Resource Lists
GREEN SCHOOLS
Information on high performance green school facilities, compiled by the National Clearinghouse for Educational Facilities, including sustainability and green design issues, cost and funding concerns, and educational and community benefits. References to Books and Other Media
A Practical Guide to Planning, Constructing, and Using School Courtyards (Maryland State Department of Education School Facilities Branch , Jul 24, 2012)
The Maryland Department of Education guideline for courtyard design is for use by local planning committees and architects in designing new schools and developing major renovation/addition projects. This guide also will be useful to school systems, school-based staff, and parent/community groups seeking to revitalize and make better use of existing courtyards. It includes recommendations for building and plant materials; safety and security; size, volume, and orientation; construction, accessibility, maintenance, and code compliance. The guide is illustrated with numerous color photographs, diagrams, and examples from Maryland and around the world. It documents the benefits of school courtyards, including: letting natural light and ventilation into classrooms; providing a safe, contained, outdoor area for instruction; supporting environmental education programs; and offering opportunities for creative, hands-on educational activities.
p103
Hawaii CHPS Criteria
(Collaborative for High Performance Schools, Jun 2012)
Resource used to design and construct healthy, high performance, green, schools in Hawaii. Includes prerequisites and credits appropriate to the year-round temperatures, rain and wind patterns, and humidity of the islands, as well as more distinct requirements, compliance pathways, and an extra credit for naturally-ventilated and conditioned classrooms to ensure that air quality and comfort were equivalently valued and achieved compared to those mechanically ventilated and conditioned.
Oklahoma Green Schools 2012 Energy Assessment--Summary of Results
 (Brendle Group, May 2012)
Summary report outlines the results of energy assessments of 20 green schools and associated analysis. Data presented includes the following: utility use and cost totals for each school; utility use indices and benchmarks;
efficiency opportunities identified, including savings projections and estimated capital costs; and
total quantifiable savings identified through this project. Cumulatively the assessment team identified 1,755,900 kWh of electric savings per year and 1,441 Mcf of gas savings per year. Total annual estimated savings were $147,600 per year, and with a total estimated capital cost of $1,073,400 and $90,620 in estimated utility incentives, a combined simple payback of 7 years.
There is a summary of additional opportunities schools can consider to further enhance their overall energy efficiency. This report concludes with a discussion of next steps for the schools and the Oklahoma Green Schools Program as a whole.
Obama Administration Names 78 Schools in 29 States and D.C. as First-Ever U.S. Department of Education Green Ribbon Schools
(U.S. Department of Education , Apr 23, 2012)
Announces the 78 winners of Green Ribbon Schools 2012 from among nearly 100 nominees submitted by 30 state education agencies, the District of Columbia and the Bureau of Indian Education. More than 350 schools completed applications to their state education agencies. Among the list of winners are 66 public schools, including 8 charters, and 12 private schools. In total, the schools are composed of 43 elementary, 31 middle and 26 high schools with around 50 percent representing high poverty schools.
Greening the Schoolyard. Creating a Ten Year Green Schoolyard Plan for R.F. Downey Public School.
Kristin Boyd and Julie Gardner (Trent University, Ontario, Canada, Apr 2012)
The schoolyard plays an important role in the healthy development of students and is a space that can be used not only for academic learning, but also for fostering a sense of community. ‘Greening’ or building natural environments in schoolyards can enhance the overall educational experience of the child, and may even have an impact later on in their adult life.
R.F. Downey Public School is dedicated to providing its students with learning opportunities outside of the classroom that incorporate the environment and, specifically, the schoolyard. Examining the current conditions of the schoolyard and making a Ten Year Green Schoolyard Plan will help to continue this process of development in a structured and organized way. Using research and input from parents, staff, students and community members, the Plan outlines what additions to the schoolyard R.F. Downey Public School will benefit from most. [Authors' abstract] 102p
EPA: IAQ Design Tools for Schools
(U.S. Environmental Protection Agency, 2012)
Website developed by the U.S. Environmental Protection Agency to help school districts and facility planners find the information resources they need to design new school facilities, and repair existing facilities. Topics include: high performance schools, school siting, pre-design, materials selection, HVAC, controlling pollutants, moisture control, construction, commissioning, operations and maintenance, renovation and repair, portable classrooms, IAQ Tools for Schools.
Green Building Square Foot Costbook
(BNi Building News in cooperation with McGraw-Hill Construction Sweets , 2012)
Comprehensive collection of recent LEED and sustainable building projects along with their square foot costs, broken down by CSI MasterFormat section and adjusted for 2012.
For each building, provides a detailed narrative describing its major features and the steps taken to minimize the environmental impact — both in its construction and its operation. Includes a detailed listing of manufacturers and suppliers for each building and the specific "green" products used. Costs are clearly broken out on a cost-per-square-foot basis, along with the primary specifications and full details about the construction team. Includes schools.
A History of School Design and its Indoor Environmental Standards, 1900 to Today.
Baker, Lindsay (National Clearinghouse for Educational Facilities, Washington, D.C. , 2012)
Looks back at the designs of school buildings of the recent past, identifying trends in energy consumption, ventilation, heating, air quality, lighting, and acoustics.
Sections include: Safety, Permanence and Endurance--School Building Prior to 1930; The Progressive Era (1930-1945); Post-war Boom (1945-1960); The Impulsive Period (1960-1980); Declines of the 1980s and the New Movements of the 1990s and 2000s; 21st Century School Environments: What does the future hold?
30p
Greening America’s Schools: The Environmental Sustainability Movement in K-12 Education
Chapman, Paul (National Association of Independent Schools, 2012)
Makes the case for independent schools going green and highlights approximately 50 independent and public K-12 U.S. schools that have done a remarkable job doing so. It describes what it means to be a green school, the benefits and challenges, and includes insights from the higher education experience
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How to Go Green: Creating a Conservation Culture in a Public High School through Education, Modeling, and Communication
Schelly, Chelsea; Cross, Jennifer E.; Franzen, William; Hall, Pete; Reeve, Stu (Journal of Environmental Education, v43 n3 , Jan 2012)
This case study examines how energy conservation efforts in one public high school contributed to both sustainability education and the adoption of sustainable behavior within educational and organizational practice. Individual role models, school facilities, school governance and school culture together support both conservation and environmental education, specifically through the application of principles from behavior theory, including modeling commitments, values, expectations, and behaviors. In addition, role models with the traits of charismatic leaders can be especially instrumental. In this school, communication is the thread connecting the multiple aspects of modeling, helping to create the synergistic relationship between conservation efforts and environmental education. This study demonstrates that conservation efforts, when modeled successfully in a public school setting, can simultaneously and synergistically meet the goals of conservation and sustainability education.[Authors' abstract] 41p
Building Energy- Efficient Schools in New Orleans
(U. S. Department of Energy, Energy Efficiency & Renewable Energy, Dec 2011)
This case study presents the lessons learned from incorporating energy efficiency in the rebuilding and renovating of New Orleans K-12 schools after Hurricanes Katrina and Rita. The experiences of four new schools—Langston Hughes Elementary School, Andrew H. Wilson Elementary School (which was 50% new construction and 50% major renovation), L.B. Landry High School, and Lake Area High School—and one major renovation, Joseph A. Craig Elementary School—are described to help other school districts and design teams with their in-progress and future school building projects in hot-humid climates. 23p
High Performance, Healthy Schools (U.S. Green Building Council - Georgia, Nov 2011)
USGBC-GA's High Performance, Healthy Schools Program helps Georgia school systems and private schools implement sustainability programs into their schools.
This video shows the work that is being done. The video was shot onsite at Springdale Park Elementary School, a LEED certified school of the Atlanta Public School System.
Includes unscripted remarks from the students about how their LEED school positively impacts their learning environment. Also featured are green school advocate Laura Turner Seydel and Georgia Lt. Governor Casey Cagle.
Sustainability Education Summit: Citizenship and Pathways for a Green Economy
Proceedings Report
(Proceedings Report From the Sustainability Education Summit September 20–21, 2010. U.S. Department of Education Office of the Under Secretary, Nov 2011)
The Sustainability Education Summit brought together leaders from higher education, business and industry, labor, government, and non-governmental organizations to build shared visions and strategies for education’s role in developing a sustainable and green economy. The Summit was mandated by the 110th Congress in the Higher Education Opportunity Act (Public Law 110-315, enacted Aug. 14, 2008). This report provides a brief synopsis of the Summit and is broken into three major sections, which include:
1) Brief descriptions of all Summit plenary and panel sessions, including highlights from key speakers; 2) Documentation of the challenges and barriers to advancing sustainability and sustainability education, as identified by groups in the breakout sessions; and 3)Specific actionable recommendations identified by the breakout groups.
39p
50% Advanced Energy Design Guide for K-12 School Buildings
(ASHRAE, the American Institute of Architects, the Illuminating Engineering Society of North America, and the U.S. Green Building Council, with support from the Department of Energy, Oct 2011)
Guide provides a sensible approach to easily achieve advanced levels of energy savings in K-12 school buildings without having to resort to detailed calculations or analysis. Covers administrative and office, classrooms, hallways, restrooms, gymnasiums, assembly, libraries, food preparation and dining areas. Case studies and technical examples throughout the guide illustrate the recommendations and demonstrate the technologies in real-world applications. Includes recommendations for practical products and off-the-shelf technology needed for achieving a 50% energy savings compared to buildings that meet the minimum requirements of ANSI/ASHRAE/IESNA Standard 90.1-2004. The energy savings target of 50% is the first step in the process toward achieving a net-zero energy building, which is defined as a building that, on an annual basis, draws from outside resources equal or less energy than it provides using on-site renewable energy sources.
Fact Sheet: New Nationwide Independent Poll Reveals Majority of Americans Support Federal Investment in Green Schools
(U.S. Green Building Council; United Technologies, Oct 2011)
Results from a nationwide survey exploring Americans' attitudes toward public school buildings and investments to modernize America's school infrastructure. 2p
The Journey of Sustainable Schools: Developing and Embedding Sustainability.
(National College for School Leadership, UK , Oct 2011)
This report is for school leaders who are leading and developing sustainable schools. It summarizes the findings from Forum for the Future and the Institute of Education's 2009-10 research for the National College into how school leaders are developing and embedding sustainability within their schools and communities. It includes examples of the skills, tools and activities school leaders are using to do this.
Includes characteristics of a sustainable school. The study highlighted that there are two distinct phases of innovation as schools make the transition from one stage to another. These phases are practice development and strategic integration.
Solar Schools Assessment and Implementation Project: Financing Options for Solar Installations on K-12 Schools.
Coughlin, J.; Kandt, A. (U.S. Department of Energy, National Renewable Energy Laboratory, Golden, CO, Oct 2011)
Details best practices for financing and installing photovoltaic (PV) systems on school buildings. The report focuses on financial options developed specifically for renewable energy and energy efficiency projects. Some highlights of the report include: an introduction to financing PV installations on schools; a look at the direct-ownership option, which takes advantage of financing mechanisms such as general funds, bonds, construction funds, and grants; and a review of the third-party finance model, including power purchase agreements and energy services performance contracts. In addition to comparing a range of financing options for PV installations, the report provides real-world examples of financing solar installations on K-12 schools and other public facilities. These examples may be used by school districts around the country to help them navigate the process of financing PV installations.
38p
The Role of Physical Environment on Student Health and Education in Green Schools
Selen Okcu, Erica Ryherd, Charlene Bayer (Reviews on Environmental Health. v26, n3., Sep 13, 2011)
The role of physical school environment on student health and education is becoming better understood. A growing body of literature indicates that improved physical environments in schools (e.g., indoor air quality, lighting, and acoustic conditions) can enhance student health outcomes. In parallel, the green building movement centers around designing buildings, including schools, that are more sustainable to decrease energy consumption, minimize environmental impact, and create healthier spaces for occupants. This paper synthesizes the findings from both green design studies and school outcomes studies to provide a systematic evaluation of the potential impacts of green school design features on student health outcomes. Three inter-related topics are covered in detail: (i) overview of the “green” concept, including existing guidelines for “greening” schools, attitudes toward green schools, and condition of the physical environments in non-green schools; (ii) potential effects of the physical environment on school children, including documentation of national statistics and summary of findings from school research studies; (iii) synthesis of findings, including a discussion of the knowledge gaps in the field of green school research and conclusions.[Authors' abstract] p169-179
Advancing Green Building Policy in the States: 2011 Victories from Alabama to Wyoming.
(U.S.Green Building Council , Aug 2011)
Details legislation relating to high-performance, resource-friendly, healthy and green buildings considered or passed by state legislatures in 2011, including policies on green schools. 13p.
Thermal Comparison between Ceiling Diffusers and Fabric Ductwork Diffusers for Green Buildings.
Fontanini, Anthony; Olsen, Michael; Ganapathysubramanian, Baskar (Iowa State University, Ames , Jul 2011)
Compares the performance of conventional ductwork with recent advancements in fabric-based ductwork. The article focuses on the transient behavior of an on/off control system, as well as the steady state behavior of the two ductwork systems. Transient, fully three dimensional validated computational (CFD) simulations are performed to determine flow patterns and thermal evolution in rooms containing either conventional or fabric ductwork. The results conclusively show that fabric ducting systems are superior to the conventional systems in terms of efficiency. Observations from the data show that fabric ducting systems heat the room faster, more uniformly, and more efficiently. The increase in performance demonstrates the potential benefits of moving away from conventional systems to fabric systems for the construction of green buildings: particularly in conjunction with adaptive control systems. 41p.
Healthy, High Performance School Facilities: Developments in State Policy.
(Environmental Law Institute, Jul 2011)
Brief summaries of state laws, executive orders and other formal policies that address healthy, high performance school design and construction. Most of these policies reference either the LEED rating system or the CHPS criteria as the green building standard to be met by covered school construction projects.
Green Schools That Teach: Identifying Attributes of Whole-School Sustainability.
