research. erence to nationally known sustainable design measures and claims of seeking or having at- CAMPUS HOUSING IS tained LEED certification, Energy Star rating, GOING GREEN or other high environmental performance This study recognized 87 self-described and standards. However, these campus residences self-reported sustainable campus housing ini- do not specifically report having a correspond- tiatives in United States colleges and univer- ing sustainability education program in place.

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Whether associated with formal Campus Housing Sustainability Hubs academic programs or not, This is the designation given in this study to campus housing, labeled GRAY in the tables sustainability-themed living-learning and figures below, which combines the charac- communities concentrate on the study teristics of the two preceding categories. These settings provide a comprehensive student ex- of environmental concepts as well perience where the sustainability principles and pro-environmental lifestyle encouraged in as on fostering a green lifestyle. They the community are both illustrated and sup- emphasize residential programming, ported by a green living environment because but there are no outstanding claims the design features of the residential building—whether the use of reclaimed in their reported information that the or renewable source materials, compact physical setting for their programs is fluorescent lamps and solar panels, and efficient water management systems; or particularly sustainable. provision of spaces for communal meals, facilities for recycling waste, or storage space for bicycles or other forms of alternative transportation—deliver the desired Sustainability-Themed energy and resource efficiency . . . [along- Living-Learning Communities side] environmental education. (Torres-An- Grouped in this category, labeled WHITE in tonini & Park, 2009, p. 32) the tables and figures below, are campus residences that meet the operational definition of Studies indicate that the enhanced inter- residential learning communities: “a residen- action and participation fostered in learning tial education unit in a college or university communities can result in positive attitudinal that is organized on the basis of an academic and affective change (Cross, 1998). Participa- theme or approach and is intended to integrate tion in community (Blewitt, 2004) and inte- academic learning and community living” gration of knowledge into daily life (DeLind & (Midden, n.d.). Whether associated with formal Link, 2004) are noted as key to the adoption academic programs or not, sustainability- of sustainable values and behaviors. In this themed living-learning communities concen- light, the promise of learning communities to trate on the study of environmental concepts effect both intellectual and behavioral change, as well as on fostering a green lifestyle. They when supported by a physical setting that fa- emphasize residential programming, but there cilitates and models environmental steward- are no outstanding claims in their reported in- ship, makes them ideal vehicles for delivering formation that the physical setting for their sustainability education. This makes the hubs programs is particularly sustainable. identified in this study possible benchmarks for sustainable campus housing.

V olume 3 6 , No. 1 • A pril /M a y 2 0 0 9 15 Maruja Torres-Antonini • Norbert W. Dunkel

Table 1

Institutional Profile for Sustainable Campus Housing Initiatives

Public vs. Private

Black Gray White Total Public 21 4 4 29 Private 38 7 13 58

Institutional Population

Black Gray White Total Up to 5,000 20 5 4 29 5,000 to 20,000 31 4 8 43 Above 20,000 8 2 5 15

Institutional Setting with student populations between 5,000 and Table 1 presents a profile of higher educa- 20,000, one third are small institutions with tion institutions pursuing sustainability goals enrollment less than 5,000 students, and the through sustainable campus housing. It sug- remainder or 17% are large institutions with gests that the private higher education sector more than 20,000 students. Follow-up with has been quicker to embrace the greening of select institutions showed that, as expected, campus housing. Private colleges and univer- efforts are aimed preferentially at the tradi- sities account for 38 green campus housing, tional single student population, whether 13 sustainability-themed living-learning com- graduate, undergraduate, or mixed. Of the 87 munities, and 7 campus housing sustainability sustainable student housing initiatives identi- hubs, or two-thirds of all reported initiatives. In fied in this study, only one—the Ecovillage in contrast, public colleges and universities report Berea College, Kentucky—provides housing only 29 or one third of those: 21 green campus for student families. housing, 4 sustainability-themed living-learn- Regional Spread ing communities, and 4 campus housing sus- Figure 1 shows the location of these campus tainability hubs. Of colleges and universities housing categories on the United States map, reporting sustainable campus housing efforts, with black dots representing green campus approximately half are mid-size institutions housing, gray dots representing campus

16 T he J ournal of C ollege and U niversit y S tudent H ousing Current Trends in Sustainable Campus Housing

housing sustainability hubs, and white dots The West North-Central, Mountain, and East representing sustainability-themed living- South-Central regions are represented with learning communities. Select environmental 3 to 5 initiatives, and the West South Central colleges, represented by white dots with a black region with 1. Figure 1 also illustrates that re- center, are featured to exemplify this category. ported sustainable efforts in campus housing Figure 1 shows the largest concentration of tend to be preferentially directed at the con- sustainable campus housing initiatives in the struction of green residences, also shown in bi-coastal and Great Lakes regions: 12 or more Figure 2A. Given that development of pro- initiatives each in New England (18), Pacific grams is presumably easier than construction (17), South Atlantic (14), East North-Central or renovation of student residences, it may be (13), and Middle Atlantic (12); the leading states hypothesized that creation of sustainability- are Massachusetts and California (9 each), fol- driven educational programs is less frequently lowed by North Carolina and Oregon (6 each) announced to the public and thus underrepre- and Pennsylvania and New York (5 each). sented in this study.

Figure 1

Regional Spread of Sustainable Campus Housing Initiatives in United States Colleges and Universities

Green Student Housing Campus Housing Sustainability Hubs Sustainability-Themed Living-Learning Communities Select Environmental Colleges Map prepared by S. M. Gualtieri

V olume 3 6 , No. 1 • A pril /M a y 2 0 0 9 17 Maruja Torres-Antonini • Norbert W. Dunkel

Emphasis Out of the 87 sustainable campus housing ini- emphasize sustainability education through tiatives identified in the course of this study, 59 dedicated residential programming. As seen initiatives or 68% correspond to green campus in Figure 2A, the similar number of over two- housing, 11 initiatives or 13% to campus thirds of green student housing initiatives, housing sustainability hubs, and 17 initiatives when added to the sustainability hubs—which or about 19% to sustainability-themed living- also include a sustainable physical setting— learning communities. Combining the last two suggest that the overwhelming majority of categories, it appears that roughly a third (32%) United States colleges and universities report- of sustainable campus housing initiatives ing sustainable student housing efforts (81%) are building green residences. Figure 2

Trends in Sustainable Campus Housing Initiatives

A) Distribution of Sustainable Campus Housing Categories

B) Timeline of Construction of Sustainable Campus Housing

18 T he J ournal of C ollege and U niversit y S tudent H ousing Current Trends in Sustainable Campus Housing

Table 2

Sustainable Campus Housing Construction Trends

Sustainability Level

Black Gray Sub-Total Total LEED Certified 14 0 14 LEED - Silver 18 2 20 LEED - Gold 11 5 16 LEED - Platinum 0 1 1 Total LEED 51 Green design 16 3 16

Residential Setting

Black Gray White Total Building 57 10 0 67 House 0 1 6 7 Floor 0 0 10 10 Dorm 2 0 1 3

Residence Population

Black Gray White Total Up to 10 Beds 2 1 5 8 10 - 100 Beds 13 2 6 21 Above 100 Beds 30 8 1 39 Undeclared 14 0 5 19

Timeline As shown in Figure 2B, a timeline for green sion of climate change. The trend was initiated campus housing construction indicates an in 1998 with the construction of Northland Col- ascending linear trend over the last 10 years, lege’s McLean Environmental Living and Learn- loosely corresponding with the signing of in- ing Center in Ashland, Wisconsin, and peaked stitutional commitments to educate for, and in 2006 with the construction of 17 green uphold, sustainability and to deter the progres- residences. Despite an apparent slowdown, the

V olume 3 6 , No. 1 • A pril /M a y 2 0 0 9 19 Maruja Torres-Antonini • Norbert W. Dunkel

Enrollment may be open or Only one residence—Goshen College’s Merry Lea Environmental Learning Center in Wolf conditional upon participation in Lake, Indiana—reports having received LEED an academic program . . . Students Platinum, the highest level of certification. However, a robust 19 communities having sus- may be required to take mandatory tainable design on a par with LEED standards, coursework, participate in organized or 27%, do not report intent to seek LEED rating. Informants frequently cited as reasons projects or activities, or both, or they for this either dissent with the LEED system may be encouraged to participate or the cost and difficulty of meeting sustainability benchmarks under their particular cir- voluntarily in organized educational cumstances. These included available funding activities. Activities and projects— and the realities of having to deal with existing campus housing stock: the need to use pre-ex- including planning and delivery of isting, and in some cases historic, buildings or to occupy sections of larger structures. programming, residence operations, Residential Setting and even creation and development Findings from this study suggest that the of the sustainable residence—are physical settings for the sustainable campus largely driven by student interest housing initiatives identified in this study consist mainly of complete buildings. Shown and direct participation. in Table 2, these comprise 67 structures, or 77% of the total, whether they are buildings repurposed or upgraded to meet sustainability standards or are newly designed structures. spread of green campus housing seems to have Housing capacity in these buildings tends to stabilized at 10 to 12 new constructions per year be over 100 beds. In contrast, the strategies of in 2007 and 2008. At least three new green choice for sustainability-themed living-learn- campus housing projects have already been an- ing communities tend to be small houses and nounced for completion in 2009. themed floors in existing buildings, typically Sustainable Construction housing up to 100 students. Follow-up with As illustrated in Table 2, a strong major- select institutions showed that about one half ity of green campus housing—73% including of these residences occupy a whole house or campus housing sustainability hubs—are cur- multi-story building complete with service, rently seeking or have been awarded LEED educational, office, dining, and/or social or ratings. Out of these, 14 or 20% report LEED recreational facilities that may include spe- Certified status, 20 or 29% report LEED Silver cially dedicated outdoor spaces. Approximately status, and 16 or 23% report LEED Gold status. a third occupy one floor or more or a portion

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of a floor in an existing or built-for-purpose Operation of the residence may rely on paid building. Similarly, this layout may include, in staff, volunteer students, or both. Faculty par- addition to the residential units, designated or ticipation may vary from loose supervisory shared complementary facilities. roles to fully invested faculty-in-residence. However, in general, respondents suggested Programs that participation in leisure or enrichment Direct information obtained in this study indi- activities that invite sustainable living and en- cates a wide variation in key elements of resi- courage making desirable life choices—such dential programs. Their focus is expressed in as conserving energy and resources, recycling, terms of environmental education or sustain- composting, and fostering use of alternate able living, with goals of practicing sustainable transportation—is expected and does occur to behaviors or promoting “environmental stew- varying extents in their communities. ardship,” “ecological literacy,” or “sustainability ethics.” Enrollment may be open or condition- DIRECTIONS FOR SUSTAINABLE al upon participation in an academic program, usually in environmental disciplines, natural CAMPUS HOUSING or agro-sciences, or engineering. Students may Environmental educator David Orr encourages be required to take mandatory coursework, par- us to capitalize on the educational power of ticipate in organized projects or activities, or buildings by using the collegiate campus as a both, or they may be encouraged to participate “tangible model” of sustainable practices (Orr, voluntarily in organized educational activities. 2002). The campus housing sustainability hub Activities and projects—including planning has the potential to be this model. It combines and delivery of programming, residence opera- the emergent pedagogies of active and collab- tions, and even creation and development of orative learning in higher education and the the sustainable residence—are largely driven current redirection of interest in academia by student interest and direct participation. toward eco-centric concerns. This is a new idea that has yet to reach its full potential and will benefit from the examination, debate, and refinement that can be expected to happen as The sustainability campus these communities—in their many manifes- housing hub . . . combines the tations—are implemented over time. Further experimentation is needed, and should be en- emergent pedagogies of active couraged, to test the limits of this idea. The and collaborative learning in inspiration is Orr’s remark that “the question is not whether colleges and universities could higher education and the current help catalyze the transition to a sustainable redirection of interest in academia society, but whether they have the vision and the courage to do so” (Orr, 1992, p. 8). toward eco-centric concerns.