Barr, Stephanie Kay (Masters Thesis, Colorado State University, Fort Collins, CO, Summer 2011)
The combination of green school design, green organizational behavior, and aligned educational goals sets the stage for the attributes of green schools to become teaching tools. School facilities, whether functioning well or not, serve as powerful pedagogical instruments. This research study focused on five LEED certified green schools promoting sustainability through building design, operations, and curriculum. Participating schools were LEED certified and offered a formal environmental education program. The purpose of the study was to explore the combination of attributes leading to success in developing a methodology for best practices resulting in a model for whole-school sustainability. Shared sustainable values among stakeholders formed a supportive culture informing decisions about facility design and curriculum and guided the whole-school sustainability process. The physical context of participating schools reinforced successful whole-school sustainability through hands-on learning opportunities for students and physical representation of the entity‘s values. Finally, the alignment of sustainability values within culture, curriculum, and facility operations was found to be critical to the success of whole-school sustainability.[Author's abstract] 139p.
High Performance Public Buildings: Impact on Energy Use is Mixed.
Fleming, Mark; Dean, David (State of Washington, Joint Legislative Audit and Review Committee, Olympia , Jun 23, 2011)
Reports that legislation mandating high performance construction in Washington's public buildings has added between 1 and 3 percent in reported construction costs. The impact of these standards on energy use is mixed, with some buildings meeting expectations while others do not. However, many show some improvement in energy performance over time. The impact on student performance and worker productivity is not clear. Many projects are newly completed with limited operating experience and incomplete data. 46p.
Report NO: 11-7
Absenteeism, Performance and Occupant Satisfaction with the Indoor Environment of Green Toronto Schools.
Issa, Mohamed; Attalla, Mohamed; Rankin, Jeff; Christian, A. John (Indoor and Built Environment , Jun 2011)
This study aimed to compare a number of quantitative and qualitative aspects of usage across a sample of 10 conventional, 20 energy-retrofitted and three green Toronto schools. Student, teacher and staff absenteeism data, as well as Grade 3 and 6 student performance data on reading, writing and arithmetic tests administered by Ontario’s Education Quality and Accountability Office were collected. A survey of 150 teachers was conducted to investigate their satisfaction with the indoor air quality, lighting, thermal comfort and acoustics of their school buildings. The statistical analysis of the data showed that teachers in green schools were in general more satisfied with their classrooms and personal workspaces’ lighting, thermal comfort, indoor air quality, heating, ventilation and air conditioning than teachers in the other schools. Nevertheless, they were less satisfied with acoustics. Student, teacher and staff absenteeism in green schools also improved by 2–7.5%, whereas student performance improved by 8–19% when compared with conventional schools. However, these improvements were not statistically significant and could not therefore be generalised to all Toronto public schools. Whether these marginal improvements justify the extra cost premium of green buildings remains an active contentious topic that will need further investigation. [Authors' abstract]
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http://ibe.sagepub.com/content/early/2011/05/25/1420326X11409114.abstract
'Green Schools' and the Bottom Line. (Education Week, May 2011)
Examination of Stoddert Elementary School in Washington, D.C. After obtaining LEED certification in 2010, the school is finishing its first year as a newly renovated "green school." Includes interviews with the principal, teachers, and students.
Local Leaders in Sustainability. Special Report from Sundance: A National Action Plan for Greening America’s Schools
Rainwater, Brooks and Hartke, Jason (The American Institute of Architects, The Redford Center, ICLEI USA - Local Governments for Sustainability, and U.S. Green Building Council , May 2011)
Details what mayors, superintendents, and other local leaders can do to advance the movement for environmentally friendly schools. Its recommendations include becoming involved with the local green-schools movement; raising awareness about the benefits of green buildings by creating a task force or hosting a summit; tracking the energy use of existing schools; passing a green cleaning policy; and advancing green school construction bonds.
46p.
Life-cycle Cost-benefit Analysis of Green Roofing Systems: the Economic and Environmental Impact of Installing Green Roofs on All Atlanta Public Schools
Whatley, Melvin B. (Georgia Institute of Technology, Apr 05, 2011)
This study examines the relationship between environmental sustainability and green schools, seeking to highlight the benefits and determine the Net Present Value (NPV) installing vegetative roofs on all schools in the Atlanta Public Schools District. This study quantifies the costs and benefits of thin-layer, or extensive, green roof systems as they compare to typical flat roofs on Atlanta Public Schools. Quantifiable benefits are detailed and suggestions are made to create the means by which other social benefits may be quantified. The purpose of this thesis is to establish proof to the Atlanta Public Schools District that over a 40 year period there are more benefits associated with installing vegetative roofs on all of their flat roofs than there are costs. While some may argue that greens roof are more costly than traditional roof systems, this study provides evidence that the cumulative benefits over a 40 year life cycle associated with large scale green roof installations, such as on all Atlanta Public Schools, are greater than the initial costs incurred. Factors included in the analysis of benefits were reductions to energy/utility costs, reduced emissions, and avoided best management practices (BMPs). Other considerations include social benefits resulting from the mitigation of storm water runoff, reductions to the urban heat island, productivity level increases (students and teachers), and avoided regulatory fees. [Author's abstract]
Energy Consumption in Conventional, Energy-retrofitted and Green LEED Toronto Schools.
Issa, Mohamed; Attalla, Mohamed; Rankin, Jeff; Christian, A. John (Construction Management and Economics, Apr 2011)
Green buildings have been marketed as the economical, energy-efficient alternative to conventional buildings. This is despite little existing empirical evidence to prove their energy efficiency, especially in Canada. To overcome this limitation, the electricity and gas consumption quantities and costs of a sample of 10 conventional, 20 energy-retrofitted and three green Toronto schools following the Leadership in Energy and Environmental Design Rating (LEED) System for New Construction were analysed in this study. The analysis conducted over eight years for conventional and energy-retrofitted schools, and since their inception for green schools, showed surprisingly that energy-retrofitted and green schools spent 37% more on electricity than conventional schools. Nevertheless, green schools spent 56% and 41% less on gas than conventional and energy-retrofitted schools respectively. Their total energy costs were also 28% lower than conventional and energy-retrofitted schools. Nevertheless, these savings do not always justify their construction cost premiums. The study showed that more research was needed to overcome the scarcity of data on green buildings in Canada. There was a need to focus on analysing more green buildings, of various types, and over longer study periods in order to better understand why some green buildings do not live up to expectations. {Authors' abstract]
p383-395
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House Joint Resolution 45: Moving Towards a Sustainable Future for Illinois Schools.
(Unites States Green Building Council, Illinois Chapter, Chicago , Mar 2011)
Reviews progress toward sustainability in Illinois schools, and then recommends programs and funding schemes that will widen the scope of "green" school construction and management for the state. Extensive appendices outline legislation, federal programs, a detailed chart of sustainability initiatives that have been put in place in Illinois schools, and a strategic plan for physical, institutional, and personal environmental conscientiousness. 41p.
Energy Efficiency Programs in K-12 Schools. A Guide to Developing and Implementing Greenhouse Gas Reduction Programs.
(U.S. Environmental Protection Agency, Washington, DC , 2011)
Discusses benefits of energy efficiency in K-12 schools; planning and design approaches; key participants; strategies for effective program implementation; investment and financing opportunities; Federal, state, and other program resources; case studies; additional examples; and references. 60p
Green Building Studio. Web-Based Energy Analysis Software.
(Autodesk Green Building Studio, Jan 2011)
GBS is a web-based service that enables building design teams to integrate whole-building energy analysis into the early stages of the design process. Architects and engineers use their existing building information modeling (BIM) systems to communicate the project's building geometry to the GBS website, which conducts an energy analysis of the building design. The GBS web service was developed by Green Building Studio, Inc. and funded through grants from the California Energy Commission Public Interest Energy Research (PIER) Program, Pacific Gas & Electric Company, United States Environmental Protection Agency, Northwest Energy Efficiency Alliance, and other organizations.
Virginia CHPS Criteria for New Construction, Major Modernizations: Assessment Tool.
(Collaborative for High Performance Schools, San Francisco, CA , 2011)
Offers a Virginia-specific benchmark system for the design and construction of high performance school buildings in Virginia. The guide contains prerequisites and credits that reflect the changing nature of school design and construction in Virginia and reflects the unique codes and regulations, climates, opportunities, and local priorities of the state. A credit for BIM (Building Information Modeling) acknowledges how technology can be used to reduce wasteful construction mistakes in the design phase. The development of the Virginia CHPS Criteria also marks the first time a state has used the new CHPS "Core Criteria" to design a high performance building rating system. The Core Criteria reflect CHPS' three major priorities of improving health and student performance, reducing operating costs and mitigating environmental impacts. 199p.
Investing in Our Children's Future: Building Sustainable Environmental Health Programs in Our Schools.
Grevatt, Peter Educational Facility Planner; v45 n3 , p29-31 ; 2011
Reviews major tenets concerning the contribution of a healthy school environment to academic achievement. Ten references are included.
Greening Early Childhood Centers.
Lindstrom, Mike and Gillman, Amy (Local Initiatives Support Corporation/Community Investment Collaborative for Kids, New York, NY , Oct 2010)
Focuses on high-impact green environmentally-sound building design and facility management practices that can be implemented over the long term, as well as low-cost/no-cost ideas for physical improvements, environmental education, and facilities operations that can be undertaken immediately. Explains why green design makes sense for early childhood centers. Includes a Go Green Checklist. 42p.
Digging Deep Through School Trash: A Waste Composition Analysis of Trash, Recycling and Organic Material Discarded at Public Schools in Minnesota.
(Minnesota Pollution Control Agency, St. Paul , Sep 2010)
Presents an analysis of all garbage, recycling, and organic material discarded by six Minneapolis area schools over a two-day period. Two days'worth of refuse from six schools (two elementary, two middle, and two high schools) were sorted in 19 different categories. The study revealed that over 78% of school waste could be diverted from the trash to organics composting and container/paper recycling collection programs, 50% of school waste could be managed via organics composting programs that accept food waste, liquids, and nonrecyclable paper, 23.9% was food waste, and 23.5% was recyclable paper. The schools had an average per person total waste generation of just over half a pound per day. Reflections on how to reduce waste and increase recycling are included. 72p.
Green Schools as High Performance Learning Facilities.
Gordon, Douglas (National Clearinghouse for Educational Facilities, Washington, DC , Sep 2010)
Defines a “green” school and its benefits to operational savings, health, pedagogy, and the environment. Planning, design, and operations considerations are detailed, while addressing site selection, water efficiency, energy savings, materials, and indoor environmental quality. The major rating systems LEED, CHPS, and Green Globes are also discussed. Joint use of a school and the use of a green school as a teaching tool are addressed, and 72 references are included. 23p.
Can Existing Schools Get to High Performance? An Update on School Modernization Strategies.
Evans, Layne (McGraw-Hill, New York, NY , Jun 2010)
Discusses signs that funding and community interests may be shifting toward modernizing existing schools instead of building new ones. Guidelines for deciding whether to renovate a school or build new are addressed, as are typical features of high performance schools. Seven brief case studies are included. 19p.
Evolving Acoustical Standards and Criteria for Green and High Performing Buildings in North America.
Evans, Jack (JEAcoustics, Austin, TX , Apr 2010)
Addresses building design standards and criteria that have been introduced and evolved in recent years to increase sustainability and enhance operations in new facilities. Acoustical and noise control criteria are incorporated into new standards and criteria for green and high performing buildings. Governmental legislation and regulation have created or modified some standards. In many cases, non-governmental organizations (NGO) have written or sponsored voluntary standards, of which some NGO standards have been adopted into governmental regulations, building codes or ordinances. Standards and Criteria covered include the most recent versions of: Leadership in Energy and Environmental Design (LEED); ASHRAE Standard for the Design of High-Performance Green Buildings Except Low-Rise Buildings; Guidelines for Design and Construction of Health Care Facilities; Health Insurance Portability and Accountability Act (HIPAA); Energy Star, Guiding Principles for Federal Leadership in High Performance and Sustainable Buildings; and American National Standard Acoustical Performance Criteria, Design Requirements, and Guidelines for Schools. 6p.
International Green Construction Code.
(International Code Council (ICC), the American Society of Heating, Refrigerating and Air Conditioning Engineers (ASHRAE), the U.S. Green Building Council (USGBC), and the Illuminating Engineering Society of North America (IES), Mar 2010)
The IGCC represents the merger of two national efforts to develop adoptable and enforceable green building codes. The International Green Construction Code (IGCC) provides a set of requirements intended to reduce the negative impact of buildings on the natural environment. The IGCC was developed with the intent to be consistent and coordinated with the ICC family of Codes &
Standards: the I-Codes. It is applicable to the construction of high performance commercial buildings, structures,and systems, including existing buildings subject to alterations and additions, utilizing both traditional and innovative construction practices.
California's Green Schools. (Cable News Network, Atlanta, GA, 2010)
Profiles environmental sustainability efforts in the Los Angeles Unified School District. School gardens and photovoltaic panels are emphasized.
Collaborative for High Performance Schools Operations Report Card.
(Collaborative for High Performance Schools, San Francisco, CA, 2010)
Provides a tool to benchmark the current performance of existing schools, provide a report card of results and make suggestions for improvement. Assessments take place in five categories: energy efficiency, thermal comfort, visual comfort, indoor air quality, and acoustics. The ORC is an interactive online tool. While designed for district-wide deployment over multiple school sites, it is also usable by single public schools, charter schools, and private schools.
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Green Existing Schools Toolkit.
(U.S. Green Building Council, Washington, DC, 2010)
Helps schools and school districts "green" their existing facilities and achieve LEED for Existing Buildings: Operations & Maintenance certification. Included in the toolkit are the Green Existing Schools Project Management Guide and the Green Existing Schools Implementation Workbook. These publications provide guidance, best practices, policy, and planning templates,and are designed to be used in concert with additional resources contained in the Green Existing Schools Toolkit.
Green School Guidelines. Criteria for New Construction, Major Modernization, 2009 Edition.
(Massachusetts Collaborative for High Performance Schools , 2010)
Indexes the benchmarks which define and measure the construction, renovation and measurement of success in applying the standards established by Collaborative for High Performance Schools (CHPS). Topics include Integration & Innovation, Indoor Environmental Quality, Energy, Water, Sites, Materials and Waste Management, and Operations and Maintenance. 206p.
Green Schools New Orleans Initiative
(Global Green, 2010)
In New Orleans in the aftermath of Hurricane Katrina, schools became a critical component of its rebuilding efforts there. The goal of this initiative is to create healthier classrooms and more energy efficient schools that in turn improve student performance and save money for school districts, while helping to protect the environment and reducing carbon emissions. The Green Schools Initiative is made possible by a grant from the Bush Clinton Katrina Fund.
Greening Our Schools: A State Legislator's Guide to Best Policy Practices.
(United States Green Building Council, Washington, DC , 2010)
Provides guidance for state lawmakers who are developing policy solutions that improve the health, productivity, efficiency, and fiscal responsibility of schools in their state. The document is a result of caucusing 32 state capitals across the country are driving transformational policy that is being felt at the heart of communities across the nation. It details why green schools are important, how legislators can make a difference, strategies for successful communication, and appendices that feature a glossary, green building facts, case studies, and quick reference tools on the LEED rating system. 86p.
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http://www.usgbc.org
Growing Greener Schools. (Media & Policy Center Foundation, 2010)
This multi-media resource offers a comprehensive look at best practices for creating sustainable schools. Educators and green experts country-wide discuss environmental curriculum and its effect on student health, attendance, learning, tests scores, and preparedness for green jobs. Includes a look at new eco-friendly buildings, retrofitted classrooms, daily operations, and the benefits - including cost savings.
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PBS Educational Mediahttp://teacher.shop.pbs.org/product/index.jsp?productId=3975314
High Performance Building Initiatives In Maryland Public Schools: Energy Conservation, Alternative Energy Sources, And High Performance Building Practices.
(Public School Construction Program, Baltimore, MD , Jan 2010)
Reviews Maryland's progress in creating high performance schools, citing state legislative and administrative efforts, as well as county-by-county initiatives in design, construction, behavior modification, preventive maintenance, alternative energy, and conservation. Appendices listing all Maryland LEED certified schools and those with geothermal systems are included. 59p.
Manassas Park Elementary School. (The Chesapeake Bay Program, Annapolis, 2010)
This video tour of the new Manassas Park Elementary School details the facility's abundant sustainable features. The lead architect on the project details the rainwater harvesting system, outdoor classroom, geothermal wells, daylighting, low-maintenance flooring, and environmental themes found throughout the building.
The Green School: Not a Dream Anymore.
2010
Profiles The Green School in Bali, Indonesia. The idea behind the conceptualized school is that the students would learn in the open air surrounded by nature that they feed and care for. They learn to build with bamboo while studying for the British school exams. The center of the school, called the Heart of School, ranks as Asia’s largest bamboo building. This high school was built by the same people who made the local jail and the insane asylum, with the same materials. The school has attracted "green" housing, industry, and community growth.
The Paid-from-Savings Guide to Green Existing Buildings: Executive Summary.
(U.S. Green Building Council, Washington, DC , 2010)
Provides basic information to help building owners understand the paid-from-savings approach and decide if it is a viable option for "greening" their existing buildings. This approach is a financing strategy that leverages the savings generated from building system upgrades to pay for a comprehensive greening project within a defined pay-back period. The variety of financing methods available are described, and case studies that include a school are included. 20p.
The Sustainable Answer Key: A Guide to Building a Sustainable, High-Performance Charter School Facility.
(NCB Capital Impact, Arlington, VA , 2010)
Provides a step-by-step guide for integrating sustainable building features into a charter school facility. The guides includes an overview of the benefits of green schools, worksheets, advice on critical issues, organizational tips and other useful information vital for the project. Sections cover determining project goals, developing the plan, designing the facility, building commissioning, and financing. Seven case studies and a glossary of green terminology are included. 71p.
Title 15, Chapter 53, Subchapter V - Healthy High-Performance Schools.
(Cornell University, 2010)
Provides federal legislation for high performance schools. Sections cover grants for healthy school environments, model guidelines for siting of school facilities, public outreach, environmental health program, and authorization of appropriations.
LID in New Schools: The LAUSD Example.
Anchipolovsky, Alla; Balaa, Talal; Wang, Ying; Austin, Lisa; Havens, Kelly (American Society of Civil Engineers, Reston, VA, 2010)
Presents a number of case studies for new school designs that incorporate low-impact development (LID) techniques, as well as Leadership in Energy and Environmental Design (LEED) Gold certification. The case studies highlight the special considerations that accompany LID implementation for new school projects within the District and include techniques such as infiltration, biofiltration, use of site-specific native plants, green roofs, and community-based wetlands. The case studies showcase projects that have addressed the special school design considerations and achieved the green goals established by the School Board. 18
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http://cedb.asce.org/cgi/WWWdisplay.cgi?262784
Sustainable School Architecture: Design for Primary and Secondary Schools.
Gelfan, Lisa; Freed, Eric (John Wiley & Sons, Hoboken, NJ , 2010)
Offers guidance on the planning, architecture, and design of schools that are healthy, stimulating, and will conserve energy and resources. The book emphasizes how eco-friendly practices for school construction can create an environment that students will emulate and carry into the world. Also included are a focus on the links between best sustainable practices and the specific needs of educational institutions, 19 international case studies of contemporary sustainable schools, information on the California Collaborative for High Performance Schools (CHPS) and the Leadership in Energy and Environmental Design (LEED) rating system, resources for incremental modernization and operation strategies as well as comprehensive transformation, tips on running an integrated, and contributions by experts on approaches to the sites, systems, maintenance, and operation of sustainable schools. 335p.
TO ORDER:
http://www.wiley-vch.de/publish/en/books/ISBN978-0-470-44543-3
Guide to Operating and Maintaining Energy Smart Schools.
(U.S. Department of Energy, Washington, DC , Sep 2009)
Guides a district or school-wide operations and maintenance (O&M) program that focuses on energy efficiency. The Guide provides organizational and technical information for integrating energy and high-performance facility management into existing operation and maintenance practices. The Guide helps school district management, facility managers, business officials, and administrators identify energy savings, develop an energy management plan, and address technical considerations. Accompanying the Guide are Action Plan Templates that provide a snapshot of customizable checklists used for planning and implementing energy-focused operations and maintenance. The Action Plans, which are organized by building system component, are tools for senior facilities managers and custodial staff to schedule preventative maintenance and training. 64p.
Post-Occupancy Evaluation Report: Washington Middle School.
(Rushing Blackbird, Seattle, WA , Aug 2009)
Presents energy and water use data, indoor environmental quality results, and occupant feedback for this school, which was built in 2004 as part of the Washington Sustainable Schools Protocol pilot projects. The report provides a comparison between projected performance and actual performance after two full school years of occupancy. It includes explanations of sustainable design strategies employed at WMS; quantitative and qualitative evaluation of as-built results, including operations and maintenance feedback; costs/savings reporting, comparing projected values to actual costs/savings; and occupant feedback, including students, staff, school district, and maintenance staff. 247p.
The Impact of 'Green' Initiatives on Student Learning: Non-Financial Reasons for Going 'Green.'
Christopher, Gaylaird (Pennsylvania Association of School Business Officials, Harrisburg , May 2009)
Briefly describes the benefits of "green" schools to the educational program and to occupant health. 3p.
Techniques: Going Green.
(Techniques: Connecting Education and Careers, Apr 2009)
This issue of Techniques: Connecting Education and Careers covers the growing role that career and technical education plays in efforts to increase energy and environmental sustainability. Article titles include: Making the Change to Sustainability: Building Green Builds a Better Education; CTE's Role in Energy and Environmental Sustainability;
Harnessing the Power of Wind Technology; C-TEC: Ohio's First All-Green School;
Going Solar Yields Long-Term Economical, Educational Benefits; and
Building Green the Right Way.
Fossil Ridge High School, Fort Collins, Colorado.
(U.S. Department of Energy, Washington, DC , Mar 2009)
Explains how this high-performance school was constructed at no extra design or construction cost, the strategies and products used, and the energy savings realized in the completed project. 4p.
Partnerships for a Sustainable Future: Schools and Community, The Rosa Parks School. [Video] (American Architectural Foundation, Washington, DC, Mar 2009)
This video profiles the Rosa Parks School, which opened in 2007 to students in one of the most impoverished areas of Portland, Oregon. Facing a burgeoning population and a tightened budget, Portland Public Schools (PPS) and the Housing Authority of Portland (HAP) joined forces with The Boys & Girls Club of Portland and the City of Portland’s University Park Community Center to create a two-acre educational campus. PPS developed a gold-standard Leadership in Energy and Environmental Design (LEED) certified sustainable building. The school is a model for how multiple partners and creative design can result in a sustainable school and a sustainable community.
LEED Initiatives in Governments and Schools.
(U.S. Green Building Council, Washington, DC , Feb 01, 2009)
Summarizes LEED initiatives in 44 states, including 186 localities (122 cities, 34 counties, and 30 towns), 31 state governments, 12 federal agencies or departments, 15 public school jurisdictions and 39 institutions of higher education across the United States. These include legislation, executive orders, resolutions, ordinances, policies, and incentives 69p.
Assessment Tool: 2009 Edition, Criteria for New Construction, Major Modernizations.
(Collaborative for High Performance Schools, San Francisco, CA , 2009)
Provides an update to Massachusetts Collaborative for High Performance Schools (CHPS) Criteria, a green building rating system designed specifically for Bay State schools. The update reflects a move by CHPS to provide a core of green building benchmarks to states known as the "CHPS National Core Criteria" that can then be adapted by states. The new Core Criteria focus on not just the design of the building, but also pre-design planning, and the occupancy of the school. It also includes benchmarks for the building's site selection, water efficiency, acoustics, daylight in classrooms and environmentally-friendly building materials. 206p.
Best Practices Manual and Assessment Tool: Relocatable Classrooms for High Performance Schools, 2009 edition.
(Collaborative for High Peformance Schools, San Francisco, CA , 2009)
Advises school designers and builders on how to adjust their high-performance strategies to account for the differences found in a typical relocatable classroom. Issues involved with site preparation and locating the relocatable on the site are also addressed. The high-performance characteristics detailed for relocatable classrooms include enhanced daylighting, energy-efficient lighting, energy-efficient, low- noise HVAC systems, an efficient building envelope and interior material with low emissions of volatile organic compounds (VOC). Additional chapters detail the CHPS Relocatable Program, which gives manufacturers the option of building relocatables according to bid specifications included in the manual, or to achieve a minimum number of points based on the CHPS relocatable criteria scorecard, also included in the manual. 154p.
Carbon Neutral Design Project
(American Institute of Architects (AIA) and the Society of Building Science Educators (SBSE) , 2009)
Produces educational and resource materials for carbon neutral design. The website offers a project introduction, an explanation of carbon neutral design, as well as guidance on carbon neutral design process and strategies, carbon calculation protocols and tools, case studies, and curriculum materials.
Colorado Criteria for High Performance Schools.
(Collaborative for High Performance Schools, San Francisco, CA , Jan 2009)
Presents the Collaborative for High Performance Schools (CHPS) guidelines for Colorado. Sections of the document address leadership, education, innovation, sustainable sites, water use, energy use, effect on climate, materials and waste management, lighting and daylighting, indoor air quality and thermal comfort, and acoustics. 214p.
Green Existing Schools Implementation Workbook.
(U.S. Green Building Council, Washington, DC , 2009)
Assists with the evaluation and improvement of current school operations and maintenance practices and policies. The workbook is organized by LEED for Existing Buildings: O&M prerequisites and credits, though not all prerequisites and credits in the rating system are addressed by the workbook. The guidance and tools contained in the workbook correspond to prerequisites and credits that lend themselves to a campus- or
district-wide application. The workbook includes sample policies, programs, plans, and surveys, along with data collection forms, worksheets, and tables. 108p.
Green Existing Schools: Project Management Guide.
(U.S. Green Building Council, Washington, DC , 2009)
Helps schools and school districts "green" their existing facilities and achieve LEED® (Leadership in Energy and Environmental Design) certification. The guide outlines the process for navigating LEED certification for existing schools and provides details on how to conduct organizational assessments,educate and train staff, initiate the certification process, and manage a campus- or district-wide plan. It is designed to be used in concert with additional resources contained in the Green Existing Schools Toolkit (www.usgbc.org/k12toolkit). 85p.
Green, High Performance Schools.
(Air Quality Sciences, Inc., Marietta, GA , 2009)
Provides an overview of the positive impacts these schools have on student learning, comprehension and test scores, improved student health, greater productivity, and improved cost-efficiency. The paper begins by defining green schools, discussing obstacles and myths surrounding green schools, and then detailing green school elements of indoor air quality. These include particulates, volatile organic compounds (VOCs), asthma, autism, energy conservation, green cleaning, and mold prevention. Various federal and non-profit sector green school resources are also described. 25p.
GREENGUARD Emission Criteria.
(GREENGUARD Environmental Institute, Marietta, GA , 2009)
Proposes stricter than typical VOC emission criteria for materials and furnishings used in schools and other children's areas, as children have higher inhalation rates per pound of body weight. 1p.
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http://www.greenguard.org
LEED Version 3.
(United States Green Building Council, Washington, DC, 2009)
This website describe the third version of LEED criteria, continuing the fundamental structure and familiarity of the existing rating system, but providing a new structure for making sure the rating system incorporates new technology and addresses the most urgent priorities like energy use and CO2 emissions. LEED v3 consists of three components: 1)LEED 2009: technical advancements to the LEED rating systems’ credits and points, 2) LEED Online: an upgrade to LEED Online that is faster and easier to use, and 3) New building certification model: an expanded certification infrastructure based on ISO standards,administered by the Green Building Certification Institute (GBCI) for improved capacity, speed and performance. Descriptions of what has changed in the new version and ordering information are included.