V olume 3 6 , No. 1 • A pril /M a y 2 0 0 9 21 Maruja Torres-Antonini • Norbert W. Dunkel

REFERENCES Blewitt, J. (2004). Sustainability and lifelong learning. In J. Blewitt & C. Cullingford (Eds.), The AASHE. (2005-2009). Association for the Advance- sustainability curriculum. The challenge for higher ment of Sustainability in Higher Education. Re- education (pp. 24-42). London, UK: Earthscan. trieved January 2009, from http://www.aashe. Cross, K. P. (1998). Why learning communities? org/ Why now? About Campus, 3(3), 4-11. ACUHO-I. (n.d.). ACUHO-I 21st Century DeLind, L. B., & Link, T. (2004). Place as the nexus Project. Retrieved July 30, 2008, from http:// of a sustainable future: A course for all of us. In www.21stcenturyproject.com/ P. F. Barlett & G. W. Chase (Eds.), Sustainability ACUPCC. (2007). American College & University on campus: Stories and strategies for change (pp. Presidents Climate Commitment. Retrieved 121-137). Cambridge, MA: The MIT Press. January 2009, from http://www.presidentsclimate- Inkelas, K. K., Szelenyi, K., Soldner, M., & Brower, commitment.org/html/commitment.pdf A. M. (2007). National study of living-learning AULSF. (1990). The Talloires Declaration. Re- programs: 2007 report of findings (Study Report). trieved July 30, 2008, from http://www.ulsf. Ann Arbor, MI: University of Maryland/Center org/programs_talloires_td.html for Student Studies.

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McKenzie-Mohr, D., & Smith, W. (1999). Fostering USGBC. (2007). LEED registered projects. Retrieved sustainable behavior. Gabriola Island, BC: New July 2007, from https://www.usgbc.org/ShowFile. Society Publishers. aspx?DocumentID=2313 Midden, R. (n.d.). The Residential Learning Commu- USGBC. (2008). LEED projects directory. Retrieved nities International Clearinghouse publication. November 18, 2008, from http://www.usgbc.org/ Retrieved January 2009, from Bowling Green LEED/Project/RegisteredProjectList.aspx State University http://pcc.bgsu.edu/rlcch/index.php USGBC Research Committee. (2007). A national Orr, D. W. (1992, Spring). The problem of education. green building research agenda. Retrieved January New Directions in Higher Education, The Campus 2009, from http://www.usgbc.org/ShowFile.aspx? and Environmental Responsibility, 77, 3-8. DocumentID=3402. Orr, D. W. (2002). The nature of design: Ecology, The Washington Center. (n.d.). Retrieved January culture, and human intention. New York: Oxford 2009, from http://www.evergreen.edu/washcenter/ University Press. directory_entry.asp Torres-Antonini, M., & Park, N. K. (2009). Sustain- Weinstein, M. (2006). Making a difference colleges: able student campus housing in the U.S. Inter- Distinctive colleges to make a better world (10th national Journal of Spatial Design and Research, ed.). Fairfax, CA: Sageworks Press. 8(10), 29-38.

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Consultants ANDREA J. TRINKLEIN J. Eric Moss, AIA, LEED AP Executive Director Principal Residence Life & Housing Ayers Saint Gross Architects & Planners Emory University

Dennis Lynch, AIA, LEED AP Senior Associate Ayers Saint Gross Architects & Planners

Mary Romestant, LEED AP Director of Operations Emory University

Turman Hall, Emory University, Atlanta, Georgia

24 T he J ournal of C ollege and U niversit y S tudent H ousing Higher education has undergone many changes in the last decade, specifically on the residential campus. The tried and true bed stock that was built in the 1960s no longer has the appeal necessary to keep it occupied. Many of us use these beds simply because we have them. Residence halls today’s higher education institution has embraced marketing and communication to package components that with green will help recruit qualified and desirable students. Close learning examination of recruitment materials reveals that many nonacademic program factors are being showcased to draw communities students to an institution. Athletic teams, location, volunteer or green-based opportunities, sunny climate, strong out-of-class programs, modern recreation centers, and state-of-the-art residence themes not only halls all assist in recruiting prospective students. support student the campus that embraces sustainability may create interest in one more selection standard for the prospective student. Residence halls with green learning communities or sustainability green-based themes not only support student interest but also an in sustainability but also an institution’s commitment to institution’s sustainability. What may garner a second glance for the prospective student remains as sustainable construction commitment on campus. As institutions upgrade or replace residential to sustainability. facilities to meet the changing demands of today’s students, the perfect opportunity exists to construct sustainable residence halls. Construction of residence halls has been increasing. According to survey findings, 63 new construction projects were completed from the start of the Winter 2006 term to the end of the Fall 2007 term (Day et al., 2008). College Planning & Management, in its 2008 annual construction report, indicates that 47 residence halls were underway and expected to be open in 2008 (Abramson, 2008). While these numbers may not appear staggering, they rely on self-report data and are not inclusive of all new construction.

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WHY CONSIDER to have an 80-year life. According to McGraw- SUSTAINABILITY? Hill Construction, the perceived benefits to building green include lower operating costs, An endless supply of any resource simply increased building value, an improved return does not exist. For instance, the average on investment, and an increased occupancy person uses 40 gallons of water a day, and ratio (as cited in USGBC, 2009b). All of these that is for drinking and washing and for flushing the toilet (Pearce, 2006). If pressed, many of us could list several water-saving measures in the home and consciously Because the U.S. Green Building incorporate these measures into our daily Council (USGBC) has increased routine. The amount of water we use grows exponentially when we consider the water awareness about Leadership necessary to produce the food we eat. It takes approximately 2,650 gallons or 10 tons of in Energy and Environmental water to produce one pound of coffee (Pearce, Design-New Construction (LEED-NC) 2006). Reducing water usage takes on a whole new meaning when these types of data and many of the stakeholders are considered. Just think about the potential that become involved now have water savings if condensate from fan coil units and condensers, as well as rain water, more experience, some of could be collected and used for toilet flushing. the costs have started to decrease. In the United States, buildings account for 39% of primary energy use, 72% of electricity LEED-certified buildings, consumption, 38% of CO2 (carbon dioxide) while innovative, have become emissions, and 14% of potable water consumption (USGBC, 2009a). The integration more common. of simple water-saving features alone—such as low flow showerheads, low flush toilets, and water-saving faucets—into building construc- perceived benefits from building green result tion can produce savings. In residence halls, from a better style of construction; examples because of the repetitive nature of the build- that can be found within a building include im- ing design and construction (multiple toilets, proved lighting, air quality, and thermal comfort sinks, and showers), the savings can prove to and superior heating, ventilation, and air condi- be significant. tioning (HVAC) systems. The higher first-time Green buildings may cost more to construct costs are often recovered within a three- to five- but will provide a return on the investment year period through reduced operating costs and over the life of the building (Stevens, 2008). utility rebates (“Building Momentum,” 2002). New residence hall construction is expected

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Various formulas are in place to determine in the paperwork and bookkeeping necessary the cost to build green. Compared to a con- to complete the certification process should be ventional building there is a green premium redirected to the building to incorporate more resulting from more efficient mechanical green features (Carlson, 2008). These insti- systems, better design, more modeling, and tutions are satisfied just knowing they have a use of sustainable materials, all of which make green building or one being built to LEED stan- up the extra cost to build (Kats, 2006). Because dards. The Natural Resources Defense Council the U.S. Green Building Council (USGBC) (2009) examines building practices and rec- has increased awareness about Leadership in ommends sustainable building strategies and Energy and Environmental Design-New Con- the use of LEED principles in construction: struction (LEED-NC) and many of the stake- LEED certification, which includes a rig- holders that become involved now have more orous third-party commissioning process, experience, some of the costs have started to offers compelling proof to you, your clients, decrease. LEED-certified buildings, while in- your peers and the public at large that you’ve novative, have become more common. achieved your environmental goals and One university reports that it budgets 0.5- your building is performing as designed. 1.5% of construction cost for sustainability. Getting certified allows you to take advan- The USGBC research states that “a $4 invest- tage of a growing number of state and local ment (per square foot) in building green nets government incentives, and can help boost a $58 benefit (per square foot) over 20 years” press interest in your project. (¶ 3) (Stevens, 2008, p. 24). In a review of 30 green Purists believe that the proof of one’s convic- schools, the cost per square foot was $3, and tions is to complete the certification process. the financial benefits were 20 times as large The U.S. Green Building Council data in- (Kats, 2006). Green buildings are better de- dicates that LEED projects are underway in 50 signed with improved standards, which results states and 91 countries (USGBC, 2009a). LEED in improved air quality, better day lighting, and provides an independent third-party rating task lighting controls, and they include use system as well as a verification of sustainability of low-emitting carpet, paint, and other ma- goals. LEED does provide a nationally accepted terials. Green buildings also reduce asthma, benchmark for the design, construction, and improve student performance, reduce student operation of high performance green build- absenteeism, and increase staff productivity ings. LEED looks at six environmental areas: (Kats, 2006). sustainable sites, water efficiency, energy and IMPORTANCE OF INDEPENDENT atmosphere, materials and resources, indoor environmental quality, and innovation and RATING SYSTEM design process (“LEED-NC,” 2005). On some campuses, the goal is to build green In the residential single-family market, and incorporate sustainable initiatives rather Earthcraft House certification is available. This than aiming for LEED certification. Some in- certification also uses a point-based system stitutions still believe that the expense involved

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that focuses on building a healthy and com- Project management and construction/ fortable home that can reduce utility bills physical plant. The individuals from these and protect the environment. Certain types of offices form a liaison with architects and the residential environment construction, such as project manager to make certain there is system theme houses, fraternity and sorority housing, capability with various operating systems. and town houses, can incorporate these prin- They also review and comment on design doc- ciples into their design. These residential en- uments through all the stages of drawings and vironments take advantage of the principles in make sure that physical plant staff are trained an effort to create a more sustainable building. in the final phases of the construction project Again, the principles can be applied without in order to be adequately prepared for the achieving certification. On some campuses, building turnover to the university. students are the strongest advocates for sus- Trustees/Board of Regents/senior man- tainable construction, and this is one meth- agement/administration. This group of indi- odology to merge sustainability into building viduals, based on the campus type, has final design. This may be done to demonstrate that authority over all aspects of construction. Their the principles of environmental stewardship relevance may be primarily in gaining support are being followed, without the associated to build sustainable housing. If support is costs needed to achieve the certification level given, they may be the board or agency charged (“Earthcrafthouse,” 2009). with final approval on design or total project costs. IDENTIFYING KEY Students. As the end-product customer, stu- STAKEHOLDERS IN THE GREEN dents can be engaged through various aspects of CONSTRUCTION PROCESS the construction process. The concept of “live, Owner work, play” has been reinvented. The furnish- Residence Life/Housing. Develop a program ings accompanying this concept require input plan that defines the amenities that will be and feedback from the student constituency. included in the hall. Factors influencing the Room mockups, furniture fairs, and dialogue unit type (single, double, suite, semi-suite, sessions remain necessary to test concepts and or apartment) design include the develop- architect assumptions. Additionally, these ses- ment of the student, competition in the off- sions can provide an opportunity to keep the campus marketplace, and the philosophy of project momentum moving forward when the program/institution. construction activity appears to be minimal to the casual observer. University architect/campus planning. Make sure that the institutional design stan- Design and Construction Team dards such as exterior architectural appear- Architects. Integrate sustainability goals into ance, roof line, window style, finishes, building the building design. Utilize the expertise of height, and materials are integrated into any LEED-Accredited Professional (LEED-AP) ar- building design and that the institutional chitects in building design. They are individu- master plan is being addressed and followed.

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als who have gone through the professional is in place to ensure that building systems credentialing process and are equipped to help such as HVAC—and often the building exteri- steward LEED construction projects. or—are designed, installed, and tested to meet Landscape architect. This architect exam- specifications and that they function properly. ines the site and designs a regional landscape pallet indigenous with the climate, often in- corporating other water-saving features in the The commitment to sustainability design. Civil engineer. This team member provides involves more than building green input on sustainable sites and water efficiency. residence halls. At my institution, Mechanical Electrical Plumbing (MEP) engineer. A critical individual on the team, sustainability is considered within this person works closely with issues related to the context of the intersections water efficiency, energy and atmosphere, and indoor environmental quality. of the social, economic, and Construction manager. Early involvement environmental impacts. All of this individual in the project helps keep sustainable goals at the forefront throughout the decisions and choices must pass entire process. As the individual responsible through filters that question these for day-to-day building construction, their expertise can be especially relevant during areas as well as the local and costing exercises as they work closely with sub- global impact and the impact to contractors and other trades. future generations Third-Party Agents Sustainability/LEED consultant. The consultant, involved from the initial design phase, works closely with the architect, owner, and DESIGN PROCESS construction manager through all stages of the As institutions embrace sustainability as an project. They also coordinate LEED documen- institutional commitment and strategic prior- tation and help manage the LEED scorecard. ity, they often establish their own internal cri- (The LEED scorecard used by Emory Univer- teria related to sustainability, such as saving sity’s third-party consultant can be found in or reusing water, reducing electricity usage, Appendix A.) and constructing green buildings, which may Commissioning (Cx) agent. This agent, in- set the direction for future residence hall con- volved early in the building design process, co- struction. If the institution and the housing ordinates with the construction manager and department have made the commitment to the MEP engineer. The commissioning agent construct a residence hall that meets LEED-NC

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Turman Hall, Emory University. This hall opened in August 2007 and achieved LEED Silver certification. It has 132 beds.