National Green School Coalition: Helping Schools Build Healthy, Sustainable Learning Environments
(National Green School Coalition, 2009)
This organization offers a "green" school certification process that starts with an assessment that credits all the environmental efforts made so far. The second phase is the gradual introduction of appropriate green practices that can be phased in over a period of one year.
Retrofit.
(Autodesk, San Rafael, CA, 2009)
This online game helps educate everyone–from industry professionals to teachers, parents and students–about green building issues. The game presents in a quiz show and fast finger action format. RetroFits builds awareness about the benefits of green building renovation as players compete for a place on the high points leader board. Players can also stay up-to-date with the latest on green building issues by following RetroFits Twitter.
Green School Primer: Lessons in Sustainability.
Beaver, Robyn ed. (Images Publishing Group, Mulgrave, Victoria, Australia , 2009)
Discusses "green" school planning and design principles and strategies, the benefits of green schools, facts about the costs associated with green school, current green school rating programs, and green modernization of existing schools. Eight California case studies are included, along with numerous plans, sections, and photographs. 144p.
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http://www.imagespublishing.com/
Greening Our Built World: Costs, Benefits, and Strategies.
Kats, Greg (Island Press, Washington, DC , 2009)
Reports the results of a large-scale study based on extensive financial and technical analyses of more than 150 green buildings in the United States and ten other countries. Using modeling techniques, the study analyzes the costs and financial benefits of building green on both large and small scales, and addresses the role of the built environment in reducing carbon dioxide emissions. The author reports that green buildings cost roughly 2 per cent more to build than conventional buildings - far less than previously assumed - and provide a wide range of financial, health, and social benefits. In addition, green buildings reduce energy use by an average of 33 per cent. The book also evaluates the cost-effectiveness of "green community development." 280p.
Local Leaders in Sustainability: A Study of Green Building Programs in Our Nation's Communities.
Rainwater, Brooks; Cooper, Martin (The American Institute of Architects, Washington, DC , 2009)
Examines the current state of green building laws in American cities as of 2007. Since 2003 the number of cities with green building programs has increased greater than 400%, due to a concerted effort by local political leaders, officials, architects and others within the design/building industry, and grassroots support. The report is based on research conducted on all American cities with a population greater than 50,000 (661 communities) to spotlight the growth and effectiveness of green building policies. The report includes an introduction, study findings, case studies, a list of cities with far-reaching programs, a conclusion that makes recommendations for continued greening, and offers a final analysis. 58p.
Smart by Nature: Schooling for Sustainability
Stone, Michael K. (Watershed Media, Jan 2009)
Documents the schooling for sustainability movement across the U.S. and describes strategies for greening the campus and the curriculum, conducting environmental audits, rethinking school food, and transforming schools into models of sustainable community.
Linking Architecture and Education: Sustainable Design for Learning Environments.
Taylor, Anne; Enggass, Katherine (University of New Mexico Press, Albuquerque , 2009)
Presents a holistic, sustainable philosophy of learning environment design based on the study of how schools, classrooms, playgrounds, homes, museums, and parks affect children and how they learn. The author argues that architects must integrate their design knowledge with an understanding of the developmental needs of learners, while at the same time educators, parents, and students must broaden their awareness of the built, natural, and cultural environment to maximize the learning experience. The book presents numerous examples of dynamic designs that are the result of interdisciplinary understanding of place. Also included are designer perspectives, forums derived from commentary by outside contributors involved in school planning, and numerous photographs of thoughtful and effective solutions to create learning environments from comprehensive design criteria. 471p.
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University of New Mexico Presshttp://www.unmpress.com/ References to Journal Articles
Sustainability in Schools: Why Green Buildings Have Become a Catalyst
Barr, Stephanie; Dunbar, Brian; Schiller, Craig Educational Facility Planner; v42 n1 , p19-22 ; Jun 2012
Green school design is quickly becoming standard practice, yet there are still mountains to climb to achieve holistic sustainability in schools. This explores how to shift students from simply learning in green schools, to truly understanding sustainability values and becoming champions for sustainability.
The Green Movement
Kennedy, Mike American School and University; Jun 2012
Schools and colleges and universities are examining every element of a construction project or maintenance program with an eye toward making school facilities operate more efficiently over their entire lives with the least possible impact on the environment. Discusses U.S. Green Building Council's Leadership in Energy and Environmental Design (LEED) program and net-zero energy buildings.
Sustainable Schools Program and Practice: Partnership Building With the Tempe Union HIgh School District
Koster, Auriane; Denker, Brendan Educational Facility Planner; v46 n1 , p23-27 ; Jun 2012
Provides an overview of the Sustainable Schools program and a discussion of the relationships developed during this period between Arizona State University and Tempe, Arizona high schools.
Extreme Makeover: Green Schools Edition
Grayson, Jennifer THE Journal; May 15, 2012
The Green Schoolhouse Series will make gifts of state-of-the-art, multimillion-dollar green schools to underserved districts, all with the help of volunteers and corporate sponsors.
Green Schools. A 21st Century Imperative
Live Better eMagazine; Apr 30, 2012
In discussing a new era for green schools, describes the Green Schools Alliance's Green Cup Challenge and the Student Climate & Conservation Congress (Sc3).
Energy Advantages for Green Schools
Griffin, J. Tim American School and University; Apr 2012
The scale of district energy systems provides opportunities to generate and deliver energy to school buildings in a more sustainable manner.
Renewable energy, combined heat and power (CHP), and thermal energy storage—often are expensive to install and impractical to maintain within a proposed building’s site.
Because of the scale of district energy, these challenges can be overcome when installing them within the district energy system itself.
Solar Heating Considerations for Green Schools
Kelley, Brian and Fiedler, Lon American School and University; Apr 01, 2012
Understanding the process of installing solar thermal systems can help schools determine whether it will meet needs now and into the future. Includes a solar checklist of
Issues to consider when determining whether a campus is a viable candidate for a solar heating system:
From LEED For Schools: Tips On Green Design And Construction For Facility Managers
Kessler, Helen Building Operating Management; Apr 2012
LEED for Schools includes a range of suggested strategies that can be considered for projects that can help to ensure that a school building is designed right in the first place, as well as applying equally to the many existing school facilities.
Green Schools: Information Resources For Facility Managers
Kessler, Helen Building Operating Management; Apr 2012
Describes new research showing that greener school buildings can have an impact.
Integrated Design Is Essential For LEED For Schools
Kessler, Helen Building Operating Management; Apr 2012
Describes the attributes and benefits of LEED for Schools rating system.
LEED For Schools Targets Acoustics, IAQ And Lighting
Kessler, Helen Building Operating Management; Apr 2012
Of all of the LEED for Schools credits, the acoustics credit has done more than any other to integrate systems — including structural, mechanical, daylighting and architectural — because acoustics considerations, to be affordable, must be considered in the earliest phase of design.
Green School Steps
Metzger, Anisa Baldwin American School and University; Mar 2012
Describes top ten ways to transform an existing school into a more green facility: start where you are; ready set start; benchmark energy use; change the culture; signs are a must; go behind the scenes, put kids in charge; IAQ; carpooling programs; and test the waters.
Sustaining Green School Momentum
Kennedy, Mike American School and University; Feb 2012
Although economic recovery is slow in coming, education institutions continue to lead the way in green facility design and construction. Discusses CHPS, LEED, Center for Green Schools, state mandates and incentives, and progress in Ohio. Includes case studies of the Russell T. Joy Building at the University of Washington Tacoma that has earned a LEED platinum certification for the sustainable practices incorporated into the building renovation; and Gloria Marshall Elementary School in the Spring (Texas) district that received a gold LEED rating from the U.S. Green Building Council.
Zero Waste: A Realistic Sustainability Program for Schools
Schumpert, Kary; Dietz, Cyndra School Business Affairs; , p14-17 ; Feb 2012
Zero waste is a whole-system approach to sustainability that means maximizing recycling, minimizing waste, reducing consumption, and using products that are made to be reused or recycled.
Sustainable Solutions
McKnight, Jenna M. Architectural Record; Jan 04, 2012
At a time when many districts are tightening their belts, the green schools movement is gaining steam. Interviews with administrators and architects, along with nonprofit groups (USGBC Center for Green Schools) that are stepping up to help.
Innovations for Educational Facility Design
Architectural Record; , 7p ; Jan 2012
Describes the main issues affecting high-performance school design. Discusses strategies for enhancing learning environments using retrofit or renovation strategies to improve daylighting, flexibility of use, or energy efficiency. Provides examples of building techniques and technologies specifically designed to improve student health or the life cycle and durability of educational buildings.
Wood Scores A+ in School Construction
Architectural Record; Jan 2012
Discusses how wood has been used as a structural and finish material in schools;
considers the effects of wood on human health and well-being in an educational environment; describes the environmental and economical advantages wood brings to school construction; shows how wood contributes to a school's green building goals.
Facility Planning: Sustainable Strategies
Rydeen, James American School and University; Jan 2012
The payback for green school strategies is far-reaching. Discusses the LEED certification system and the Energy Star program. Looks at how school design has utilized some manner of sustainable principles for years, from the Educational Facilities Laboratories in the 1960s, the National Energy Act of 1978, design in the 1990s, through the Architecture 2030 Challenge.
Solar Heads to School
Potovsky, David School Construction News; Dec 2011
For many schools, a solar power installation or solar energy system can provide long-term budget relief. Ample land, unobstructed expanses of roof space, parking lots and/or lunch quads can make implementing a solar energy system a good choice. Describes the challenges that need to be considered in evaluating solar options.
Safe, High-Performance, Sustainable Precast School Design
Finsen, Peter I. Educational Facility Planner; v45 n4 , p59-64 ; Dec 2011
School design utilizing integrated architectural and structural precast and prestressed concrete components has gained greater acceptance recently for numerous reasons, including increasingly sophisticated owners and improved learning environments based on material benefits such as: sustainability, energy efficiency, indoor air quality, storm resistance, cost effectiveness (initial and life-cycle), durability and low maintenance.
High Performance School Buildings in Portugal: A Life Cycle Perspective
Jorge, Graca Fonseca; da Costa, Marta Marques CELE Exchange; , 7p ; Dec 2011
In 2007 the Portuguese government launched a major school modernization program, and has taken steps to ensure the long-term sustainability of facilities. Projects now anticipate use by the broader community, allow for possible income-generating opportunities during the design phase and include custom-designed energy management systems.
Sweetwater Union High School District Leading the Way in Green School Building
McCann, John Green Building News; Nov 29, 2011
Describes how Sweetwater Union High School District in San Diego County is leading the way in building sustainable educational institutions, creating state-of-the-art environments for students to excel.
Green Schoolhouse Series Breaks Ground on First Project
School Construction News; Nov 16, 2011
The Green Schoolhouse Series, a an effort to construct green schoolhouses across the country, kicked off with the groundbreaking of the Roadrunner Elementary School in the Washington Elementary School District in Phoenix, Arizona — the first LEED Platinum schoolhouse built by volunteers.
The Case for High-Performance, Healthy Green Schools
Carter, Leesa School Business Affairs; , p29-31 ; Nov 2011
Describes sustainability efforts in Georgia and Kentucky school districts, including building renewal and facility retrofits, conservation occupant programs, and LEED certification.
Taking a Holistic Approach to Sustainability
Girouard, Miles School Business Affairs; , p21-24 ; Nov 2011
A holistic approach to facility sustainability considers healthy, productive environments; capital costs; sustainable design and delivery; and life-cycle cost savings.
Renovate, Rebuild, Restore
Peter Gisolfi; Bill Harris; Kevin Havens; Amy Jones; Andy Joseph; and Adele Willson School Planning and Management; Nov 2011
Five examples of how school districts have tapped the creativity of board members, architects and/or planners to restore, renovate or rebuild some of their local structures to serve as educational, green spaces.
Cost-Effective Design for Green Schools.
Hoyle, Terry and Corona, Rich American School and University; Oct 2011
An integrated approach to green school design is the best bet for education institutions.
When budget and sustainability are a priority, architects should design a project with a comprehensive understanding of how the final building systems will operate and make thoughtful design decisions that will enable these systems to work together to serve multiple purposes.
Maintaining Sustainability for Green Schools.
Kennedy, Mike American School and University; Oct 2011
To achieve sustainability in facilities, schools and universities need to establish an effective maintenance program that will help most facilities operate efficiently and last longer. Describes making a maintenance plan and collecting building data.
Sanitary, Safe and Green School Restrooms.
Kennedy, Mike American School and University; , p26-28 ; Sep 2011
Well-designed school restrooms can enhance student health, deter misbehavior, and conserve resources. Discusses hygiene, vandalism, and energy conservation.
A Model School Facility for Energy
Spangler, Seth and Crutchfield, Dave American School and University; Sep 2011
Building energy modeling predicts a facility's energy use and it can be a powerful tool for managing energy-reduction concepts for an institution. This describes energy modeling that can be carried out during the design, pre-construction and post-construction phases.
Go Home With a Green Classroom: High Performance Prefab Classrooms.
Dekovic. Ariel Green Technology; Aug 2011
Describes the Collaborative for High Performance Schools (CHPS) new Prefab Classroom program that expands the CHPS Verified program to provide a certification for high performance modular and relocatable classrooms.
Energy-Efficient Net-Zero Schools.
Pratapchandran, Sarat School Planning and Management; v50 n8 , p18,20-22 ; Aug 2011
Reviews successful efforts on the part of several schools toward achieving net-zero energy use. Combinations of advanced systems and energy use reduction have yielded facilities that in some cases even produce more energy than they consume. The mandate and technique for determining return on investment is also discussed.
Environmental Studies. The Kids May Be Out of the Classroom for the Summer, but School Design is Definitely in Session.
Lee, Lydia The Architects Newspaper; Jul 09, 2011
Studies how public and private schools are investing in ultra high-performance buildings that provide better learning environments and teach by example. Includes numerous examples and photographs.
Zero Hour.
Cohen, Andrew Athletic Business; v35 n7 , p28-30,32-34 ; Jul 2011
Profiles the field house of Vermont's Putney School, a net-zero facility that features careful siting, double insulation, daylighting, photovoltaic energy, and the capture of cool night air during the Summer.
Learning to Be Green.
Stanley, Ben Building Operating Management; v58 n6 , p41-44,46,48,49 ; Jun 2011
Discusses LEED for schools, citing daylighting, acoustics, and indoor air quality as the three main areas to be addressed. The experience of the Albuquerque Public Schools is cited. An effort to build LEED-certifiable schools, but not to actually pursue LEED certification led to unacceptable shortcuts.
Legally Speaking: Minimizing the Legal Pitfalls of Sustainable Design and Construction (Part 1)
DeVries, Matthew; Stephens, Angela Design Cost Data; v55 n3 , p6,7 ; May-Jun 2011
Advises building professionals seeking to deliver sustainable buildings to promise only what they can deliver, to not guarantee any level of certification, to identify all the participants and their roles and responsibilities, to clarify the standard of care, and to only assume responsibility for delays that one can control.
Going Solar.
Domine, Mark American School and University; v83 n8 , p34,36,38,39 ; May 2011
Describes cost savings to a school by using solar power. The article also addresses financing options and available rebates.
How to Avoid the Landfill: Being Environmentally Conscious with Your Carpet.
Kranendijk, Stef Facility Management Journal; v21 n3 , p65-67 ; May-Jun 2011
Acknowledges that carpet is rarely considered in discussions of recycling and green considerations. The author proposes substituting a "cradle to grave" approach to carpet selection with a "cradle to cradle" plan, which emphasizes planned obsolescence and uses carpeting intelligently designed for recycling.
Five Steps to Improve Communication and Boost Green Achievements.
Rogers, Nancy Facility Management Journal; v21 n3 , p60-63 ; May-Jun 2011
Discusses steps for communicating goals on a "green" facilities checklist : identify team members, establish baseline metrics and processes to measure progress, develop specific objectives, define your plan, and recognize achievement.
8 Tips for a Smooth Handoff of New Green Buildings.
Sinopoli, Jim Greener Buildings; Apr 28, 2011
Details eight steps for an effective transition of a green building from its builders to its operators. These concentrate on including the facilities management staff in the construction process and training them on systems as they are completed.
Strategies in Sustainability.
Blagus, Ron School Planning and Management; v50 n4 , p64,66,68,69 ; Apr 2011
Provides examples of energy-saving strategies from a variety of school districts, including school occupant behavior modification, energy performance contracts, wireless monitoring of consumption, and photovoltaic systems.
Going Solar in Green Schools.
Domine, Mark American School and University; Apr 2011
Outlines the top considerations for education facilities looking to bring solar power to campus, including financing options and partnerships.
Sustainable Modular Classrooms.
Hardiman, Tom School Planning and Management; v50 n4 , p74-77 ; Apr 2011
Discusses the "green" virtues of modular school construction, with less site disturbance and more efficient use of materials. Advantages to construction scheduling, indoor air quality, and flexible deployment are also addressed, and four case studies are included.
Safe Sites for Green Schools.
Kennedy, Mike American School and University; Apr 2011
Discusses proposed EPA guidelines will help school systems decide where safe, healthful, sustainable facilities should be built.
A Case for Sustainability.
Moore, Deborah School Planning and Management; v50 n4 , p6 ; Apr 2011
Advocates sustainable school design in spite of budget cuts, as "green" schools have lower operating costs. A short list of integrated sustainable features is included.
No More "What Ifs."
Smith, Susan School Planning and Management; v50 n4 , p58,60,62 ; Apr 2011
Explores many elements that contribute to a "net zero" school that uses no more energy than it produces. Geothermal systems, water harvesting, wind energy, and use of the school as a teaching tool are addressed.
Engineering a Sustainable School.
Beddow, Bruce Consulting-Specifying Engineer; Mar 08, 2011
Details the design of a school HVAC upgrade that included a geo-solar system. Engineers designed a system that was architecturally integrated, offering students a unique learning tool. The article includes charts that illustrate energy use and the anticipated time for the recovery of the investment is discussed.
Green Schools Building Boom.
Hiskes, Jonathan Sustainable Industries Magazine; Mar 03, 2011
Describes how education administrators across the country are making their buildings more environmentally friendly. The green schools building boom has been driven by federal stimulus spending, local school bonds, and education leaders looking to slash energy costs. Green school projects have offer a bright spot for builders and designers in the last two years,
Passive Strategies for Building Healthy Schools.
Building Design and Construction; v52 n3 , p24-28,30-34 ; Mar 2011
Profiles the Oak Prairie Middle School in Lockport, Illinois. The site was sloped and hosted many mature trees. The design captured the insulating value of building certain portions of the building underground, destroyed no mature trees, and admitted abundant daylight and natural ventilation. Similar strategies in other Chicago-area schools are also detailed.
Facilities of Environmental Distinction.
Pascopella, Angela District Administration; v47 n3 , p66-68 ; Mar 2011
Profiles three of the American Institute of Architects' 2010 Educational Facilities Design Awards recipients that stand out for the sustainability features. The Thurston Elementary School in Springfield, Oregon; the Snohomish (Washington) School District's Cathcart site, and Manassas Park Elementary School in Virginia share abundant daylighting, connection the surrounding natural setting, and innovative interior air systems.
How Green Is Your Parking Lot?
Jobin, Matt School Business Affairs; v77 n2 , p32,33 ; Feb 2011
Discusses options for reducing toxic runoff from school parking lots, including porous pavement, rain gardens, and bioswales.
In the Green.
Kennedy, Mike American School and University; v83 n6 , p16-18,20 ; Feb 2011
Discusses the evolution of "green" school design from option to necessity, given that sustainable school save on operating costs. Various recent LEED- and CHPS-certified educational facilities are profiled.
At the Top of the Class.
Morton, Jennie Buildings; v105 n2 , p30-32,34 ; Feb 2011
Outlines necessary steps for building net-zero energy schools, i.e., those that produce the same amount of energy as they consumes over a year's time. While each building must be planned individually, all focus on high-performance envelope, daylighting strategies, high-efficiency mechanical systems, and resourceful use of space.
Texas Architect Has a Passion for Sustainable Schools.
School Construction News; v17 n1 , p19,20 ; Jan-Feb 2011
Presents an interview with architect Brad Pfluger that discusses current and future sustainability initiatives in school design, typical features clients like, and financing for "green" amenities.
Looking Forward.
Brew, Scott; Dorn, Michael; Edelstein, Frederick; Ramsey, John; Schoff, Larry School Planning and Management; v50 n1 , p13-16 ; Jan 2011
Various authors share their predictions on education issues. Educational politics, energy, sustainability, and safety are addressed.
Rebuilding It Better: Greensburg, Kansas.
Headrick, Darin Educational Facility Planner; v45 n3 , p50-52 ; 2011
Profiles the rebuilding of this city after near total destruction by a tornado. While the entire town was re-planned around sustainable principles, the new LEED Platinum K-12 school is the flagship facility for the community. The school's lighting strategies, building envelope, HVAC, windpower, materials, and water efficiency are described.
Zero Energy Schools--Beyond Platinum.
Hutton, Paul Educational Facility Planner; v45 n3 , p42-46 ; Jan 2011
Examines the pursuit of net zero energy use in schools. Several definitions of "net zero" are offered, and typical terminology is defined. Net zero's relationship to LEED is discussed, as are seven basic strategies for achieving it. A list of exemplar schools, both rural and urban, large and small is included.
Lesson in the Triple Bottom Line. [Des Moines Public Schools.]
Matt, Chris Maintenance Solutions; v19 n1 , p8,9 ; Jan 2011
Uses Des Moines Public Schools as example for Triple Bottom Line impact students, energy efficiency, and utility cost savings to be considered before, during, and after every school building renovation. Many of the components affecting energy efficiency are hidden from view and are, therefore, less popular with administrators. The author addresses options for use in non-visible green technology, and quantitative benchmarks to engage attention for them.
Five Successful Strategies for Greening Your School.
Metzger, Anisa Educational Facility Planner; v45 n3 , p20,22,23 ; 2011
Describes five strategies for creating a green school: 1) Start wherever you are. 2) Benchmark energy use with ENERGY STAR. 3) Change occupant behavior. 4) Use abundant signage. 5) Test with pilot programs.
An Elementary School with a Global Perspective: The Building as a Teaching Tool.
O'Donnell, Sean; Cuthbert, Marjorie; Cronin, Abbie; Urbieta, Melissa Educational Facility Planner; v45 n3 , p4-6 ; 2011
Profiles the District of Columbia's Stoddart Elementary School. The renovated facility features a ground source heat pump system, LEED Gold certification, and a curriculum that emphasizes energy and environmental stewardship. The student population is drawn from a variety of nearby embassies and a military base.
Integrating Sustainability as a Learning Tool.
Shiver, Steven; Dale, John Educational Facility Planner; v45 n3 , p11-13 ; 2011
Profiles Renton Secondary Learning Center near Seattle, and the Mothers' Club Family Learning Center in Pasadena, California. Both facilities engage the occupants in ongoing environmental stewardship beyond the LEED certification that the buildings received upon completion.
Keys to Success.
Kennedy, Mike American School and University; v83 n4 , p12-14,16 ; Dec 2010
Describes 10 ways that schools can overcome and move beyond impediments to providing safe, healthful, and high-quality education. The 10 areas include finances, sustainable design, operating efficiency, educational technology, distance learning, security, indoor air quality, maintenance / cleaning, managing space, and community connection.
Employee-Focused Facilities.
Kroll, Karen Building Operating Management; v57 n12 , p28-32,35 ; Dec 2010
Discusses lower employee absences due to allergies, asthma, depression, and stress in “green” working environments. Basic principles of employee-friendly design, office layout, lighting, and acoustics are addressed. These provisions improve workflow as well as employee morale, health, and turnover.
Green Energy in New Construction: Maximize Energy Savings and Minimize Cost.
Ventresca, Joseph School Business Affairs; v76 n10 , p12-15 ; Dec 2010
Discusses the concept of simultaneously achieving low energy bills and low construction costs by utilizing energy modeling and LEED principles. It is noted that LEED construction will not guarantee energy efficiency once the building is in use. Instruction for energy simulations, advice on hiring an energy consultant, and four references are included.
Green Restrooms of the Future.
Shoemaker, Dawn American School and Hospital Facility; v33 n6 , p18,20,21 ; Nov-Dec 2010
Profiles the Chicago Department of the Environment building, a renovated industrial facility that boasts abundant sustainability features. Of particular interest are the restrooms, finished almost entirely in recycled materials. Touchless fixtures, dual-flush toilets, waterless urinals, and green cleaning practices complete the scenario.
Ten Ways to Retrofit Green.
Speck, Lawrence Building Operating Management; v57 n11 , p37,38,40,42 ; Nov 2010
Advises on sustainable renovation of buildings, encouraging retention of as much structure as possible, using energy-efficient replacements, energy modeling, careful attention to the space between exterior and interior systems, daylighting, water efficiency, indoor air quality, green cleaning, and streamlining recycling programs.
LEED Makes the Case for Water Efficiency.
Zimmerman, Greg Building Operating Management; v57 n11 , p20,22,24 ; Nov 2010
Discusses the use of LEED for Existing Buildings: Operations and Maintenance (LEED-EBOM) guidelines to implement water saving in buildings. LEED-EBOM requires a 20 percent reduction of water for certification, and extra points are available for exceeding that. Analyzing water use can be difficult with older fixtures, but many plumbing upgrades are easy and inexpensive. Submetering will reveal how much water various building functions use, and occupant participation is essential.
The Sustainability and Innovation Awards.
School Planning and Management; v49 n10 , p40-43 ; Oct 2010
Profiles 14 schools honored in this program for their sustainability, maintainability, innovation, aesthetics, and cost effectiveness.
The True Value of Green.
Chadwick, John Learning By Design; n19 , p11-13 ; Fall 2010
Analyzes costs for building certifiably "green" schools at every level and in several states. Tables for cost per square foot, cost per student, and square feet per student compare costs of non-LEED to LEED construction at various LEED levels. The text describes the types of educational facilities that are seeking certification, as well as median and mean cost analysis.
Sustainable Delivery.
Hoffman, Paul American School and University; v83 n2 , p36,38 ; Oct 2010
Discusses pre-construction modeling, integrated project delivery, and building commissioning as three components of successful "green" building.
Green By Design.
Moore, Deborah School Planning and Management; v49 n10 , p6 ; Oct 2010
Illustrates how "green" building design has received wide demographic endorsement.
Bridge Builder.
Zimmerman, Greg Building Operating Management; v57 n10 , p34-36,38,40,42,44 ; Oct 2010
Profiles New York City's Division of School Facilities executive officer John Shea. Beginning with compliance with the city's recycling rules, Shea has gone on to implement energy-saving strategies, train operations and management staff, retrocommissioning, and using school buildings as instructional tools within the curriculum.
Marin Country Day School.
Hanley, William Green Source; v5 n5 , p56-61 ; Sep-Oct 2010
Profiles this private school's transformation toward net zero energy use with LEED-certified additions, photovoltaic arrays, and rainwater harvesting. Plans, photographs, and project statistics accompany the text.
Green Schoolyards as an Element of Reform.
Meyer, Kirk Education Week; Sep 01, 2010
Lists ten reasons to have an outdoor classroom in every schoolyard. The outdoor classroom ties the built environment to the natural history and native processes surrounding the school.
Grading Green Results.
Morton, Jennie Buildings; v104 n9 , p60-62,64 ; Sep 2010
Discusses three universities' experience with sustainable design. Despite minor issues, all three institutions are saving energy and are pleased as well with the ability to use the building as a teaching tool.