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Evans Hall (above) and Few Hall (right and below) at Emory University. Both halls opened in August 2008. Evans Hall has 154 beds. Few Hall has 139 beds and 12,000 square feet of program space used to support the learning communities, as well as the first-year Dean’s Office, academic advising offices, learning community offices, classrooms, demonstration kitchen, media den, multipurpose space, bike storage room, etc. The building has been designed to achieve LEED Gold certification.

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certification, the project is first registered with A sustainable learning community USGBC. The stakeholders mentioned above work closely together in establishing sustain- can involve students’ commitment ability goals for the project. to living green, but it can also A project checklist has been developed by the USGBC that lists six environmental areas: reflect environmental conservation, sustainable sites, water efficiency, energy and sustainable communities, and atmosphere, materials and resources, indoor environmental quality, and innovation and social justice themes. This design process. Within these six areas there is community becomes an excellent a breakdown of prerequisites and individual credits for each area (“LEED-NC,” 2005). The opportunity to partner with LEED reference guide explains each of these faculty, especially in the area of credits in detail and how they are achieved. The checklist allows you to answer Yes, ?, or environmental stewardship. No for each prerequisite or credit. In the LEED system, the more points your building achieves the higher your level, with Platinum being the most difficult to attain. The project totals are nificant impact on another system, which may as follows: Certified, 26-32 points; Silver, 33- then affect the project total (Carlson, 2008). 38 points; Gold, 39-51 points; and Platinum, For example, if the decision was made to elimi- 52-69 points (“LEED-NC,” 2005). The project nate the piping and technology that allows us checklist provides assurances that the building to meter energy and water usage by floor in the project will be designed to achieve the desired residence hall, then the energy display moni- level. This checklist also serves as the mea- tors lose their educational value because they suring stick for the project and is kept at the become capable of only displaying total build- forefront as all project decisions are made. As ing usage instead of floor-by-floor usage. mentioned in the stakeholder section, most in- As stated above, LEED’s checklist tracks stitutions retain a third-party LEED consultant the points achievable for each environmental to assist with managing the LEED checklist and section. Some institutions modify the project assuming responsibility for shouldering major checklist to give them a better understanding decisions related to the LEED process because of the relationships among building systems, their experience and expertise allow them to be fixtures, and other design features in relation a quick resource. to the specific LEED credits. On an institu- When value engineering or another tion-specific LEED checklist, terms such as cost-cutting exercise is performed, the inter- Yes, Likely, Maybe, Not Likely, and No may be relationship of building systems must be con- used. By having more choices available, the tinuously reviewed because the elimination or institution can see how design enhancements downgrade of one system has a potentially sig- or reductions may quickly affect the status of a

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certain credit. This institution-specific checklist report to investors and others on environmen- gives the project stakeholders a clear indication tal performance. The format used by the cor- of where the project stands in any given area. porate world is the Global Reporting Initiative Additionally, the institution-specific checklist (GRI) (Newport & Litten, 2005). If we were includes a section for assessment comments, asked in residence life and housing to disclose which allows details and explanations to be our environmental/sustainable performance, included for reference. (Refer to Appendix A how might our response be assessed by our for Emory University’s Project Checklist for stakeholders? There is no readily acceptable Turman Hall, which received LEED Silver cer- standard to report our performance in higher tification in Spring 2008.) education. Some measure the amount of LEED square footage, but that is just an indicator of MAKING THE COMMITMENT buildings/construction and negates other ini- The commitment to sustainability involves tiatives that may be occurring on a campus. more than building green residence halls. At my institution, sustainability is considered UNIQUE SUSTAINABLE within the context of the intersections of the FEATURES social, economic, and environmental impacts. As new residence halls have been built on the All decisions and choices must pass through Emory campus, the university commitment filters that question these areas as well as the has been to build to achieve LEED certifica- local and global impact and the impact to tion. In August 2007, a 132-bed residence hall future generations (“Sustainability at Emory,” opened that received LEED Silver certification. 2008). In August 2008, two halls (housing a total of As institutions of higher education, our re- 293 residents) opened that were designed to sponsibility is to act as a role model and to be a achieve LEED Gold certification. In May 2010, microcosm of the larger community (Cortese, 349 more beds will be delivered in a building 2003). What we do speaks to our commitment designed to achieve LEED Silver. The features to sustainability. Our commitment can be that are outlined below represent some of the demonstrated with an action as simple as pro- highlights that have been incorporated into viding resident advisors (RAs) with reusable these residence halls. The list is not inclusive water bottles during training to eliminate the of all aspects of the new construction. Many of use of disposable cups at every meal. During these features could be easily added to existing training at Emory, staff receive a message buildings as a renovation or upgrade. about sustainability and are instructed to bring Dual flush valves. These are two-direction- their trendy water bottles to training every day al, single-toilet flush valves. Pushing down re- because disposable cups will not be available leases 1.6 gallons per flush (suitable for solids), for use. and pulling up releases 1.1 gallons per flush Presently, higher education institutions (suitable for liquids). Conventional flush valves issue only self-reports on issues of sustain- use 1.6 gallons per flush. ability, unlike the corporate sector, which must

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Low flow showerheads. Low flow show- that comparisons can be made to items such erheads in the bathrooms use 1.8 gallons of as the number of burgers consumed, compact water per minute (gpm), as compared to 2.5 fluorescent lights used, and dollars spent gpm from a conventional showerhead. on energy. Water-saving faucets. These faucets use Rainwater harvest system. Water from the 0.5 gpm, and electronic sensors control how hardscape (sidewalks and concrete plaza) and long the faucets operate. Conventional faucets the buildings’ downspouts (via channels in the use 2.5 gpm. hardscape) spills into a low lying area at the Certified wood. This wood can be used for bottom of a hill. Filtered by plantings and soil, items such as doors and roof decking. In order this storm water is slowed as it percolates (like to be designated certified wood, it must come coffee) to a storage area. Some of the rainwa- from forest managers who adhere to environ- ter is stored in a 16,000-gallon cistern while mentally and socially responsible forest man- the rest is released into the municipal system agement practices established by the Forest at the correct rate. Water from the cistern is Stewardship Council. moved into a 1,500-gallon storage tank inside the building using a pump powered by photo- Occupancy sensors. Sensors are used in voltaic cells (solar panels). It is then treated and student rooms, study rooms, and lounges to dyed (per code) and then pumped up risers control lights. After a set time period, if there is (pipes) in the building to be used for flushing no movement in the space the lights will shut toilets. Additionally, the condensation from the off on their own. individual fan coil units and the air handler Bamboo floor. Bamboo is a rapidly renew- drain into the cistern. able material and was installed in the floor Recycling rooms. Recycling rooms are lounges in the residence halls. A rapidly re- located on each floor of the residence hall. In newable material is considered to be an agri- Turman Hall, 78% of its construction waste cultural product, fiber, or animal that takes was recycled on the site (62.48 tons of wood, 10 years or less to grow or raise and can be 28.97 tons of metal, 556 tons of concrete, and harvested in a sustainable fashion (“LEED- 72.1 tons of gypsum wall board). Emory Recy- NC,” 2005). cles collected cardboard and wood packing ma- Energy monitors. Students can view the terials used to ship furniture to the building. monitor in the main lobby. The building dash- Cardboard was also collected when students board measures the energy consumption with moved in, and it is picked up as it is generated sensors placed throughout the building. This throughout the year. data can be compared to that of other residence Terrazzo floor. Poured in place, this floor halls on the same system or within the same has chips of recycled automobile glass and building and can be compared with data from mirrors included in it. Color can be added prior days, weeks, months, or years. Electric- to the base resin to complement the interior. ity, steam, and chilled water usage is logged by Amber glass chips from beer bottles can also floor, by hour. Unit equivalents are available so

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be used in place of automobile glass. This ap- common and require little maintenance (irriga- plication has been used in the main entries tion or fertilization) after establishment. Inten- and lobbies of residence halls and will last the sive roofs have at least 8-12 inches of soil but life of the building if installed and maintained can have as much as 10 feet. Intensive roofs properly. require the care and maintenance of regular Carpet tiles. Carpet tiles are often used landscaping (Markham, 2008). In the current because there is less waste, easy replacement building project at Emory, there will be both an of damaged areas, and variation of patterns intensive and extensive roof. The green roofs (accomplished by turning of tiles during in- are desirable because they help reduce the heat stallation), and they are self-adhering and often island effect created by the building. The heat contain 48-52% recycled content. island effect raises temperature, which can affect pollution. Green roof. There are two types of green roofs: extensive (or low profile) and intensive High Solar Reflective Index (SRI) roof ma- (or high profile). Extensive roofs are the most terials. The SRI is a measure of the material’s ability to reject solar heat. A red clay tile roof is a design standard at Emory. Using clay tile with a high SRI will reduce costs associated To further reinforce the concept with cooling and the HVAC equipment. of sustainability on campus, create RECOMMENDATIONS/ learning communities or theme CONCLUSION housing centered on sustainability. Our institutional stakeholders, trustees, donors, and current and prospective students A sustainable learning community are all looking for sustainability programs on can involve students’ commitment our campuses (Newport & Litten, 2005). There are many ways this can be done, and one of to living green, but it also can the primary examples is residence hall con- reflect environmental conservation, struction. An institution can pledge to build residence halls that are LEED-NC certified. If sustainable communities, and social LEED certification is not realistic because of justice themes. This community the expense, the institution can develop a set of sustainable goals and the resulting features becomes an excellent opportunity that can be incorporated into new construc- to partner with faculty, especially tion. Conversely, as renovations are being planned on existing residence halls, sustain- in the area of environmental ability goals and features can be designed into the upgrade. stewardship.

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To further reinforce the concept of sustain- claims (Madsen, 2008). If preventive mainte- ability on campus, create learning communities nance (PM) schedules are not already in place, or theme housing centered on sustainability. A develop timelines for establishment. Well sustainable learning community can involve maintained buildings will perform better me- students’ commitment to living green, but it chanically, and the HVAC system will provide can also reflect environmental conservation, far superior air quality if coils are regularly inspected and filters are replaced. This PM schedule will also help extend the life of the Explore ways to broaden efforts building systems. For those housing professionals responsi- across campus through partnerships ble for overseeing food service, we can encour- with the physical plant to create age our partners in campus dining to purchase local, regional, or sustainably grown food. As a computer monitor, CPU, and cell campus, we can create initiatives around com- phone recycling locations where munity gardening and encourage students and staff to participate together. Introduce the students can also discard cast-offs concept of being a “localvore,” someone who that will be scrubbed clean as a eats locally grown or produced food, and enlist campus food service to help students, faculty, function of the recycling. and staff who use food service operations to achieve this goal. Access to recycling is common in most sustainable communities, and social justice locations today; however, providing easier themes. This community becomes an excellent methods for students to practice recycling can opportunity to partner with faculty, especially be helpful. Flexible recycle bags, made avail- in the area of environmental stewardship. Fur- able to every student at the beginning of the ac- thermore, at some institutions there are faculty ademic year in their residence hall room, make initiatives to integrate sustainability across the it easier for students to recycle on their way to curriculum. Faculty can apply for and receive class and then roll the bag up and store it in summer grants to develop sustainability their backpack. Explore ways to broaden efforts content or projects into their coursework. across campus through partnerships with the Housing professionals should take time to physical plant to create computer monitor, develop an understanding about how their res- CPU, and cell phone recycling locations where idence halls and supporting facilities are being students can also discard cast-offs that will be cleaned and maintained. Green cleaning prac- scrubbed clean as a function of the recycling. tices can be embraced by housekeeping staff, End-of-term recycling opportunities also exist but current knowledge of the process, proce- where students can share unwanted clothing, dures, and products is necessary. As part of the household items, furniture, and school sup- information gathering on cleaning products, plies with agencies in the local community. look for certification to validate environmental

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Multiple opportunities exist to integrate Earthcrafthouse. (2009). Earthcraft house guidelines sustainable practices at our institutions. These and support documents [Fact sheet]. Retrieved practices may be far reaching and may be sup- http://www.earthcrafthouse.com/resources/builder- guidelines.htm ported by a larger initiative having already Kats, G. (2006, October). Greening America’s schools: been embraced by the institution. Whether Costs and benefits (Capital E Report of the George initiatives are large or small, “those who follow Gund Foundation, Kendall Foundation, and the green tenets are concerned not only about the U.S. Green Building Council), 1-23. long-term well-being of a particular school or Kennedy, M. (2007, December). Go green: 10 university and its students and staff, but also reasons for our school or university to embrace about the well-being of society at large and the sustainable design and construction strategies. whole planet” (Kennedy, 2007, p. 23). American School & University, 80(5), 22-28. LEED-NC for new construction: Reference guide, version 2.2. (2005, October). Washington, DC: U.S. Green Building Council. References Madsen, J. J. (2008). It’s green—now find out what that really means. Buildings, 4, 60-65. Abramson, P. (2008, February). The 2008 annual college construction report. College Planning & Markham, J. (2008, July). The big top. American Management (Suppl. C), 1-8. School & University, 80(12), 20-26. Building momentum: National trends and prospects for Natural Resources Defense Council. (2009). LEED high-performance green buildings. (2002, April). certification information. Retrieved from http:// Based on the Green Build Roundtable and pre- www.nrdc.org/buildinggreen/leed.asp pared for the U.S. Senate Committee on Envi- Newport, D. & Litten, L. (2005, June). The payoffs ronment and Public Works. Washington, DC: of planet-friendly initiatives. NACUBO Business U.S. Green Building Council. Officer, 38(12), 20-25. Carlson, S. (2008, April 11). Cost and red tape Pearce, F. (2006). When the rivers run dry: Water–the hamper colleges’ efforts to go green. The Chroni- defining crisis of the twenty-first century. Boston: cle of Higher Education, p. A1. Beacon Press. Cortese, A. D. (2003, March-May). The critical role of Stevens, T. (2008, June). Simple strategies: An in- higher education in creating a sustainable future. vestment in green can reap sweet rewards. Amer- Planning for Higher Education, 31(3), 15-22. ican School & University, 80(11), 23-26. Day, J., Balogh, C., Minnery, R., Short, D., Allen, C., Sustainability at Emory: Office of Sustainability Ini- Aranyi, P. J., & Troutman, N. (2008, June 24). tiatives. (2008, September 15). Emory Report, p. 1. Dream, envision, enhance, build: ACUHO-I con- USGBC. (2009a). Green building research [Fact sheet]. struction and renovation survey. Research findings Retrieved from http://www.usgbc.org/DisplayPage. presented at the Association of College and Uni- aspx?CMSPageID=1718 versity Housing Officers-International Annual Conference and Exposition, Orlando, FL. USGBC. (2009b). Why build green [PowerPoint slides]. Retrieved from http://www.usgbc.org/DisplayPage. aspx?CMSPageID=1720

V olume 3 6 , No. 1 • A pril /M a y 2 0 0 9 37 Creating a “Green Bubble” on Campus: A Model for Programming in a Green Living-Learning Community

DAVID WHITEMAN Department of Political Science & Green Quad Learning Center for Sustainable Futures University of South Carolina

Green Quad, University of South Carolina, Columbia, South Carolina

38 T he J ournal of C ollege and U niversit y S tudent H ousing The University of South Carolina’s Green Quad (officially the West Quad) aspires to be a living-learning community that integrates sustainability into all aspects of its operations and serves as a model and advocate for sustainability on campus and in the larger community. At the core of the Green Quad is the Learning Center The ideal for Sustainable Futures; its staff have the challenge of program is one promoting collaborative relationships among students, faculty, staff, and community members for exploring the that is initiated personal, social, political, cultural, and technological by students, changes required to create a sustainable society. To meet this challenge, the learning center has developed a broad incorporates a notion of green pedagogy for creating programs and broad notion of supporting student and faculty initiatives in order to reach residents, other students, faculty, staff, and members of the sustainability, larger community. and creates programming at the Green Quad is inspired by connections David Orr’s (1992) notion of “ecological literacy,” which emphasizes the importance of a holistic, non-hierarchical among students, approach to education, transcending the confines of the faculty, staff, and traditional classroom. Central to this approach is the members of the importance of making and understanding connections, both connections in the natural world and connections with larger community. diverse organizations inside and outside the university. The ideal program is one that is initiated by students, incorporates a broad notion of sustainability, and creates connections among students, faculty, staff, and members of the larger community. Creating such programming within the context of a residence hall presents a number of challenges, not the least of which is establishing a strong connection between housing staff and academic staff. This article will explore these challenges as it provides (1) background on the development and structure of the Green Quad and (2) an overview of a tiered model of green programming.

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BACKGROUND AND STRUCTURE manages the housing side of the Green Quad, supervising the assistant residence life coordi- The Green Quad at the University of South nator and the 10 resident mentors. Carolina is an experimental living-learning community which opened in the fall of 2004. The building itself was designed to be the first green building on campus and attained the The initial focus of programming Silver level of the Leadership in Energy and was on student understanding Environmental Design (LEED) standards developed by the U.S. Green Building Council of green building technology and (Dow, Cellini, & DeBarbieris, 2005). A four- the kinds of individual actions building complex totaling 170,000 square feet, the Green Quad is home for 500 students (in- (such as recycling and resource cluding 10 undergraduate resident mentors, conservation) consistent with more similar to RAs), a full-time residence life coordinator, and a part-time assistant residence sustainable lifestyles. Starting with life coordinator. Three of the buildings in the complex are four-story residence halls, and the its third year of operation, the focus fourth is the Learning Center for Sustainable began to emphasize a more holistic Futures, which contains three classrooms, a lounge, a kitchen, and five offices. vision of green pedagogy, exploring The administrative structure of the Green the full range of personal, social, Quad staff is somewhat complicated, reflecting political, cultural, and technological the university’s attempt to forge a collaboration between the housing department and the pro- changes required to create a vost’s office. The academic leader of the Green Quad is the faculty principal, a faculty member sustainable society. appointed by the provost for a three-year term. The faculty principal position is a half-time position, with the faculty member spending Programming at the Green Quad is direct- the other half in their home department (ge- ed by the staff of the learning center, in col- ography for the original principal and political laboration with students, faculty associates, science for the current one). The faculty prin- and members of the larger Columbia com- cipal is also the director of the learning center, munity. The initial focus of programming was which has a staff comprising a full-time as- on student understanding of green building sistant director, a graduate assistant, and, technology and the kinds of individual actions currently, eight part-time staff members who (such as recycling and resource conservation) are either interns, undergraduate students, or consistent with more sustainable lifestyles. recent graduates. The faculty principal collabo- Starting with its third year of operation, the rates with the residence life coordinator, who focus began to emphasize a more holistic

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vision of green pedagogy, exploring the full Given that reality, our initial strategy range of personal, social, political, cultural, focused on cultivating a core of more engaged and technological changes required to create a students who would then design and partici- sustainable society. The guiding image is that pate in programs that would involve the many of a green bubble: the Green Quad providing more peripherally interested residents. We a safe incubator for green values, which then focused on two smaller groups. First, we en- allows students and others to explore how to couraged the existing campus environmental incorporate these values throughout their daily group, Students Advocating a Greener Envi- lives and the larger society. ronment (SAGE), to adopt the learning center The programming model being imple- as its home and to allow learning center staff mented at the Green Quad involves three tiers. to provide administrative and programmatic The first tier is programming for core constitu- support to their organization. In doing so, we encies, including the Green Learning Com- ensured that at least once a week we had most munity (GLC) and activist student groups. The of the more active students on campus meeting second tier is programming specifically for at the learning center. We are able to support residents of the Green Quad, including pro- their activities in a variety of ways, including grams designed exclusively for all residents providing office space, administrative support, of the Green Quad as well as programs which food for meetings, and travel expenses to re- may also be open to the rest of the university gional and national student conferences. At community and to the public. The third tier is the same time, we encouraged members of general programming for the entire university SAGE to participate in our public programs. and community. Second, in the fall of 2007 we created the Green Learning Community, a smaller group TIER ONE: CULTIVATING of Green Quad residents who ideally would CORE CONSTITUENCIES also be actively engaged in our programs. Our intent was to attract a strong core of perhaps The highest overall programming priority is to 30-50 active green students to live together on facilitate programs initiated by students, and one floor of the Green Quad. We developed this requires the presence of a critical mass of programming specifically for the GLC, but engaged and/or activist students. One might our hope was that they would also create their think that the mere construction of a green own programs and projects and that the com- residence hall might attract a flood of environ- bination of programming developed by and for mental activists intent on living there (if you them would energize students in the rest of the build it, they will come), but at least on the rela- Green Quad. tively conservative campus of the University of In its first two years, the Green Learning South Carolina this was not the case. Indeed, a Community has averaged about 20 students, survey of residents in the first year of operation selected from over 100 applicants each year. revealed that only 20% were even self-defined These students are provided extra resources environmentalists, much less students likely to and programming to educate them and en- initiate programming on sustainability.

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courage them to experiment with personal this option, the learning center offered a three- and community changes that might bring credit course, “Ecovillages and Sustainable about a more sustainable society. Commu- Living,” which was designed to explore what it nity members participate in an orientation might mean to have an ecovillage within the retreat at the beginning of the school year and Green Quad. We read case studies of major then enroll in a common one-credit course ecovillages and brought in a series of speak- that meets weekly in the learning center. The ers from the ecovillage movement, including course has become a crucial component of the Liz Walker from the Ecovillage at Ithaca in GLC, providing common time each week for New York and Diana Leafe Christian from Ear- planning and programs. The course is also thaven Ecovillage in North Carolina. Through a vehicle to encourage the development of these resources, the class identified some of student-initiated programs and projects and to the key components of an ecovillage within a encourage participation in other Green Quad residence hall setting. programming. Students are assessed based on the amount of time they spend undertaking TIER TWO: REACHING individual and group projects, attending the PERIPHERAL RESIDENTS public events of the learning center, and partic- The most challenging aspect of Green Quad ipating in various GLC activities such as field programming is creating programs that will trips, working in the Green Quad community reach beyond the Green Learning Community garden, having occasional community meals, to the remaining residents. One aspect of that and meeting informally with faculty members challenge is that success requires a strong col- and visiting scholars and activists. laboration between learning center staff and As the overall programming at the Green the housing staff (the residence life coordina- Quad develops, we anticipate gradually increasing the size of the Green Learning Community or perhaps creating additional separate but complementary communities. One intriguing We developed programming option is to add an even more intensive living specifically for the Green Learning option, either within the Green Learning Com- munity or in addition to it: an ecovillage at USC. Community, but our hope was that The ecovillage would be a smaller and more they would also create their own intensive experiment in green living, probably limited to 10-20 students who are interested in programs and projects and that developing a close-knit community in which the combination of programming members would share meals several times a week, share their inspirations for sustainable developed by and for them would living, and explore what kinds of community energize students in the rest of structures might contribute to a more sustainable society. As part of the planning process for the Green Quad.