LEED for Schools: Unique Opportunities.
Hadden, Ian Green Building Pro; Aug 24, 2010
Gives history of the important contribution that LEED for Schools has made since its introduction in 2007 as an outgrowth of 1999's LEED.
Green Roofs and Schools.
Peck, Steven; Van der Linde, Damon Green Building Pro; Aug 23, 2010
Lists opportunities for instruction that a green roof provides, especially in dense urban neighborhoods. In addition to environmental benefits, a green roof supports plant species, insects, birds, and examples of urban agriculture.
Defining Green and Sustainable Schools.
Stole, Lori Green Building Pro; Aug 23, 2010
Suggests uniformity of vocabulary and terminology used in discussing green and sustainable schools.
Finding the Next Best Opportunity for Green in Existing Schools.
Dekovic, Ariel Green Building Pro; Aug 20, 2010
Proposes alternatives to "High Performance Schools" with the more prevalent "High Improvement Schools," which addresses existing buildings. The Collaborative for High Performance Schools' "Operations Report Card," used for monitoring and evaluating improvements to existing facilities and impact on student performance, is also discussed.
Green Modular Classrooms Gaining Momentum.
Hardiman, Tom Green Building Pro; Aug 18, 2010
Makes a case for superior impact with the use of green modular classrooms for achieving LEED goals. Advantages include ease of siting, off-site construction with minimal waste, and efficient installation that is impossible during bad weather on site.
Greening a K-12 School System.
Frantz, Steve The School Administrator; v67 n7 , p19-24 ; Aug 2010
Narrates the author's experience in implementing sustainability initiatives in the Scarsdale, New York, school district. Organizing the stakeholders, prioritizing the projects, getting school board support, reducing energy use, increasing recycling, and transportation improvements are presented along with descriptions of grants and other funding tools that were utilized.
Get Your Green On!
Frederickson, Matthew J. Learning & Leading with Technology; v38 n1 ; Aug 2010
In the span of five years, the staff and students at Council Rock School District in Pennsylvania won three Energy Star Awards, saved more than $7 million, and completely changed the culture of the district. This article describes how they did it.
The Road to a Green District.
Gutter, Rachel; Knupp, Emily The School Administrator; v67 n7 , p12-18 ; Aug 2010
Describes ten steps that outline a path toward "greening" a school district. These incremental steps begin with organizing the stakeholders, assessing and prioritizing needs and opportunities, initiating no- and low-cost improvements, financing, and implementation. Each step is illustrated with the experience of a school or district.
Green Schools on Ordinary Budgets.
Hanson, Mark The School Administrator; v67 n7 , p32-35 ; Aug 2010
Describes how two "green" Wisconsin schools were built at costs below that of the regional average. The author then describes a variety of techniques that enabled the schools to beat the notion that green schools cost more to build. Buying fewer, but highly efficient light fixtures and creative project delivery strategies are emphasized.
Sustainability with a Sane Tack.
Peterson, Dennis The School Administrator; v67 n7 , p26-28,30,31 ; Aug 2010
Describes the Minnetonka School District's sustainability efforts, under the UPonGREEN program. Replacement and retrofit of lighting and HVAC systems are described, as is increased recycling, UPonGREEN criteria, and school environmental activism.
A Checklist for Meeting Green Goals.
Gregory, Bill Facility Management Journal; v20 n4 , p67-69 ; Jul-Aug 2010
Offers an annotated checklist for working with suppliers to meet requirements for "green" facilities operations and maintenance. Areas covered are green supply chain protocols and product selection, maintenance to extend useful life, and end of life options.
Case Study: Manassas Park Elementary + Pre-K. Manassas Park, Virginia
Malone, Alanna GreenSource; Jul 2010
VMDO Architects uses sustainable buildings systems and natural cycles to demonstrate eco-conscious living to the next generation. With outdoor learning spaces, views of the forests, and building systems as “learning tools,” the school teaches environmental stewardship at every opportunity. Each wing of the building has a seasonal theme, and the classrooms are designated with a native species or plant rather than a number. A touch-screen dashboard in the lobby is at child-height so passing students can pause for a moment to click around.
How to Select Products for a Green Washroom.
Morden, Lisa American School and Hospital Facility; v33 n4 , p20-22 ; Jul-Aug 2010
Advises on assessing a company's overall environmental record when considering the environmental friendliness of their restroom products. Source reduction of waste, reduction of consumption, and efficiencies of packaging and transportation are discussed.
Sustainable IT: 30 Tips for Going Green with IT Operations and Equipment.
University Business; v13 n6 , p63-66,68 ; Jun 2010
Discusses sustainable practices for information technology, addressing reduction of power consumption, proper use, virtualization, and procurement.
Finding the Measure of Green Interiors.
Zimmerman, Greg Building Operating Management; v57 n6 , p51,52,54,56 ; Jun 2010
Argues that interior green products must perform as well as non-green products for there to be any real sustainable benefit. In addition to other well-documented considerations for use of green products, the article provides procedures to evaluate a product's lifecycle as well. Facilities managers must develop performance standards accountability records.
How Green Are Your School Buildings?
Abramson, Paul School Planning and Management; v49 n5 , p62 ; May 2010
Compares the energy-reducing projects at the time of the 1970's Arab Oil Boycott with the new technologies that must replace them now. The author states that the solutions used in the 1970's should not be "fixed". If an existing system would not be installed today, then it should not be fixed; it should be replaced.
Dano Secondary School.
Dumiak, Michael GreenSource; v5 n3 , p64-67 ; May-Jun 2010
Draws on traditional construction techniques in Burkina Faso, West Africa, to create natural ventilation in 100+ degree temperatures. Materials from the local environment provide many solutions.
Green Schools: An Opportunity to Teach.
Gutter, Rachel School Construction News; v16 n4 , p14,15 ; May 2010
Describes need for green facilities to be planned and designed with teachers and administrators, in order to ensure that the components of a green school provide instructional opportunities.
Creating Good Schools--What If?
Sanders, Tim School Business Affairs; v76 n4 , p28-30 ; May 2010
Advocates the creation of "green" schools, noting typical objections to the endeavor, that green schools save money, the benefits to occupants, and suggestions for community involvement.
Follow the Roadmap.
Bacik, Daniel; Lambert, Lloyd School Planning and Management; v49 n4 , p88-94 ; Apr 2010
Sets out a strategy and plan to involve all constituencies for planning green schools. A summary "Top Tips for Developing an Energy Conservation Plan with Ease" is included. The authors'priorities are: create a dedicated team; identify where you are, where you are going; collaborate with experienced ESCO experts; identify roles and responsibilities; implement an action plan; measure, share, recognize; and remember to involve the students.
Progressing Practices of Sustainable School Design.
Cahnsomsak, Sant; Vale, Brenda Journal of Green Building; v5 n2 , 147-157 ; Spring 2010
Discusses a survey of contemporary practices of sustainable school design. The article reveals a trend that relies on technological fixes and outlines barriers to this, primarily related to lack of awareness of benefits, and a limited perception centering on the process of pre-design, design and construction but ignoring the use phase. To overcome the barriers, this article argues that a paradigm shift is required, embracing the creation of sustainable systems through a holistic approach to education, so that design operates and interacts with other disciplines. The suggestions provided could also be used to improve sustainable architectural practices in general. [author's abstract]
TO ORDER:
http://www.atypon-link.com/CPUB/doi/abs/10.3992/jgb.5.2.147
Eco IT.
Fickes, Michael School Planning and Management; v49 n4 , p32,34-36 ; Apr 2010
Discusses "green" IT programs in schools, noting strategies that save energy, subdividing a single computer into four, selecting equipment with high sustainability ratings, and proper disposal and recycling of decommissioned equipment.
Mod Genius.
Grayson, Jennifer T.H.E. Journal; v37 n4 , p28-30, 32-34 ; Apr 2010
Discusses how innovative building manufacturers are designing new modular classrooms that offer a range of eco-friendly features, an inspiring learning environment, and the right price. Examines the idea of the building as a teaching tool. The energy-neutral modular building by Project Frog is outfitted with 60 solar panels that generate enough electricity to power the structure, with perhaps a surplus.
The Green Hire.
Gutter, Rachel American School Board Journal; v197 n4 , p49-51 ; Apr 2010
Discusses how to use the school facility to teach sustainability. Special emphasis is placed on how to adapt and change behaviors within existing schools, versus those that were built "green" from the outset. Several examples of environmental programs at work within older schools are highlighted.
Staying Green.
Moore, Deborah School Planning and Management; v49 n4 , p6 ; Apr 2010
Describes the adoption of "green" behavior in schools and society in general. Efforts in Tennessee's Knox County schools are highlighted.
High-Performance Schools Leading the Way.
Pratapchandran, Sarat School Planning and Management; v49 n4 , p27,28,30,31 ; Apr 2010
Describes the widespread advent and benefits of high performance schools, the LEED and CHPS sustainability standards programs, and the more recent focus of bringing these standards to bear on renovation of existing schools. Net-zero energy schools, and student and parent advocacy for "green" schools are also addressed.
A Bright Spot on a Lackluster Year: Green Trends Point to Rosier Outlook for Educational Facilities in 2010.
Spector, Marc School Planning and Management; v49 n4 , p38,40,42 ; Apr 2010
Describes trends in "green" school construction, including display of energy consumption in the school, energy labeling, Building Information Modeling (BIM), campus-style schools uniting services and supplies, water conservation, carbon calculation, net-zero buildings, and sustainable building education.
Let the Sun Shine in.
NEA Today; v28 n4 , p34,35 ; Mar 2010
Profiles Virginia's Manassas Park Elementary School, citing daylighting, rainwater collection, natural ventilation, and décor featuring natural motifs.
High-Performance Furnishings.
Matschulat, Robert School Planning and Management; v49 n3 , p28,30-35 ; Mar 2010
Reviews elements of high performance schools and describes a lag in a high performance approach regarding school furnishing. Frequently overlooked features such as ergonomics, flexibility, kinesthetics and individual control are discussed.
The Cost of Going Green.
Roberts, Lindsey Preservation; v62 n2 , p40 ; Mar-Apr 2010
Briefly evaluates the cost savings and payback time of energy audits, duct sealing, insulation, storm windows, tankless water heaters, compact fluorescent bulbs, water-saving toilets, ceiling fans, energy-efficient refrigerators, and caulking.
Green Classroom Acoustics: Sound or Noise?
Sweitzer, Glenn E. Journal of Acoustical Society of America; v127 n3 , p1724-1724 ; Mar 2010
Architectural acoustics is underrepresented in current green building rating systems. While acoustics factors are embodied in green building issues, their scoring potentials remain untapped. An alternative, individual user-oriented basis is tested for scoring architectural acoustics factors. Key architectural acoustics factors embodied in the currently prevailing LEED Green Building Rating System are identified. Selected acoustics factors, and relevant criteria, are studied in the context of four similar school classrooms in one K-5 school. Results suggest that passive sound and noise control in individual classrooms can be used to improve STI by academic subject, presentation media, and teacher and student configurations. Accordingly, scoring for an individual classroom will vary by the passive as well as active noise control means used. {Author's abstract]
TO ORDER:
http://scitation.aip.org/getabs/
Building Your Dream Team.
Gutter, Rachel American School Board Journal; v197 n2 , p42,43 ; Feb 2010
Discusses building "green" expertise into current staff, and accessing the same from community volunteers. The team should have one person to lead the school "greening" process, all stakeholders should be represented, and members should have distinct roles. Examples from three school systems are included.
Overcoming Obstacles to Going Green.
Kennedy, Mike American School and University; v82 n6 , p14-19 ; Feb 2010
Provides examples of school "greening" projects that were complicated by funding problems, user objections, and poor communication among project team members. Advice on avoiding these problems is included.
New Energy Landscape.
Zimmerman, Greg Building Operating Management; v57 n2 , p16-20 ; Feb 2010
Discusses the advent of net-zero buildings that produce all the energy they need to operate. The key roles of energy efficiency and the facility manager, design strategies and products that contribute to energy independence, and supporting government programs are addressed.
An Analysis of LEED and BREEAM Assessment Methods for Educational Institutions.
Reed, Tracie; Clouston, Peggi; Hoque, Simi; Fisett, Paul Journal of Green Building; v5 n1 , 132-154 ; Winter 2010
Examines the differences between two environmental assessment methods for the K-12 education sector: the United States Green Building Council s (USGBC) LEED Schools Version 3.0 and the British Research Establishment s (BRE) BREEAM Education issue 2.0. Credit requirements are compared side-by-side and against recommendations from researchers in areas such as acoustics, lighting and indoor environment quality. Strengths in the two schemes and areas for improvement are highlighted, with acknowledgement that each scheme offers components and techniques from which the other could benefit. [author's abstract]
TO ORDER:
http://www.atypon-link.com/CPUB/doi/abs/10.3992/jgb.5.1.132
All Signs Point to Sustainability.
Craft, Don Facility Management Journal; v20 n1 , p66-68 ; Jan-Feb 2010
Discusses the role of signage in "green" buildings, noting that most popular green materials do not meet code requirements for accessibility and fire safety. Modularity and reusability is offered as the key to creating sustainable signage.
Commissioning High Performance Buildings.
Enck, Jay ASHRAE Journal; v52 n1 , p12-14,16,18 ; Jan 2010
Addresses the failure of many "green" buildings to save as much energy as predicted. The article advises retaining the commissioning authority from the predesign through occupancy stages.
Take a Districtwide Approach with Sustainability.
Gutter, Rachel School Construction News; v16 n1 , p9,10 ; Jan-Feb 2010
Describes three school districts that have taken a district-wide approach to sustainability through design standards, cooperation with energy managers, and long-term commitment.
Homer Science & Student Life Center.
Hanley, William Green Source; Jan 2010
Describes a parochial school's spiritual
motivations for implementing environmentally friendly components to new construction and renovations.
Greener Schools, Greater Learning, and the LEED Value.