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tor, the assistant residence life coordinator, The community garden is perhaps and the 10 resident mentors). The residence life coordinator attends weekly learning center the most visible component of staff meetings, and a liaison from the learning general Green Quad programming. center attends the weekly meetings with the resident mentors. The learning center also or- The garden is a 900-square-foot ganized two sessions of training with resident organic vegetable garden on the mentors prior to the beginning of the school year and then at least one additional session southern lawn of the Green Quad, each semester. This training included a basic and it provides a tangible statement orientation to green values and the notion of a green bubble as well as specific discussions of of how food and agricultural issues programs the resident mentors might want to are part of the green bubble. help develop or at least participate in with their residents. Another part of the challenge to reach all Green Quad residents is to establish a strong collaboration with the elected hall gov- ice cream (“Ice Cream Social Awareness”). Of ernment. In this case also, a liaison from the course Earth Day is our major annual holiday. learning center attends all meetings of the hall Last year we collaborated with SAGE and the government officers and tries to support their Green Quad hall government to produce a day- initiatives, suggest improvements, and encour- long event, with tables and events in the center age participation in learning center programs. of campus during the day (featuring both One basic strand of programming for the student and community groups) and a party entire Green Quad emphasizes community and concert at the Green Quad that night. building: programs designed to foster both a The community garden is perhaps the most strong sense of community and an appreciation visible component of general Green Quad pro- for our unique educational setting. Through gramming. The garden is a 900-square-foot community building we attempt to create a organic vegetable garden on the southern lawn new green culture, one appropriate for estab- of the Green Quad, and it provides a tangible lishing the green bubble, with its own rituals, statement of how food and agricultural issues holidays, and events. For example, in collabo- are part of the green bubble. The project initial- ration with the hall government, we celebrate ly was a collaborative project with the landscap- each full moon by hosting a “Moon Movie,” ing department and the housing department. which is usually a somewhat off-beat film with The garden provides a resource for explora- some connection to sustainability (including tions in the areas of food production, giving films such asWall-E and Grizzly Man). We also participants an opportunity to learn about bio- celebrate the fall and spring equinoxes with diversity, organic gardening techniques, native large outdoor events, usually centered around plant species, edible landscaping, and com- the community garden and including food and

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posting. The garden emphasizes the principles living programs for individual floors. Promot- of permaculture design, with its emphasis on ing a holistic green perspective means that all creating environments that reflect natural ecol- aspects of everyday life become opportunities ogies, and the learning center hired a part-time for education and engagement. These pro- permaculturalist to help with design and then grams for individual floors, such as an overview of green cleaning products and a presentation on local foods, create awareness of how personal lifestyle choices link to sustainability: the Increasingly, our programs are social and environmental impact of lifestyle collaborative efforts with other choices. In addition, the learning center encourages residents to understand the features campus or community groups. of their LEED-certified green building, to take Currently five community advantage of informal green-living classes on yoga and smoking cessation, and to participate environmental groups meet in a model recycling program. Our aim is to regularly in the learning center .... have the most advanced recycling program on campus, in the range of items recycled, the This provides both residents and number of recycling containers, the quality of organizations a ready opportunity education programs, and the amount that does get recycled. for collaborative programming and a regular chance for students to TIER THREE: OUTREACH TO THE CAMPUS AND BEYOND interact with community members Beyond the residents of the Green Quad, the and become involved in ongoing learning center is asked to develop program- community projects. ming for the entire campus and members of the larger community as well. Ideally these programs are complementary with the other programs, in that they serve as a gateway for to work with students in the initial stages of the Green Quad students to interact with faculty, garden. Students and community members staff, and community members who are in- have gradually taken on more responsibility terested in and even active with issues of for operations, and coordination of the garden sustainability. Increasingly, our programs are is now in the hands of one of the students in collaborative efforts with other campus or the Green Learning Community. community groups. Currently five community One additional strategy for reaching stu- environmental groups meet regularly in the dents involves working with individual resi- learning center (Conservation Voters of South dent mentors to develop specialized green Carolina, Sierra Club, Trout Unlimited, Macro-

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biotic Food Club, and Environmentalists Inc.). more informal programs. The learning center This provides both residents and organizations hosts regular three-credit courses from a wide a ready opportunity for collaborative program- variety of departments on topics related to sus- ming and a regular chance for students to in- tainability, including courses on environmental teract with community members and become ethics, alternative energy, environmental law, involved in ongoing community projects. environmental literature, environmental engi- Each year the learning center establishes a neering, and community action. We also offer central theme (food last year, water this year) one-credit courses such as “Green Issues,” and offers a variety of related speakers and “Green Living,” and “The Sustainable Body.” films. Our “Water Talk” series, for example, To attract faculty and staff to the center, we includes presentations from faculty and from have also developed a green pedagogy series. representatives of state government, non-profit These monthly programs (including lunch) are community groups, and activist environmen- offered to provide faculty and staff with models tal organizations. We also sponsor a variety of of green teaching methods and examples of cultural events, such as a trip to a performance ways to incorporate green and sustainability of an “Earth Symphony,” poetry and writing issues in the curriculum. workshops, and an environmental artist-in-res- The learning center also offers a seminar idence. Perhaps our most prominent program sequence of two courses for first-year students: is the Green Action Film Series, which features “Green Explorations” and “Green Engage- films on topics such as climate change, alter- ment.” Academically, the seminars create an native energy, local foods, and permaculture. interdisciplinary experience for first-year stu- Films are always accompanied by guest speak- dents that strengthens our offerings in environ- ers, who lead a discussion and provide options mental studies and creates a structure within for students to conduct their own research which faculty can collaborate on teaching and and take action. Each year an environmental filmmaker is invited for a three-day residency, screening films and working with media arts students on the techniques and challenges of One additional aspect of the making activist documentaries. learning center’s outreach to While green pedagogy emphasizes learn- the community is its promotion ing beyond the classroom, we also offer a wide variety of somewhat more traditional of green building technologies, educational offerings in established academic primarily through offering staff- and courses. Such courses are an important avenue for bringing students and faculty to the learn- student-led tours of the Green Quad ing center so that students can be exposed to our other programming options and faculty buildings and grounds to students, can be encouraged to participate in some of our community members, and visitors.

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research. The course also serves as a gateway for students, community members, and visitors. first-year students interested in environmental The Green Quad provides examples of alterna- issues to become familiar with the Green Quad tive energy production (including a hydrogen (and ideally become part of the Green Learning fuel cell and passive-solar water heating) as Community in their second year). The “Green well as sustainable landscape design (includ- Explorations” seminar allows students new ing bioremediation, edible landscaping, native to the university to explore their immediate plant species, wetlands management, water- physical environment as well as explore how runoff management, community gardening, “the environment” as a concept is used within organic gardening, and permaculture design). a broad range of humanities and social science The learning center also serves as the meeting disciplines. The “Green Engagement” seminar place for the South Carolina chapter of the U.S. allows students to build on these new under- Green Building Council. standings by undertaking their own research/ advocacy project, in collaboration with key CONCLUSION stakeholders within university and community The Green Quad at the University of South organizations. The seminars include field trips Carolina is still very much an experiment in and guest speakers from the faculty, operations progress. The tiered programming model out- staff, and community members. lined here is an attempt to create programs One additional aspect of the learning cen- consistent with green values, emphasizing ter’s outreach to the community is its promo- student initiative and a holistic approach to sus- tion of green building technologies, primarily tainability issues as well as addressing some of through offering staff- and student-led tours the challenges inherent in implementing such of the Green Quad buildings and grounds to

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programs within a large living-learning com- for promoting sustainability in the campus munity. This discussion of the Green Quad’s and community. The tiered model of green programming strategy may convey a some- education would be of interest most narrowly what idealized version of the situation, since to those concerned about sustainability issues in practice there are certainly many obstacles in housing and most broadly to those interest- to successful implementation. For example, ed in how innovative housing collaborations something as basic as community building is create opportunities for outreach within the a significant challenge in a facility where 500 university and larger community. students living in apartment-style housing may not know their neighbors down the hall or even across the hall and where students are constantly offered an incredible array of other attractive opportunities on campus which pull REFERENCES them away from involvement in Green Quad Dow, K., Cellini, T., & DeBarbieris, G. (2005). Living programs. and learning sustainability. Paper presented at the Greening the Campus VI Conference, Ball State The Green Quad programming model is University, Muncie, IN. readily adaptable to other college and universi- Green Quad Web site: www.GreenQuadCommunity.org ty settings. Many campuses are experimenting Orr, D. (1992). Ecological literacy. In Ecological lit- with different models of residential learning eracy: Education and the transition to a postmodern communities (as noted in the introductory world. Albany, NY: State University of New York article by Torres-Antonini and Dunkel), and Press. these communities offer many opportunities

V olume 3 6 , No. 1 • A pril /M a y 2 0 0 9 47 Integrated Design: A Sustainable Mindset for Residence Halls

Lynne Deninger, AIA LEED AP John Swift, PE LEED AP Associate Principal Engineering Principal Cannon Design Cannon Design ACUHO-I Sustainability Director

East Hall, Worcester Polytechnic Institute, Worcester, Massachusetts

48 T he J ournal of C ollege and U niversit y S tudent H ousing In residence halls, high-performance approaches will strike the optimal balance between first costs and operating costs. These can be achieved via the latest building integrated modeling tools that test and communicate design concepts, ensuring that stakeholders obtain the anticipated systems and architectural design features. Success also As we know, comes from leveraging all team members—the architect, today’s students engineer, owner, and construction manager—to achieve the have a heightened highest project results relating to scope, budget, and design. through the integrated building design process, the awareness of architecture and engineering professions are utilizing the relationship expanded collaborative teams to advance integrated sustainable design. They realize the financial benefits of between multidiscipline collaboration from initial concepts through individual construction administration and post-occupancy. They activities utilize building simulation and analysis tools that support the design of sustainable, high performance, financially and global sound projects. And they strive to identify and apply best consequences. practices to improve design collaboration on projects so as to maximize energy efficiencies, utility rebates, and client satisfaction, all while minimizing construction costs.

THE CONCEPT OF INTEGRATED DESIGN As a result of the sustainable design movement, integrated design has become one of the hottest terms in the building design industry today, though the concept and value of integrated design are still not well understood by many. Put simply, integrated design is a multidisciplinary design collaboration in building design, providing the technological framework that transforms architectural concepts into safe, comfortable, and functional places that are efficient to operate and easy to maintain. The most successful outcomes from integrated design and delivery spring from the combined expertise across all design/build disciplines: from architecture, landscape architecture, and all the engineering disciplines to construction team members, owners, and users. By merging architecture,

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interior design, engineering, and construction- and abroad. As we know, today’s students have phase expertise—either within a single entity a heightened awareness of the relationship or within a well developed team of consul- between individual activities and global con- tants—project stakeholders are more likely to sequences. Al Gore’s An Inconvenient Truth, receive efficient and effective service, as well as Earth Day activities, Campus Sustainability a building that is well received by all. Day (sponsored by the Society for College and University Planning), the Energy Action Coali- tion, and the American College & University Presidents Climate Commitment are just a Incoming students are using few of the influences that have jump-started sustainability as a litmus test to students into action. For example, one recent study found that determine whether colleges and Three times as many undergraduate respon- universities share their personal dents agreed that “the Earth’s temperature values. For example, a recent study changes are driven by humans” (70.1%) than those who believed that “the Earth’s found that “current freshmen are temperature cycles are natural and current conditions are part of those cycles” (19.9%). two times more likely to choose This is a far stronger consensus than among their school based on sustainability the American people as a whole: national surveys typically find about half of Ameri- concerns than the entering freshman cans attributing climate change to human class just 3 years ago....” causes. (Scheer-Irvine, Weston, & Roberts, 2008, p. I)

Campus Sustainability Day, sponsored by An integrated design approach is well the Society for College and University Planning suited for any building typology, and Cannon (SCUP), enhances awareness of sustainable Design’s experience with it on college and principles on college and university campuses. university campuses has been remarkable. According to the SCUP Web site, Campus Sus- Cannon Design is nationally recognized for its tainability Day contributions to the development of sustain- celebrates sustainability in higher educa- able higher education facilities and campuses. tion. On a designated day . . . colleges and Recognized as a national leader in the design universities are encouraged to create events of student residence, campus-life, laboratory, on campus and elsewhere that draw partici- academic, and sports and recreation facili- pants for the exchange of ideas and knowl- ties, Cannon Design has been involved in the edge among faculty, staff, and students, master planning, programming, and design of from across all departments and disciplines, more than 150 campuses across North America

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and even from across the campus “edge” Colleges and universities themselves are between town and gown. . . . [Campus Sus- trying to understand how they can reduce their tainability Day] is devoted specifically to the carbon footprint, affect climate change, and achievements of and challenges for the tens move towards carbon neutrality. of thousands of students, faculty, and staff It is clear that if we are to embrace these working to instill sustainability principles concepts, ideals, and actions that our stu- in higher education institutions and their dents are seeking, we must also embrace a surrounding communities. (SCUP, 2008) new outlook and mindset. Sustainability must Youth green-oriented organizations seem become part of everyday life, and integrated to have their sights set not only on the local design is the method for all transformational and national context but on the international design opportunities. We can no longer merely stage as well in some cases. A recent article talk about how to achieve these goals—we describes the Energy Action Coalition as “the must also learn to change the way we think, largest youth organization addressing climate live, and work. change” and says that the coalition is “organiz- Where better to begin the journey than in ing thousands of young people to campaign the design of college and university housing in Washington and work with leaders to move facilities? towards substantive legislative steps to address climate change” (MediaGlobal, 2008). Jesse BENEFITS OF INTEGRATED Tolkan, the coalition’s executive director, notes DESIGN FOR COLLEGE AND that efforts must be broadened into global UNIVERSITY RESIDENCES ones: “We need to re-engage the international community. . . . We need to work with the in- An integrated design approach is the best way ternational community to get a global agree- to ensure that sustainable design concepts are ment signed” (MediaGlobal, 2008). incorporated into all aspects of a residence hall’s design. It is also the best way to meet the Incoming students are using sustainability challenges associated with the development as a litmus test to determine whether colleges and construction of a new or renovated hall, and universities share their personal values. including initial capital costs, long-term op- For example, a recent study found that erating costs, flexibility, and recruitment and current freshmen are two times more likely retention of staff and students. to choose their school based on sustainability As college and university housing officers concerns than the entering freshman class well know, it is particularly important to contain just 3 years ago (13.5% vs. 6.5%, respectively). capital costs on residence hall projects because This suggests that we may be at the front of residence halls are often not donor-sponsored a new wave of students basing more of their and instead must be funded by bonds or insti- decisions on “campus greening” efforts. tutional reserves. It is equally important that (College of William & Mary, 2008, p. 1) a residence hall not cost too much to operate, because these buildings must be able to pay

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their own operating costs through the housing students are demanding more from their rates paid by residents, and these rates are rela- residential experience. And administrators tively inflexible due to the need to remain com- have realized that unique, functional, and petitive with peer institutions. technologically advanced living experience Flexibility of design is also more important can attract and retain students. Innovative than ever, as residence halls become ever more solutions in the areas of sustainability, flexi- potent tools for student recruitment and reten- bility, community, and technology will make tion. Buildings must be easily reconfigurable these residence halls of the future a reality. to keep pace with the latest student needs as (ACUHO-I 21st Century Project, 2008) well as evolving trends in programming and A recent article on the Chronicle of Higher technology. For example, many residence Education Web site details the 21st Century halls built in the late 1990s featured apart- Project’s evolution and latest initiatives. In the ment-style amenities with single-bed rooms, project’s first stage, completed in 2007, the but now many colleges and universities are ideal dormitory room moving back to community-based living-learning models to address the social isolation and turned out to be a stackable, truckable other problems that can accompany single-bed unit with modular furniture that could accommodations. be switched out as the university’s needs changed. . . . In the second stage, a new jury Flexible design, as notably explored in the chose an updated monastic quadrangle as 21st Century Project of ACUHO-I, would make the most versatile form for the residence it easier to reconfigure these interiors to provide hall of the future. The third stage [involving myriad space and typology options to meet the Baylor University, Colorado College, and changing needs of a diverse student popula- Indiana University at Bloomington] is in- tion—or even to eventually convert the building tended to build on what participants—insti- to an entirely different use if needed. According tutions as well as architects—have learned to the 21st Century Project’s Web site, in earlier rounds. The three institutions . . . [t]he 21st Century Project of ACUHO-I will convene their own planning summits, is a multiphased initiative leading to the with facilitators leading discussions about construction of a new, state-of-the-art resi- how to create community, add flexibility, dential facility. In addition to creating one and assure sustainability in new residence or more prototype residential facilities, the halls that also meet the institutions’ other project will assist colleges and universities needs. If the institutions wish, they can use in designing new buildings that reflect the the meetings’ results to prepare requests- ever-changing roles residences play in the for-proposals for actual residence hall proj- collegiate experience. The project is guided ects. (Chronicle of Higher Education, 2008) by the belief that it is no longer enough for As already noted, one strong preference college housing simply to provide students that today’s students are demonstrating is for four walls and a bed. Current and future sustainable design and a sustainable campus

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Flexible design, as notably The experience of living in a residence hall can profoundly affect the mindset of explored in the 21st Century Project other residents who have not been exposed of ACUHO-I, would make it easier to or expressed concern about sustainability in their lives. This can be accomplished to reconfigure these interiors to not only by educating them about sustain- provide myriad space and typology able design principles and increasing their compliance with energy-saving mechanisms options to meet the changing needs while living on campus, but also by imprint- of a diverse student population— ing them with a concern for the environment that can last a lifetime—a particularly desirable or even to eventually convert the quality to cultivate in tomorrow’s policy- and building to an entirely different decision-makers. In addition, many colleges and universi- use if needed. ties have now firmly committed themselves to a sustainable future by signing the Presi- dents Climate Commitment, which speci- fies that building future campus buildings to philosophy, both in the United States and a minimum LEED Silver standard is one of around the world. For example, a 2007 BBC seven tangible actions that will affect climate News Online article stated that “[t]he Univer- change (American College & University Presi- sity of Bradford in West Yorkshire is plan- dents Climate Commitment, 2007).1 At in- ning a Sustainable Student Village for 1,000 stitutions where this commitment has been students. Some have been helping to design made, sustainable design is a requirement, not it—and project managers say students now an option. expect green features ‘as standard’” (BBC News Online, 2007). This preference alone For institutions desiring to create a sustain- makes a sustainably designed residence hall able building that maximizes both efficiency a powerful attractant for today’s best and and functional and aesthetic excellence while brightest students. also minimizing environmental impact, an

1 Signatories of the Presidents Climate Commitment pledge, among other things, to “[i]nitiate the development of a comprehensive plan to achieve climate neutrality as soon as possible” and to “[i]nitiate two or more of the following tangible actions … while the more comprehensive plan is being developed.” These actions are as follows “Establish a policy that all new campus construction will be built to at least the U.S. Green Building Council’s LEED Silver standard or equivalent”; “adopt an energy-efficient appliance purchasing policy requiring purchase of ENERGY STAR certified products in all areas for which such ratings exist”; “establish a policy of offsetting all greenhouse gas emissions generated by air travel paid for by our institution”; “encourage use of and provide access to public transportation for all faculty, staff, students and visitors at our institution”; “within one year of signing this document, begin purchasing or producing at least 15% of our institution’s electricity consumption from renewable sources; establish a policy or a committee that supports climate and sustainability shareholder proposals at companies where our institution’s endowment is invested”; and “participate in the Waste Minimization component of the national RecycleMania competition, and adopt 3 or more associated measures to reduce waste” (American College & University Presidents Climate Commitment, 2007).

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integrated design approach is indispensable. unless the integrated design approach is em- Only by bringing all stakeholders—includ- ployed” (Prowler, 2008), an approach that con- ing the construction manager, engineers, and siders and balances the following eight design commissioning agents—into the process at objectives: the outset can a project achieve the commu- • Accessible: Pertains to building elements, nication, collaboration, and synergy neces- heights and clearances implemented to sary to hone a design to its optimal form and address the specific needs of disabled substance. people. • Aesthetics: Pertains to the physical ap- pearance and image of building elements . . . with this type of intense and spaces as well as the integrated design process. dialogue and scrutiny around • Cost-Effective: Pertains to selecting build- so many design decisions, change ing elements on the basis of life-cycle costs (weighing options during concepts, design orders during construction are development, and value engineering) as well as basic cost estimating and budget reduced because the team is control. so familiar with the project’s every • Functional/Operational: Pertains to functional programming—spatial needs and detail. This in turn can make requirements, system performance as well the construction process much as durability and efficient maintenance of building elements. more smooth, efficient, and • Historic Preservation: Pertains to specific productive. actions within a historic district or affecting a historic building whereby building elements and strategies are classifiable into one of the four approaches: preservation, re- HOW INTEGRATED DESIGN habilitation, restoration, or reconstruction. WORKS • Productive: Pertains to occupants’ well- being—physical and psychological comfort Integrated design is a very different way of doing —including building elements such as air things, and it requires that team members distribution, lighting, workspaces, systems, change their mindset from a linear design ap- and technology. proach to an integrated approach. This mental • Secure/Safe: Pertains to the physical pro- and procedural shift is summarized in the tection of occupants and assets from man- Integrated Design Approach outlined on the made and natural hazards. Whole Building Design Guide Web site, and • Sustainable: Pertains to environmental we agree with the author’s assertion that “a performance of building elements and high-performance building cannot be achieved strategies. (Prowler, 2008)

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In the traditional, more linear, approach, Making clear and effective decisions early architects, planners, and engineers would on reduces the overall project cost, because the hold separate meetings with project stakehold- team naturally value-engineers the bad ideas ers and with users to establish the building’s out and brings value-added judgment to every program specific to their discipline. The archi- detail. As an example, if the price of concrete tects would then produce a design that fulfilled is high in a certain region and steel is more the programmatic requirements, the engineers cost effective, the integrated design team will would place systems that met the demands of review alternative approaches and perhaps operations, and the general contractor would design a steel frame structure in lieu of a con- build it. crete frame at the onset of schematic design. In contrast, integrated design demands that This early design decision saves not only on all members of the design team—architects, the construction cost but also in the design engineers, consultants, construction manag- fees associated with a potential redesign. Ex- ers/builders, and users—meet together regu- perience tells us that with this type of intense larly from the project’s outset to discuss design dialogue and scrutiny around so many design approaches. decisions, change orders during construction are reduced because the team is so familiar This is a big change for many team with the project’s every detail. This in turn can members, from civil engineers and lighting make the construction process much more consultants to the general contractor, all of smooth, efficient, and productive. whom in the past have not been invited to the table during programming and early design Engineers drawn into the integrated ap- discussion and all of whom may initially resist proach may also initially resist it because this new model, as it requires learning new it requires them to expend their design fee ways of operating as well as a longer time com- much earlier in the project, which can be con- mitment earlier in the project. However, those trary to their prior experience on a more tra- who can see their way past the initial discom- ditional job. Many engineers are accustomed fort of the learning period soon realize that to working in their individual discipline silos, when the time comes to build the actual build- thinking only about how their individual com- ing, their jobs will be much easier. For instance, ponent—electrical, plumbing, heating, and when the construction manager is involved in the like—fits into the overall building. In the the meetings from the start, the team ben- integrated approach, however, the engineers at efits from his/her insights on constructability, the table can contribute their wisdom at every schedule, material availability, and cost of the step in the process, suggesting design options project. With the civil engineer and landscape that optimize efficiency without compromis- architect at the table, the team benefits from ing aesthetics. They complain less often about their insights on the use of existing soils, ef- the impracticality of the architectural designs fective stormwater approaches, and the correct that cross their desks, because they were there use of paved and landscaped surfaces. collaborating with the architects every step of the way.

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At heart, successful integrated design col- However, experience tells us that this per- laborations are formed on a foundation of ception of overall higher cost is simply not trust that inspires open dialogue and collegial, true. Integrated design and sustainable design interdisciplinary communications. Integrated do not cost more. What is true about integrated design is often highly successful in a higher design is that it distributes project costs in a education setting because the process is very nontraditional way. interactive and involves active learning. In For example, the integrated design team short, the integrated design process reflects the often has to expend more hours early on in a active-learning environment and culture of the project to meticulously evaluate how different college and university context. design options would perform if built. Utiliz- As the integrated design team works to- ing the latest in BIM (building information gether toward a common goal, team members modeling) software along with other powerful find themselves caring intensely about achiev- software applications, design and construc- ing the project’s shared vision. The overall ex- tion professionals can compute how a build- perience of multidisciplinary teamwork and ing will perform and operate and then tweak project management becomes one of mutual the design in any number of ways to improve respect that supports the needs of all team its future performance. For example, design- members. ers in new construction projects may alter the size, number, configuration, or composition UNDERSTANDING WHERE COSTS of windows, as well as the positioning of light AND SAVINGS LIE fixtures within rooms, to determine which options will optimize electricity consumption Although integrated design is the best way to while achieving other agreed-upon functional create an energy-efficient residence hall - tai and aesthetic goals.2 lored to the unique needs of residents and the Such incremental improvements can desires of the institution as a whole, those un- achieve big energy savings over the life of a familiar with integrated design—and with sus- building—big enough to pay for the initial tainable design, for that matter—assume that capital outlays many times over—but in some it costs more, and they may end up rejecting instances may require a larger outlay of capital the approach outright.

2 BIM is in its early stages yet: “Radically transforming the way designs are created, communicated, and constructed, BIM is not just the electronic transfer of paper documents. It greatly increases the ability to control and manipulate data and information in an unprecedented way and in an interoperable format. The move from paper-centric information to parametric, model-based information means that the digital design can be used for cost estimations, simulations, scheduling, energy analysis, structural design, GIS integration, fabrication, erection, and facilities management. Building models embedded with detailed information about a construction project are far beyond the capabilities of most design firms at present. These models are not just the electronic drafting tools that firms now think of as digital practice, nor are they three-dimensional renderings with separate construction documents. The move to an integrated, parametric, and object-based system should lead to dramatic changes in design and construction as well as, possibly, compensation and risk allocation” (Preparing for Building Information Modeling, 2008).