Johnson, Priscilla D.; Kritsonis, William Allan National Journal for Publishing and Mentoring Doctoral Student Research ; v7 n1 , 8p. ; 2010
Discusses the various approaches used in green school designs and touches on research that shows the learning and health benefits of these techniques. Explores historical accounts of the learning environment and explains LEED certification.
Imagine...Texas Boasts Net Zero School.
Layne, Scott Educational Facility Planner; v44 n4 , p5-8 ; 2010
Describes components of net zero construction of middle school in Texas. The author also documents specifically the financial benefits, which are dramatically better than they were even three years ago. Net zero construction, however, is possible only in new construction, not renovation.
Knowing How to Measure a Green Building Can Help Sell Renewable Energy.
Nutcher, Paul Design Cost Data; v54 n1 , p5,9,18 ; Jan-Feb 2010
Discusses rating systems that help verify energy savings and promote renewable energy. The LEED and ASHRAE systems are discussed, with respective attention to the versions of LEED for new and existing buildings.
Energy Sustainability: It's Easier (and Cheaper) than you Think.
Smith, Molly; Peterson, David Educational Facility Planner; v44 n2/3 , p31,32 ; 2010
Lists the immediate, inexpensive ways to implement ECMs(Energy Conservation Measures) that require more attention and strategy rather than investment.
Lean, Mean and Green.
Standfield, Kenneth Educational Facility Planner; v44 n2/3 , p33-36 ; 2010
Lists detailed information for design strategies to consider in constructing an affordable Net Zero school.
Lean, Mean and Green: An Affordable Net Zero School.
Stanfield, Kenneth Educational Facility Planner; v44 n2,3 ; 2010
Discusses the design of Richardsville Elementary in Kentucky, to be an affordable net zero facility. By reducing energy use to 19.31 kBtus annually, the net zero goal could be realized through the implementation of a solar array capable of producing enough energy to meet the school's operating demands. Coupled with the goal of a LEED certified facility, the building's components were identified and implemented to affordably attain a facility that demonstrates a sustainable site, net zero energy, water efficiency, materials and resources conservation, and an indoor/outdoor environment that promotes a healthy, progressive learning atmosphere while reducing life cycle maintenance costs and zeroing out electricity costs.
Ready or Not, Carbon Limits Likely. [What You Need to Know About Climate Change Legislation.]
Audin, Lindsay Building Operating Management; v56 n12 , p23,24,26,27 ; Dec 2009
Discusses the inevitability of federally-mandated carbon emission limits for buildings and ways facility managers can comply. Carbon offsets and conversion of power and HVAC resources are addressed, as are possible exemptions for educational facilities.
Reading, Writing, and Retrofits. [School Retrofits Go Green.]
Daly, James Edutopia; v5 n6 , p44-46 ; Dec 2009
Profiles existing schools that are seeking to be more environmentally friendly through retrofitting. Illinois' Bloom High School is featured. The prudence of incremental improvements to existing buildings, funding options, and the education benefits of student participation in the upgrade process are cited.
Sustainable School Design.
French, Jim Buildings; v103 n12 , p42-44 ; Dec 2009
Provides examples of varying sustainable school design and operation strategies from various locations around the U.S. These examples from Tennessee, Minnesota, Illinois, Arizona, and Washington address the particular climate and possibilities of their area.
From Good to Green.
Gutter, Rachel American School Board Journal; v196 n12 , p44,45 ; Dec 2009
Advises school board members on "greening" their campuses. Passing green resolutions and articulating the vision, building team cooperation, and winning community support are addressed.
Check the Green Credentials.
Hanford, Desiree Building Operating Management; v56 n12 , p37,38 ; Dec 2009
Advises on how to confirm the credentials of a vendor claiming to provide "green" products or services. Green Seal certification and experience with sustainable practices in real setting rather than just laboratories is emphasized. In-house knowledge of what constitutes green practices is also essential.
Growing Green Schools.
Loftness, Vivian Edutopia; v5 n6 , p30-32 ; Dec 2009
Reviews the benefits of "green" schools in terms of indoor air quality, thermal comfort, acoustics, cleanability, and energy savings. The nominal costs of building green and the significant increase in student achievement and life cycle costs are also described.
Security vs. Sustainability.
O'Neill, Daniel Building Operating Management; v56 n12 , p34,35 ; Dec 2009
Discusses the potential competition between building sustainability and security issues. Preferences for lighting, landscaping, and opening control by one interest may inhibit success in the other. Collaboration between the multiple disciplines involved is recommended in order to find intelligent solutions.
Regional and Rapidly Renewable Materials.
Sharrard, Aurora; Hearn, Valerie Buildings; v103 n12 , p46-48 ; Dec 2009
Describes the use of building materials that are renewable in ten years or less, as well as those which are obtained within 500 miles of the building site. The application of these materials to LEED certification is also discussed.
Green Field Notes.
American School and University; v82 n3 , p250-252,254-276 ; Nov 2009
Presents brief descriptions of "green" building features at 46 educational facilities. Background information of the feature and community response are also included.
The Very Best of the 2009 Green Education Design Showcase.
School Planning and Management; v48 n11 , p25-36 ; Nov 2009
Profiles six educational facilities that feature innovative "green" building design features. The buildings were judged according to their use of the building as a teaching tool, energy efficiency, indoor environmental quality, and site selection.
Reducing the Carbon Footprint.
Pustejovsky, Luke American School and Hospital Facility; v32 n6 , p22-24 ; Nov-Dec 2009
Promotes the virtues of fly-ash masonry building products that can be produced without the intense firing required by clay brick. Fly ash brick also contains a significant quantity of recycled material, and using it in masonry keeps it out of the waste stream.
Green at the Forefront.
Sherrard, Troy American School and University; v82 n3 , p232-234 ; Nov 2009
Advises on coordinating the entire school design and construction team for sustainability at the outset of the project, in order to achieve maximum results. The use of current sustainability rating systems and building information modeling (BIM) is also discussed.
Sustainable Masonry Solutions: The Envelope Please.
Viteri, Maria American School and Hospital Facility; v32 n6 , p6,8,9 ; Nov-Dec 2009
Discusses the benefits of masonry construction to building performance, sustainability, and LEED certification. Yale University's School of Forestry and Environmental Studies is cited as an example.
Learning Curve: Putting Healthy School Principles into Practice.
Adler, Tina Environmental Health Perspectives; v117 n10 , p448-453 ; Oct 2009
Discusses the advent of the Collaborative for High Performance Schools (CHPS) and Leadership in Energy and Environmental Design (LEED) rating systems, and how their adoption by school systems are creating healthier and environmentally conscious facilities. Obstacles to implementation are discussed, as well as federal efforts to mandate "green" school construction and renovation.
Make Green Your Legacy. [Greening Your Legacy.]
Gutter, Rachel American School Board Journal; v196 n10 , p39,40 ; Oct 2009
Discusses the benefits of "greening" school buildings and advises school boards on how to initiate and carry out the process.
TO ORDER:
American School Board Journal, 1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6722http://www.asbj.com/MainMenuCategory/Archive/2009/October/Greening-Your-Legacy.aspx
Come Together, Over Green. [A Primer On High-Performance Buildings.]
Hanford, Desiree Building Operating Management; v56 n10 , p56,58,60,62 ; Oct 2009
Defines the parameters of a high performance building in terms of energy savings and cooperation between designers and owners. Partnerships between the federal government and the design and building professions, certification of buildings and return on initial investment are addressed.
Restrooms: Upgrade to Green.
Huff, Winston Maintenance Solutions; v17 n10 , p8,10 ; Oct 2009
Discusses water-saving restroom fixtures, including high-efficiency toilets, and sensor-activated flushing controls. Different faucet flow rates for different types of hand washing are also addressed, as are potential incentives from local water utilities for reducing water use.
Integrated Sustainable Architecture.
Pender, Donald School Planning and Management; v48 n10 , p44,45 ; Oct 2009
Outlines four key characteristics of a sustainable school master plan: 1) supporting learning through integration of varying spaces, furnishings, and technologies; 2) putting schools at the centers of communities; 3) creating high-performance facilities; and 4) taking a long-term view.
Why Recycling Makes Sense for Schools.
Roskos, Bob School Planning and Management; v48 n10 , pF12-F16 ; Oct 2009
Discusses the educational as well as the environmental benefits of school recycling programs. The U.S. Environmental Protection Agency s "WasteWise Program" is described, as are recycling and refurbishing possibilities for old furniture.
Plano Elementary School: Small Steps, Big Savings.
Seibert, Kenneth High Performing Buildings; , p28-30,32-34,36,37 ; Fall 2009
Profiles this Kentucky school that is the latest success of the Warren County Public Schools. The district's energy saving steps began with encouraging conservation within existing buildings, and had grown to include five Energy Star facilities, and this school which features innovative geothermal HVAC and hot water systems, which are described.
Greener Schools Mean Better Health.
Spector, Marc School Planning and Management; v48 n10 , p20,22,24,26 ; Oct 2009
Discusses how "green" schools, in addition to saving energy and generating less pollution, improve occupant health. Reduced absenteeism and improved student performance in green schools are addressed.
How to Build a Sustainable Primary School: Four Case Studies.
Hartman, Hattie The Architect's Journal; Sep 25, 2009
Offers case studies of four British schools that feature daylighting, superior indoor air quality, and links between indoors and out. Photographs, plans, and sections accompany each case study.
Let LEED Be Your Guide.[ How LEED Can Lead to a Better Building.]
Sahni, Randhir Building Operating Management; v56 n9 , p35,36,38,40,42 ; Sep 2009
Reflects on how LEED certification strategies reflect building construction and operation practices that were common in the past. The major sections of LEED are described, with particular emphasis on changes in LEED version 3.
Sustainability Dashboards Provide Roadmap to Success.
Simpson, Jim Facilities Manager; v25 n5 , p42,43 ; Sep-Oct 2009
Describes "sustainability dashboards" that display and interpret data from various building systems, facilitating observation of energy and water use, as well as systems conditions. Advice on selecting a dashboard program is included.
Special Section: Concrete.
Stacey, Russ; Coradini, Elena Environmental Design and Construction; v12 n9 , p34-36,38 ; Sep 2009
Provides three articles describing the use of concrete in sustainable school building. Precast systems, modular units, and autoclaved aerated concrete are discussed.
Five Steps to a Higher LEED Certification.
Szymanski, Peter Environmental Design and Construction; v12 n9 , p40,41 ; Sep 2009
Advises on how to gain a higher level of LEED certification through Credit Interpretation Rulings (CIRs). These rulings may help accommodate atypical innovations not necessarily covered by the LEED process. The five steps described include examining every available credit early in the process, adding no-cost sustainable features to the facility, and discovering precedents where credits have been awarded in the past.
Some Buildings Not Living Up to Green Label.
Navarro, Mireya New York Times; Aug 31, 2009
Reports that many buildings receiving LEED certification do not save as much energy as predicted, that many owners of LEED-certified buildings do not track energy consumption, that there is no third-party post-occupancy evaluation of LEED-certified buildings, and that the United States Green Building Council, which conducts the LEED certification program will soon require LEED-certified buildings to submit energy and water bills for their first five years, in order to retain their certification.
The Science of Green.
Cekauskas, Raymond; Hartmann, Mark American School and University; v81 n13 , p133-136 ; Aug 2009
Discusses sustainability issues and higher education science facilities. Site selection and preparation, flexible laboratories, natural lighting, and energy conservation and recovery are addressed.
Contracting for Carbon Reductions. [Clinton Climate Initiative.]
Lorenz, Brandon Building Operating Management; v56 n8 , p35,36,38,39 ; Aug 2009
Discusses new documentation from Building Owners and Managers Association International (BOMA) that will help standardize energy performance contracting. An example of an energy performance contract executed at the Empire State Building is included.
All LEED Projects to Provide Actual Performance Data.
Malin, Nadav BuildingGreen.com; Jul 14, 2009
Reports that in LEED Version Three (April, 2009, new rules require building owners to submit performance data on an ongoing basis for five years after certification. If they do not comply, their project's LEED status can be rescinded. The USGBC has said this change was spurred by studies showing some LEED buildings were not performing up to expectations, casting a shadow on LEED's credibility.
The USGBC s LEED Version 3.0 2009 Building Rating System.
Hardiman, Tom American School and Hospital Facility; v32 n4 , p14,16,17 ; Jul-Aug 2009
Discusses modular construction and sustainability as it relates to LEED prerequisites for the categories Sustainable Sites, Water Efficiency, Energy and Atmosphere, Materials and Resources, Indoor Environmental Quality, Innovation and Design, and Regional Priority.
Transparency in the Green Building Process.
Lally, Maureen School Planning and Management; v48 n7 , p20,22-25 ; Jul 2009
Advises on how to promote “green” schools by organizing a case that describes the business case for building green, engaging support from school facilities staff, finding a champion on the school board, and building public support.
Maintaining High-Performance Schools after Construction or Renovation.
Luepke, Gary; Ronsivalli, Louis School Business Affairs; v75 n7 , p32,33 ; Jul 2009
Discusses maintaining high performance schools to achieve the benefit that they were designed for. Deferred, preventive, predictive maintenance, and reliability-centered maintenance are addressed.
Sustained Applause.
Popke, Michael Athletic Business; v33 n7 , p31-37 ; Jul 2009
Discusses sustainable design of athletic facilities, citing projects that are using passive cooling, solar hot water, high-efficiency HVAC systems, and rainwater capture. The particular problems of athletic facilities with their large spaces and roof spans are addressed.
Be Green with Less Green.
Von Paumgartten, Paul Facility Management Journal; v19 n4 , p62,64,65 ; Jul-Aug 2009
Discusses the significant contribution of buildings to greenhouse gas emissions and how a great deal can be done at little cost to make a building more “green.” Typical payback from upgrades and performance contracting are also discussed.
Certification of Building Materials: Important or Not?