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at the outset, not only for increased design ceiving the most sunlight, usually the east and time but also for the progressive, efficient south, to block glare and greatly reduce solar equipment and systems that save money over gain while still admitting daylight to the build- time but cost more initially. ing’s interior. The west-facing façade mullions Integrated design can also help with long- may be horizontally extended as well. term operational costs by including on the An optimal exterior shading solution can in team a commissioning agent. The commis- turn enable a reduction in use of the building’s sioning agent can provide peer review of all cooling system, by using smaller piping and building systems before construction; then, pump systems. The costs of the mullion ex- after construction, the agent can complete tensions can be defrayed by obtaining a utility functional performance tests and acceptance rebate for this and other energy conservation of building systems to assure the owner that all measures. systems installed meet the defined design/per- The mullions can be extended in a very formance criteria set forth early in the design subtle way that is not immediately noticeable process. The agent can also work with the to the casual observer. More astute observers, owner to make sure that the owner knows how however, will be able to read these nuances to operate and maintain the building systems of the building envelope design and how they so that they continue to operate optimally and affect the building’s solar interaction. Extend- provide the long-term operational savings that ing this concept further, the National Renew- were promised. Postoccupancy evaluations or able Energy Laboratory (NREL) is recommissioning can also be conducted to further ensure optimal efficiency. focusing on the creation of highly flexible “technology option sets” that can be com- The equation of integrated design with bined in various ways to reach anywhere higher cost is simply wrong. Integrated design from 50% to 70% energy savings. A tech- yields high-performance buildings that often nology option set is an integrated group of do indeed have higher capital costs, but the building envelope, equipment, and control significantly reduced operational costs make system technologies that each influence the such a building cost much less over the course energy performance of the other, so when of its life. combined, they act as one system. They include whole-building energy manage- SYNERGY EQUALS SAVINGS ment control systems. These technology The synergy of the integrated design process option sets are complex groups of systems tends to spawn ideas that blossom into whole- that will require the expertise of several building solutions. For example, the iterative national laboratories and universities and process may help the team devise an optimal manufacturers to fully develop. (National exterior shading solution that extends the Renewable Energy Laboratory, 2008) windows’ mullions outward on the façades re-

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CASE STUDIES The project began with a To illustrate successful integrated design pro- goals and visioning session that cesses in the residence hall setting, we present three examples: East Hall at Worcester Poly- involved the entire design team, technic Institute, which is currently seeking including architects, engineers LEED Gold certification; Langdon Woods Residence Hall at Plymouth State University, and specialty consultants, and which recently achieved LEED Gold certification; and the Phase II Residence Hall at Boston the project stakeholder team University. Each project embraced the concept with representatives from the of integrated design in different ways and at different points in the design phase, but the administration, faculty, staff, and benefits that each took away from the process students. This session was the were remarkable. catalyst for continued debate, Worcester Polytechnic Institute: East Hall At Worcester Polytechnic Institute (WPI), the discussion, and conversation about President’s Task Force on Sustainability brings all ideas relating to the residence together students, faculty, and staff to lead and coordinate the school’s efforts to conserve re- hall, especially sustainability. sources and reduce environmental impact. To this end, WPI’s sustainability goals are inter- woven with its academic and research endeav- free daylighting, high air quality, and localized ors, both local and global. thermal and lighting controls create a comfort- WPI’s East Hall, intended as a model for all able, supportive living environment designed future green buildings on campus, embodies to lure upperclass students back to campus this institutional commitment to sustainable living, from off-campus facilities. practices, supporting the school’s academic The project began with a goals and vision- mission “theory and practice,” while conserving session that involved the entire design ing energy and natural resources. A green roof team, including architects, engineers and spe- and a stormwater monitor and testing station cialty consultants, and the project stakeholder in the ground-floor lobby educate students and team with representatives from the administra- the public about green design and enrich WPI’s tion, faculty, staff, and students. This session environmental science curriculum. Energy was the catalyst for continued debate, discus- performance optimization, system commis- sion, and conversation about all ideas relating sioning, and low flow plumbing fixtures to the residence hall, especially sustainability. achieve 30% reductions in the consumption of A few weeks into the project, the construction energy and water, two of the most squandered manager joined the team. The construction resources in residence halls. Abundant, glare- manager understood the value of the integrat-

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Cannon Design

East Hall at Worcester Polytechnic Institute in Massachusetts integrated several sustainable features, including a green roof and a stormwater monitor and testing station. © Anton Grassl/Esto

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ed design model and embraced the concept project was an extremely fulfilling and early in the process. enjoyable experience, a testament to the The benefits to WPI were multifold. At the shared vision, team work, and spirit of outset, the stakeholder group saw the integrat- partnership which permeated every aspect ed design effort not only as a way to develop of the project. (Personal communication, a sustainable community and a sustainable January 25, 2009) building on campus, but also as an opportunity One innovative and unique aspect of the to create a dialogue within the campus commu- building was a palletized green roof system nity about sustainability that would be a pow- above an Energy Star white roof, which is a erful learning experience. Through multiple qualified roofing system that helps the envi- workshops, classroom presentations, and an ronment by lowering the Urban Heat Island open invitation to students to attend the weekly Index. (Urban Heat Islands often appear in design sessions and, ultimately, construction densely populated areas with little vegetation site job meetings, students benefited from and a large concentration of dark roofs, streets, open dialogue, mentorship, and actual partici- and parking lots.) The palletized system was pation in the design of the project. Several stu- initiated to allow research to be conducted on dents, in collaboration with a professor in the the pallets before and after installation. Cre- civil engineering department, actually helped ation of this roof system began with the entire document LEED points and the ways that LEED team, including the architects, administra- benefited the project. Professors and students tors, students, facilities personnel, and even a participated in weekly job meetings, suggested trustee carpooling to the nursery to personally research projects, and maintained active roles plant each and every pallet. Once the pallets had on the stakeholder committee throughout the grown and been installed, the team designed process. a specialized roof monitoring system at the The whole project fostered consensus and request of a WPI professor to allow students community in a tremendous way. Through and faculty to measure the rate, quality, flow, thoughtful, genuine, open dialogue and and temperature of the water flowing from the debate, the design team, stakeholder group, white roof and through the green roof during a and students all grew together professionally storm event. and personally as they brought the residence The addition of a potential research ini- hall to reality. As Dean of Students Philip N. tiative into the design/building process truly Clay explained, inspired the team. The excitement ultimately Working together from the critical design culminated in an alumna board member and preconstruction phase of the project funding the palletized green roof and the allowed the team to develop experience in design team funding the green roof monitor- shared decision making, working through ing system, with the goal of monitoring the re- conflicts, and proved integral to the success search together and learning from the results of the project. From start to finish, the after project completion.

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The financial benefits of the project were clear. Through the integrated process, the design team provided WPI with valuable information that allowed it to make informed decisions about long-term savings and energy conservation. A total of $220,000 was allot- ted to the pursuit of integrated energy conservation measures. By targeting measures that were eligible for energy rebates, WPI obtained more than $150,000 in utility rebate funding. Even better, the energy conservation invest- © Anton Grassl/Esto ments implemented will result in an estimated $120,000 per year in energy savings. This translates to an annual return on investment (ROI) of 170%. “Despite the challenges presented by the aggressive timeline, the use of the integrated design approach proved in- strumental in delivering the residence hall and parking garage on time and on budget” (Philip N. Clay, personal communication, January 25, 2009).

Worcester Polytechnic Institute students benefit from natural light filling the East Hall lobby. Meanwhile, signage throughout the hall educates students on the LEED standards implemented in their hall.

Cannon Design

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Plymouth State University: range of students in a living-learning environ- Langdon Woods Residence Hall ment. Demand was immediate, and the delivery schedule reflected the urgency: The project At Plymouth State University’s LEED Gold originated in October 2004, an architect was Langdon Woods Residence Hall, there is an selected in November 2004, construction organic relationship of the building, the site started in May 2005, and full construction was topography, and the surrounding woodlands complete in August 2006. Biweekly project and wetlands. The building was positioned to meetings kept the team focused and helped conform both to the slope of the 9-acre site and set realistic goals. Meetings also encouraged to the path of the sun, maximizing daylight- creative solutions, such as capturing the waste ing to all living spaces. The glass connectors heat from the adjacent cogeneration plant between building sections provide common to heat the residence hall. The meetings also areas on each floor and further enhance the helped manage costs and built consensus on facility’s integration with the environment by sustainable and other project goals. An occu- creating views into and through the building, pancy permit was approved three hours prior thereby reducing the visual impact and scale to student arrival. of the building. Like the project at WPI, this project was Individual students have expressed the fact able to move beyond simply fulfilling the that it’s a wonderful building to live in, but for LEED checklist, fully engaging the academic the campus as a whole, the building has meant community in the process. Joint workshops much more. The new residence hall has deeply involving the design team and campus com- impacted residents and the campus, and it was munity sparked the enthusiasm of students effectively leveraged to drive campuswide sus- and faculty so intensely that they incorpo- tainable initiatives by raising students’ aware- rated sustainable design and LEED objectives ness with regard to sustainability causes. into course curricula, providing students with The project began like many other housing firsthand experience of the sustainable design projects, spurred by the university’s realiza- process and building a sense of ownership tion that its on-campus housing was not giving among the campus community. It was truly an students enough in the way of affordable rent, integrated design process in which everyone privacy, and variety of living unit options. from the design team—from the construction Off-campus students pressured the commu- manager to faculty, students, and staff—were nity to offer affordable housing, and com- working together towards a common goal and munity officials pressured the university to learning from each other. Before the project adopt measures that would return juniors and concluded, an environmental science class seniors to on-campus living from off-campus computed the carbon footprint of the wood, apartments. brick, and glass proposed for use in construc- To attract older students, the university tion, tallying amounts of greenhouse gases chose to explore ways to create a stronger sense contributed by material production, process- of campus community and engage a broader ing, and transportation. The university now

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The Langdon Woods Residence Hall at Plymouth State University in New Hampshire has been a driving force in other sustainability efforts across campus. Photos by Cannon Design.

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Cannon Design

Architects worked with Plymouth State students to make sure the hall would help develop “students’ life skills as they learn to live in an environmentally sustainable community.” Photos by Cannon Design.

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has a new Center for the Environment and was below baseline conserves almost 1.4 million one of the early signatories of the Presidents gallons of water a year; 20% of all materials Climate Commitment. used in the building are recycled, with 40% Today, Langdon Woods is a lively residen- originating within 500 miles of the project tial living-learning community that supports site, to cut down on transportation emissions; individual growth and community well being. almost 70% of the wood in the building was The location of a fitness center, laundry room, harvested from responsibly managed forests; multipurpose room, café, kitchen, and resi- plantings are low maintenance and require no dence life offices on the first floor and double- irrigation; and 70% of construction waste was height lounge spaces on other floors foster an diverted from landfills by re-routing materials environment of interaction and collaboration to recycling plants for future reuse. among students and staff. As a microcosm Students were involved in the plans from of society, this building is ideally positioned the very beginning, even helping to plan for to develop students’ critical skills of negotia- LEED certification. Bill Crangle, special assis- tion, conflict resolution, relationship manage- tant to the president and director of environment, and leadership within a diverse society, mental sustainability, noted how important increasing their learning potential outside the collaboration was to the project: classroom. In addition, as a learning lab for the Our involvement of student and faculty ... entire campus, the project has fostered, and in the very beginning with architects and continues to foster, an appreciation of environ- engineers gave the project a spirit of part- mental stewardship, as students observe and nership that allowed us to take some risks participate in sustainable practices. that we would not have done with prior As with East Hall at WPI, Plymouth State projects. Langdon Woods has helped the University incurred higher capital costs to entire institution believe in ourselves that accommodate the building’s most efficient we can achieve more. (Personal communi- feature, which is also its most innovative. cation, January 29, 2009). Excess heat from an adjacent campus cogeneration plant is harnessed through a jacket Both projects engaged in an environmen- water recovery system: a system in which tal signage and graphics program for the excess heat is absorbed by a water jacket, pro- residence halls to share the LEED details with ducing a supply of hot water and heat to the residents, further enhancing the living-learn- residence hall and thus eliminating the need ing aspects of their new sustainable residence for a main boiler system. This modification halls. President Jane Steen noted how impor- makes the project 58% more energy efficient tant the project was, above and beyond build- than a conventional building of this size, ing a residence hall: “We are developing our saving the university nearly $230,000 a year. students’ life skills as they learn to live in an This savings paid the capital investment back environmentally sustainable community” (per- in just 1.5 years. A 40% reduction in water use sonal communication, January 29, 2009).