Bowyer, Jim Doors and Hardware; v73 n6 , p14-16,18-20 ; Jun 2009
Notes that wood is the only building material presently able, and sometimes required, to be certified as "responsibly produced," but that irresponsible production of metal and masonry materials is also be harmful to the environment. Examples of negative environmental impacts associated with extracted materials are detailed, with particular attention to the nascent and contentious certification of mining products. Includes 24 references.
Climate Change: The Economics of Action. [The Case for Regulating Carbon Dioxide.]
Claussen, Eileen Building Operating Management; v56 n6 , p31-34 ; Jun 2009
Discusses the legislative landscape concerning emissions. Opposing groups cite economic hardships and benefits to controlling pollutants, especially carbon dioxide, which is currently unregulated. Pending legislation and an increase in support from business coalitions are described.
LEED 2009: Impact on Operations and Maintenance.
Dowrey, Gordon Maintenance Solutions; v17 n6 , p6,7 ; Jun 2009
Discusses how the LEED v3 rating system will affect building operations and maintenance. The three enhancements detailed are harmonizing prerequisites and credits for increased consistency, adjusting credit weightings based on their impact on human and environmental health concerns, and prioritizing select credit weightings to address regional environmental issues. Advice on assembling a LEED certification team is included.
Certifiably Green. [Green Certifications Explained.]
Kroll, Karen
Discusses the relative credibility of manufacturer, association, and independent agency certifications of environmental friendliness for products. In addition to the certification of the product itself, purchasers are urged to consider the environment impact of transporting the materials and finished product, as well as the impact of maintaining it.
Green Strategies, Tailored to Your Building s Needs. [Green Strategies for Existing Buildings.]
Lorenz, Brandon Building Operating Management; v56 n6 , p23-28 ; Jun 2009
Suggests focusing on students to help encourage sustainability initiatives on campuses. Recycling, visible sustainability projects that are incorporated into the curriculum, and flexible renovation strategies that create less construction waste are discussed.
Business Brings Sustainable Lessons to School.
Pascopella, Angela District Administration; v45 n6 , p42,44 ; Jun 2009
Describes sustainability facility and curriculum practices as brought into the classroom by various lighting and school supply companies.
A Deeper Shade of Green.
Schachter, Ron District Administration; v45 n6 , p29,30,32-34 ; Jun 2009
Discussses the expansion of "green" school facility consciousness to include alternative energy sources, LEED certification, CHPS standards, and performance contracting.
A Design That Teaches Others.
Theimer, James DesignShare; May 17, 2009
Advocates creating school buildings that teach environmental stewardship, emphasizing retention of trees, recycling, and school gardens.
How About Green Renovations in Existing U.S. Schools?
Science Daily; May 11, 2009
Reviews the efforts of Ihab M.K. Elzeyadi to create a program for "green" modernization of existing, rather than new, schools.
Old and New, Buildings Can Go Green on a Budget. [Green Buildings on a Budget.]
Lazarus, Mary; Landreneau, Anica Building Operating Management; v56 n5 , p12,14 ; May 2009
Discusses how "green" building design, construction, and maintenance is gaining momentum in the present tight economy, precisely because it does save money. Programs to reduce cost and improve sustainability of existing buildings are emphasized.
Five to Watch. [Green School Pioneers.]
American School Board Journal; v196 n4 , p51,52 ; Apr 2009
Profiles five school systems' endeavors in creating high performance "green" schools.
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http://www.asbj.com/
Guide to Financing EnergySmart Schools.
Appel, Margo School Planning and Management; v48 n4 , p46,48,50 ; Apr 2009
Describes opportunities for obtaining funding to create energy-efficient school, emphasizing new federal programs included in the American Recovery and Reinvestment Act, as well as ongoing grants and tax credits. Advice on organizing a strong case for federal and state funding is included.
Overlapping Issues.
Cherry, Cathy School Planning and Management; v48 n4 , p52,54,56-58 ; Apr 2009
Discusses the incorporation of "green" design into facilities for special needs students. Daylighting has been shown to be affective against seasonal affective disorder (SAD), good acoustics are particularly important to students with auditory issues, and good indoor air quality is particularly important to children whose health can be easily compromised.
Not Just a Fad. [Green Computing--From Fad to Fixture.]
Dillon, Naomi American School Board Journal; v196 n4 , p44,45 ; Apr 2009
Reviews the introduction of "green" practices into school technology, emphasizing low- and no-cost initiatives such as adjusting computers to turn themselves off sooner.
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http://www.asbj.com/MainMenuCategory/Resources/SpecialReports/
Grow up, not out, with Green Design.
Gilmore, David School Planning and Management; v48 n4 , p22-24,26,27 ; Apr 2009
Presents lessons learned in the creation of the CHPS-certified Brea Olinda High School in Orange County, California. These include designing the school like a custom home, hiring a good design team and trusting them, and looking for efficiency in every category of the building.
New Reasons to Hope. [A New Green Generation.]
Gutter, Rachel American School Board Journal; v196 n4 , p46,48 ; Apr 2009
Reviews efforts to create "sustainability natives" among the digital native students currently enrolled. High performance buildings that also serve as a learning tool are emphasized.
TO ORDER:
http://www.asbj.com/MainMenuCategory/Archive/2009/April/
Go for the LEED. [LEED Certification for Schools.]
Kobet, Robert American School Board Journal; v196 n4 , p49,50 ; Apr 2009
Advocates creation of high performance "green" schools that can serve as a center for the community and as a participant in the curriculum.
TO ORDER:
American School Board Journal, 1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6722http://www.asbj.com/MainMenuCategory/Archive/2009/April
"Green" Can Be Relative to Your Region.
Luepke, Gary School Planning and Management; v48 n4 , p30,32,34,36 ; Apr 2009
Offers measured evidence for the benefits of green schools to attendance and energy savings. Designing a green school must coincide with the climactic zone of the facility. Explanations of the U.S. Department of Energy's climate zone maps and considerations for HVAC systems within those areas are included.
Going Green Can Mean Savings for Schools, Districts.
Moore, Deb School Planning and Management; v48 n4 , p12 ; Apr 2009
Outlines typical building features that contribute to sustainability. These include cool roofs, daylighting, energy-efficient artificial lighting, displacement ventilation, low-VOC carpet and finishes, flooring from renewable sources, water-efficient and waterless fixtures, xeriscaping, and green cleaning.
Seeing Green. [Is Green in Your District's Future?]
Sack-Min, Joetta American School Board Journal; v196 n4 , p40-43 ; Apr 2009
Reviews efforts to create sustainable school facilities in a number of districts, citing successful programs, LEED certification, and increased recycling.
TO ORDER:
American School Board Journal, 1680 Duke Street, Alexandria, VA 22314; Tel: 703-838-6722http://www.asbj.com/MainMenuCategory/Archive/2009/April/
Green 2.0.
Spector, Marc School Planning and Management; v48 n4 , p80-84 ; Apr 2009
Reviews the current state of "green" school construction in the United States, noting the ongoing revelation that a slightly higher construction cost can use 30 percent less water and energy, yielding substantial savings. Examples of real savings from existing green schools are included.
Green Restrooms: Sustainability Meets Savings.
Westerkamp, Thomas Maintenance Solutions; v17 n4 , p14 ; Apr 2009
Advises on savings that can be realized from upgraded plumbing fixtures, air dryers, and dispensers in restrooms. Opportunities for maximizing custodial productivity through better scheduling are also discussed.
Lake Superior's Remedy.
Williams, David High Performing Buildings; , p6-17 ; Spring 2009
Profiles Minnesota's Two Harbors High School, a high performance school featuring native plants that require no irrigation, bicycle path connections to the town and other recreational areas, high-efficiency HVAC systems, and extensive heat recovery strategies.
Going Green by Thinking Blue.
Womack, Jack School Planning and Management; v48 n4 , p38,40-42,44 ; Apr 2009
Discusses the use of rainwater as a teaching tool, by creating rain gardens bioswales, permeable pavers, and green roofs at school facilities. Explanations of these four features and advice on how to create them are offered, along with advantages of retaining rainwater onsite and use of native plant species.
Green Building Programs in the United States.
Bowyer, Jim; Lindburg, Alison; Bratkovich, Steve; Fernholz, Kathryn; Howe, Jeff Doors and Hardware; v73 n3 , p28-30,32,33,36-42 ; Mar 2009
Reviews recent updates and proposed changes to the most prominent North American green building programs, including LEED, the NAHB National Green Building Standard, and GBI's Green Globes program. The article focuses on each program's strengths and weaknesses, how each addresses indoor air quality, life cycle assessment, recycled content and salvaging, certified products, locally-source materials, biobased materials, and consumption reduction.
Finding Funding.
Butnon, Paul American School and University; v81 n7 , p40,42-44 ; Mar 2009
Identifies sources of funding to help build "green" schools, including federal and state programs, foundation grants, and partnerships with business.
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Haifleigh, Susan American School and University; v81 n7 , p46,48 ; Mar 2009
Focuses on making existing campus buildings more sustainable, beginning with assessment of energy and water use, indoor air quality, thermal comfort, materials, and construction.
The Lean, Green Schoolhouse. [Students Learn Environmental Lessons from a Green School Renovation.]
Schibsted, Evantheia Edutopia; v5 n2 , p50,52,54 ; Mar 2009
Profiles Massachusetts' Atrium School, a K-6 private institution housed in a reclaimed warehouse and office facility. The high performance building offers daylighting, rainwater reclamation, and high recycled content.
Green as the New Norm.
American School and University; v81 n6 , p16-18,20,22,23 ; Feb 2009
Reviews the advent of sustainable school design from a "cult topic" to a standard in the last five years. While only 120 K-12 facilities have received LEED certification so far, more than 1,000 schools under construction have applied for it. The aggressively "green" building program of the Los Angeles Community College District is profiled. Advice on avoiding "greenwashing," or billing of products as environmentally conscious when they are not, is included, along with considerations for when to pursue or not pursue LEED certification.
Computers and the Environment: Minimizing the Carbon Footprint.
Kaestner, Rich School Business Affairs; v75 n2 , p18,19 ; Feb 2009
Advises on how to purchase computer equipment that contain more environmentally benign content and use less energy. Proper disposal of equipment is discussed, as are ways to use computers to reduce energy use through automation of procedures that previously required paper or staff travel.
Green Schools: Strengthening Our Economy by Investing in Our Children.
Weekes, John M. NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy ; v19 n2 , p255-257 ; Feb 2009
An architect looks at the history of school design and construction in the United States, which by 2008 had approximately 97,000 public schools holding 54.3 million students and five million teachers. About 73 percent of the schools were built prior to 1969. A study has shown that Green Schools can produce a 30-50 percent reduction in energy use, 35 percent reduction in carbon dioxide, a 40 percent reduction in water use, and cut 70 percent in solid waste. Further, student absenteeism and teacher turnover were reduced and productivity increased three percent. If all American schools were Green, the country would save nearly $1 trillion in the next 10 years.
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http://baywood.metapress.com/
Green Special Section.
Learning By Design; n18 , p30-52 ; 2009
Profiles 20 primary, middle, secondary, and higher education school facilities selected by the 2009 Learning by Design competition as demonstrating outstanding attention to sustainability. For each project, a description, list of project participants, costs, and photographs are included.
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Learning by Design; Email: lbd@strattonpublishing.comhttp://www.learningbydesign.biz
Zero Carbon Schools.
Brailsford, Richard 21 Century Schools; v4 n1 , p35-38 ; 2009
Discusses the complications of defining and creating zero carbon schools. Since generating electricity on the school site is largely impractical, then de-carbonization of the electrical supply is essential.
Every Community Needs a Healthy, High Performance School
Curreri, Michele; Pratapchandran, Sarat Educational Facility Planner; v43 n2-3 ; 2009
Summarizes the discussions at the 2008 Healthy Schools Summit, co-sponsored by the Council of Educational Facility Planners International (CEFPI) and the U.S. Environmental Protection Agency Indoor Environments Division. Participants discussed what was presently working, examples of successful healthy school programs, and future work. Opportunities already in place that support high performance school construction, common challenges, and solutions to the top five challenges are presented.
Sustainability Innovation in United Kingdom Schools.
Head, Wayne; Buckingham, Richard CELE Exchange; 2009/10 , p1-5 ; 2009
Recommends approaches to take in designing sustainable educational environments. The authors present recent examples of British school buildings that reduce carbon emissions and capitalize on renewable energy sources, and predict how schools will respond to energy needs in the future.
The Building as the Teacher.
Mason, Craig Educational Facility Planner; v43 n4 , p31,32,34-36 ; 2009
Profiles Pioneer Middle School in DuPont, Washington. Through collaboration with administration and teachers, the building became a learning tool stressing environmental stewardship. Signage explaining how design reduces the building’s environmental impact, touchscreens that illustrate the buildings utilities usage, and outdoor learning areas are described.
Theory vs. Bricks and Mortar-Forming, Norming, Storming, and Performing.
Robbie, Philip; Pickett, Fran Educational Facility Planner; v43 n4 , p16-18 ; 2009
Reviews a 2009 design charette that examined three Florida schools in need of rebuilding, remodeling, or expansion. The elements of the design exercise are described, and the participants left with more understanding of what constitutes a high performance school.
Green Today, Sustainable Tomorrow.
Smeath, Doug Learning By Design; n18 , p18-21 ; 2009
Discusses LEED certification of schools, with emphasis on the Green Excellence in Existing School Toolkit (GreenEX2) that helps enable existing school to achieve certification. Federal, state, and local government participation in "green" school programs, as well as that of education-related organizations is also highlighted.
TO ORDER:
Learning by Design; Email: lbd@strattonpublishing.comhttp://www.learningbydesign.biz
The Components of Good Acoustics in a High Performance School.
Stewart, William Educational Facility Planner; v43 n4 , p28-30 ; 2009
Discusses the limitation of outside noise intrusion, minimization of HVAC noise, and reduction of sound reverberation within classrooms. Sources of sound, acceptable levels, mitigation techniques, and national standards for sound attenuation are addressed.
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