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Boston University: hoods. However, the sustainable design story, Phase II Student Residence and the role integrated design played in the creation of each of the two towers, differed. Phase II Student Residence at Boston Uni- versity is the second set of residences built in During the design and construction of the the John Hancock Student Village, a complex Phase I tower, in 1997, knowledge and support featuring a 282,000-square-foot fitness and of sustainable design was not as widespread recreation center and a 6,200-seat arena as among students, university administration, or well as the 817-bed apartment-style residence the general public as it is today. Boston Univer- tower built in its first phase. The 962-bed, sity was interested in conserving energy in the 26-story, 350,000-gross-square-foot phase II new residence hall, but not in pursuing LEED certification, so the building was designed with common sense, utilizing easily implemented energy conservation features such as During the design and construction high performance glazing (window) systems of the Phase I tower ... Boston and energy recovery from building exhaust. At the kick-off of the Phase II project in 2006, University was interested in however, although LEED certification was conserving energy in the new still not a Boston University standard, public awareness of sustainable design was signifi- residence hall, but not in pursuing cantly greater, and the combined project team LEED certification, so the building utilized the U.S. Green Building Council’s LEED tools and a life-cycle assessment process was designed with common sense, to set sustainable design, construction, and op- utilizing easily implemented energy erations strategies for the building. An energy conservation charrette funded by the local conservation features such as high utility company (NSTAR) was also conducted performance glazing (window) early in the process to ensure that cost effective, innovative energy conservation measures systems and energy recovery from were integrated into the building design. The charrette brought together a varied group of building exhaust. professionals with demonstrated knowledge in energy demands, use, and operations to brain- storm conservation methodologies. tower offers a variety of apartment types and a mixture of building and residence life support The outcome was impressive: The build- spaces. Like the Phase I tower, which opened in ing’s energy usage was reduced by more than 2000, the building is designed to achieve the 40%, which translates to a reduction in carbon university’s goal of providing housing that en- emissions of more than 1,100 tons per year. courages more students to remain on campus This is equivalent to planting nearly 7,000 than in the surrounding residential neighbor- trees or permanently removing 200 cars from

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Cannon Design The Phase II Residence Hall at Boston University houses more than 950 students on 26 floors.

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Meanwhile, largely over the past As described earlier, the integrated team brings a wealth of information to the table, two years, the sustainability and in the BU project, the lighting designer movement on campus has sprung and electrical engineer communicated closely and constantly to devise an array of energy- to life, and the new student conserving lighting solutions. Again, the residences have become a beacon results were impressive. High-efficiency lighting systems, featuring high-efficiency ballasts of sustainability for the campus, and luminaries, throughout the building have featured prominently in public reduced the average lighting power density to approximately 0.78 watts per square foot (W/ relations pieces as a prime example SF), significantly less than the code-allowed of the university’s sustainable 1.5 /SF, thereby providing the highest quality and amount of light with minimal energy use. construction practices. Watts per Square Foot (W/SF) and Lighting Power Density (LPD) are measurements of actual current energy use for a facility’s lighting equipment. Occupancy sensors in offices, use in the Boston area. Moreover, once it has study rooms, and other common areas auto- been occupied for one year, the building will matically turn off lights and HVAC equipment qualify as the largest EPA Energy Star-rated after a pre-set time delay when a space is not residence hall in the country. occupied, and a time clock/photocell system The design charrettes evolved the energy- controls exterior lighting. saving ideas, and the integrated design team de- Beyond saving energy, the integrated prac- veloped the solutions to achieve those savings. tice team strove diligently to implement a Special curtain wall and window systems number of other high performance concepts, with transparent, double-glazed, low-E coated including optimization of the building’s siting glazing were integrated with the building enve- to maximize daylighting, water efficiency con- lope (exterior building enclosure) and a state-of- cepts to minimize resource waste, and indoor the-art rain screen system. A rain screen allows and outdoor environmental quality solutions the ingress of air at the base of the wall system for improved indoor air quality, thereby guar- and the egress of air at the top of the wall, creat- anteeing a healthy indoor environment. ing air turbulence which prevents water from penetrating the exterior wall, resulting in an The project has not increased the rate or energy-efficient, durable, high-performance quantity of stormwater runoff. In fact, through envelope that minimizes energy usage, extends the use of an existing stormwater recharge envelope life with effective water protection system implemented for construction of the technologies, and maximizes natural daylight Arena, much of the site’s stormwater is re- to all of the building’s indoor spaces. charged into the ground. A highly reflective roofing material reduces heat island effects.

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Inside the building, common areas are served has not yet justified the cost for obtaining a by a demand-controlled ventilation system, LEED-certified building, the desire for energy with a central system to sense the concentra- efficiency coupled with the integrated design tion of indoor air pollutants. Dual-flush toilets approach employed by the design team still and low flow fixtures in all the bathrooms resulted in the creation of high performance reduced water use from 11,125 gallons per day buildings. Meanwhile, largely over the past two to 6,950 gallons per day for a 37% savings (for years, the sustainability movement on campus the fixtures noted), well below the standards has sprung to life, and the new student resi- set by the Energy Policy Act of 1992. dences have become a beacon of sustainability Fortuitously, both Phase I and Phase II have for the campus, featured prominently in public benefited the university in ways far beyond relations pieces as a prime example of the simple energy efficiency. While the university university’s sustainable construction practices (Boston University, 2008).

Cannon Design

Sustainable features in the Phase II Residence Hall at Boston University included a special curtain wall and window systems with transparent, double-glazed, low-E coated glazing as well as a state-of-the-art rain screen system. Photos by Cannon Design.

Cannon Design

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CONCLUSION The sustainability movement is deep rooted. It becomes much more. The collaborative nature has embedded itself in our society. This is due and transparency of the integrated design both to the desire of individual citizens and process is ideal for educating students—and institutions to adhere to green principles and all other members of the project team—about to recognize accelerating changes in the figu- sustainable principles. Incoming students rative and literal climate at the local, national, desiring an eco-friendly perspective get their and international level. Accordingly, colleges wish at a school that has green residence halls, and universities are embracing the Presidents and their less informed peers learn green phi- Climate Commitment and other initiatives, losophy and practice it firsthand as they live in moving towards carbon neutrality and other such a facility or participate in the design of green ideals. one. Students, our future leaders, then carry Integrated design is the best way to achieve this knowledge and perspective with them into optimal results in the design of a sustainable the world, applying green thinking in their building. But when integrated design is em- professional and personal lives. In short, inte- ployed in the design of a university residence, it grated design in the residential environment brings the concepts home, providing formative memories that last a lifetime.

70 T he J ournal of C ollege and U niversit y S tudent H ousing Integrated Design: A Sustainable Mindset for Residence Halls

REFERENCES

ACUHO-I 21st Century Project. (2008). Retrieved National Renewable Energy Laboratory, (2008). Re- December 21, 2008, from www.21stcenturyproject. trieved December 21, 2008, from www.nrel.gov/ com buildings/comm_whole_building.html American College & University Presidents Climate Preparing for Building Information Modeling. Commitment. (2007). Retrieved December 21, (2008, Fall). AIA Practice Management Digest. 2008, from www.presidentsclimatecommitment.org Retrieved December 12, 2008, from www.aia.org BBC News Online. (2007, June 25). Students “want Prowler, D. (2008, August 7). Whole building design. small green homes.” Retrieved December 15, Retrieved December 14, 2008, from www.wbdg. 2008, from http://news.bbc.co.uk org/wbdg_approach.php Boston University. (2008, April 22). Making every Scheer-Irvine, N., Weston, S., & Roberts, J. T. (2008). day Earth Day. Retrieved January 8, 2009, from Campus greening efforts: What difference do www.bu.edu they make? Available on-line: http://jtrobe.people. Chronicle of Higher Education. (2008, December 18). 3 wm.edu/press%20release%20campus%20greening. institutions will plan 21st-century dormitories in pdf housing project’s next stage. Retrieved December Society for College and University Planning (SCUP). 29, 2008, from chronicle.com/blogs/architecture (2008). Retrieved December 21, 2008, from MediaGlobal. (2008, September 26). Al Gore calls www.scup.org for “civil disobedience” in the wake of climate change. Retrieved December 21, 2008, from www.mediaglobal.org

V olume 3 6 , No. 1 • A pril /M a y 2 0 0 9 71 The Journal of College and University Student Housing Author Guidelines

Publication Schedule: The Journal of College and University Student Housing publishes two issues per year. The April/May issue will focus on a selected topic and will typically feature a guest editor who is a specialist in that field. The October/November issue will include more general topics of research. Topics and editors to consider for the March/April issue should be submitted to the Journal editor.

Manuscript Submissions: The Editorial Board of The Journal of College and University Student Housing considers research-based articles in the following categories of particular interest to housing professionals and those interested in college and university student housing programs: • Assessment • Historical Updates • Best Practices • International Focus • Theoretical • Applied/Empirical Research • Current Trends in Collegiate Housing • Point of View (commentary on trends and/or research related to collegiate housing) Electronic submission of manuscripts is required. To submit a manuscript, send an electronic copy of the manuscript in Microsoft Word format to [email protected]. If electronic files cannot be e-mailed, a copy on a CD may be mailed to Dr. Phyllis McCluskey-Titus Editor, The Journal of College and University Student Housing Associate Professor EAF 5900 Illinois State University Normal, IL 61790-5900 Do not submit material that has been published or is being considered by another medium.

Publication Style: The Journal of College and University Student Housing follows the style of the fifth edition of the Publication Manual of the American Psychological Association. When submitting articles for consideration, all copy should be double-spaced in Times New Roman 12-point font. Notes, references, tables, and figures should appear at the end of the manuscript. Authors are responsible for the accuracy of all material and should recognize individuals who contribute as co-authors, joint researchers, consultants, or student supervisees.

72 T he J ournal of C ollege and U niversit y S tudent H ousing Manuscripts should generally not exceed 5,000 words (approximately 20 pages, including abstract, references, tables, and figures), but each will be considered on a case-by-case basis. Each figure (camera-ready if possible) and table should be placed on pages separate from the text. Include only essential data in tables, and combine tables if feasible. Generally, no more than four tables and/or figures will be published per article. The first page of the manuscript should contain the article title, name, position, and institution for each author and an identified contact person’s e-mail address and telephone number. The remainder of the document should contain no identifying information about authors or institutions. All articles should include an abstract of no more than 250 words.

Manuscript Review Process: Manuscript receipt is acknowledged promptly, but editorial decisions may require several months. All manuscripts receive a double-blind peer review by three members of the Editorial Board. Criteria for publication include • use of appropriate literature • quality of research design and data collection • conclusions drawn from the data • significance of the topic to housing practitioners • implications for practice • style of writing • contribution to the professional literature Upon article publication, each author receives two copies of the issue in which his or her article appears. Published material becomes the property of ACUHO-I. The editor reserves the right to edit as necessary.

Contact Information: Send manuscripts or comments on editorial matters to Dr. Phyllis McCluskey-Titus Editor, The Journal of College and University Student Housing Associate Professor EAF 5900 Illinois State University Normal, IL 61790-5900 [email protected]

Additional information, such as research instruments or detailed data and analysis about articles published in The Journal of College and University Student Housing, may be obtained directly from the author(s) of the manuscript. Positions expressed or conclusions drawn are attributable only to the author(s) and do not necessarily represent the position or opinion of ACUHO-I or the institution of the author(s).

V olume 3 6 , No. 1 • A pril /M a y 2 0 0 9 73 The Journal of College and University Student Housing

Volume 36, No. 1 • April/May 2009

Green Residence Halls Are Here: Current Trends in Sustainable Campus Housing Maruja Torres-Antonini, Norbert W. Dunkel

Sustainability and Residence Hall Construction Andrea J. Trinklein

Creating a “Green Bubble” on Campus: A Model for Programming in a Green Living-Learning Community David Whiteman

Integrated Design: A Sustainable Mindset for Residence Halls Lynne Deninger, John Swift

Association of College & University Housing Officers – International