GREEN COLLEGES AND UNIVERSITIES
Information on high performance, sustainable, green college and university 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
AASHE 2011 Higher Education Sustainability Review
(Association for the Advancement of Sustainability in Higher Education, May 2012)
Report finds more green building efforts on campus than any previous year, 28 percent increase in 2011 in the number of energy-related initiatives, skyrocketing support for green jobs training and programs; an increased focus on higher-education access, affordability and success; and growing campus and community engagement with food security initiatives.TO ORDER: http://www.aashe.org/publications/sustainability-review
Student Sustainability Educators – Creating and Maintaining an EcoRep Program on Campus
(National Wildlife Federation and AASHE , Mar 2012)
Features examples from 18 campuses highlighting their efforts to design, implement and evaluate Eco-Rep Programs.
Sustainability Initiatives at the Tribal Colleges
Kuslikis, Al; Mitchell, Beau
(Second Nature, Feb 07, 2012)
Describes the efforts of the American Indian Higher Education Consortium and its Tribal College and University membership to actively engage in promoting sustainability both on their campuses and within the communities they serve.
The Princeton Review's Guide to 322 Green Colleges
( Princeton Review and the U.S. Green Building Council , 2012)
Profiles 322 institutions of higher education in the United States and Canada that demonstrate notable commitments to sustainability in their academic offerings, campus infrastructure, activities and career preparation.The Guide provides college applicants with: School profiles with application, admission, financial aid and student enrollment information; "Green Highlights" - write-ups detailing each school's most impressive environmental and sustainability initiatives; "Green Facts" sidebars reporting statistics and facts on everything from the school's use of renewable energy sources, recycling and conservation programs to the availability of environmental studies programs, and green jobs career guidance; A glossary of 40+ green terms and acronyms from AASHE to "zero waste"; and Lists identifying schools in the book with various green distinctions – among them: those with LEED-certified buildings and those that are signatories of the American College & University Presidents' Climate Commitment.
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
America's Coolest Schools. Sierra's Fifth Annual Ranking of the Greenest Colleges in the United States.
(Sierra Club, Sep-Oct 2011)
Ranking of 118 colleges and universities on their greeness. Includes the full rankings, plus each school's completed survey, as well as several articles describing sustainable activities.
USGBC Students Guide to Transforming Your Campus, Community and Career.
(U.S. Green Building Council , Sep 2011)
Plan for recruiting and organizing students to build a green campus movement. Step-by-step guide to starting a powerful and functional student group, identifying the greatest needs on campus and creating a campaign to address them. This toolkit is written for the student who wants to change their school, their environment, their community and their future. 40p.
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.
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
Greening Community Colleges: An Environmental Path to Improving Educational Outcomes
(Jobs for the Future , Apr 2011)
This brief highlights the approaches of three community colleges to "greening" their operations, curricula, and communities, while simultaneously addressing local and regional employment and environmental needs. The community colleges featured in this brief are: (1) Santa Fe Community College in New Mexico; (2) Central Piedmont Community College in North Carolina; and (3) Clover Park Technical College in Washington State. 20p
Princeton Review's Guide to 311 Green Colleges.
(Princeton Review and the United States Green Building Council, Center for Green Schools. , Apr 2011)
Profiles 308 institutions of higher education in the United States and three in Canada that demonstrate a strong commitment to sustainability in their academic offerings, campus infrastructure, activities, and career preparation. 220p.
Stanford's Energy Story: Present and Future.
(Stanford University, Palo Alto, CA, Mar 28, 2011)
Fahmida Ahmed, Associate Director of Sustainable Stanford Programs, Joseph Stagner, Executive Director of Sustainable Stanford, and Gerry Hamilton, Associate Director of Facilities Engineering Management at Stanford, discuss the full spectrum of management practices and policies undertaken at Stanford to improve the day-to-day sustainability of the campus as well as potential future pathways for continuing to keep the university's operations at the forefront of best practices in green management.
Green Schools and Sustainability in Appalachia. Case Studies in Rural Practice.
(Regional Technology Strategies; Appalachian Regional Commission; Carrboro, NC , Mar 2011)
Highlights best practices in colleges that are both environmentally sustainable themselves, and that foster education-community partnerships to support local economic growth. It emphasizes those institutions most closely aligned with local economies. The examples provided showcase the policies, people, and resources needed to foster a sustainable approach to campus development and management, as well as energize local communities to pursue new opportunities that are available throughout Appalachia. 46p.
Greening the Bottom Line: The Trend Toward Green Revolving Funds on Campus.
(Sustainable Endowments Institute , Feb 2011)
Reports on a survey conducted about green revolving funds (GRFs) in higher education. Research for the report took place between November 2009 and January 2011 and includes data from 52 universities in 25 U.S. states and 2 Canadian provinces. Details how GRFs help cut operating expenses and greenhouse gas emissions at 52 schools. Funds surveyed range in size from $5,000 at the College of Wooster to $12 million at Harvard University, with an average size of $1.4 million. The breakthrough in this approach is how cost savings are used to replenish the fund for investment in the next round of green upgrades. 50p.
The Sustainable Community College: Holistic Approaches to Sustainability
Spilde, Mary F. T. and Santos, Gerardo E. de los
(League for Innovation in Community Colleges, 2011)
In this collection, leaders in sustainability at 15 community colleges join the editors in highlighting effective and promising practices central to the triple bottom line of sustainability: environmentalism, economics, and social equity. Chapters include: Working Toward Improved Sustainability in the Management of Facilities and Grounds; Sustainability, LEED and Beyond; History of Energy Conservation Promotes a Green Future. 64pTO ORDER: http://www.league.org/store/catalog.htm?Iit=46&Ict=10
Advancing Green Building in Higher Education
(Second Nature: Education for Sustainability, 2011)
Helps under-resourced schools learn about and use the financial and technical resources available to construct and renovate campus buildings in ways that save money, reduce environmental and health impacts, serve as educational tools, and increase student enrollment. The website provides information on grants, fellowships for higher education senior managers, and discounted memberships in the Association for the Advancement of Sustainability in Higher Education (AASHE).
Campus Climate Action Toolkit
(Clean Air Cool Planet , 2011)
Comprehensive guide to making an educational institution more "climate friendly." It is intended both to model what an actual "published" Campus Climate Action Plan might look like, while consisting of short bits of guidance for every aspect of "campus climate action" along with hyperlinks to technical resources and examples/case studies that will help people understand, plan, and execute or implement the CCAP's various elements.
Campus Environmental Resource Center
(CampusERC was developed by the National Association of College and University Business Officers (NACUBO) in partnership with the Campus Safety, Health, and Environmental Management Association (CSHEMA), APPA, and the Campus Consortium for Environmental Excellence (C2E2)with funding from the EPA. , 2011)
Site is designed as a multifaceted library of resources for college and university environmental officers to keep up with the latest news and information on environmental issues, study best practices in environmental management, view case studies, and better understand what institutions must do to comply with environmental regulations issued by the Environmental Protection Agency (EPA).
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.
STARS: Sustainability Tracking Assessment and Rating System, a Year in Review.
(Association for the Advancement of Sustainability in Higher Education, Denver, CO , 2011)
Details the sustainability efforts found in the inaugural submissions to the Sustainability Tracking, Assessment & Rating System (STARS). From sustainability research opportunities to sustainable dining efforts to campus-wide social justice initiatives, this report compiles the contribution of 37 institutions. in higher education, with another 200 institution's reports available online. In addition to a broad range of information provided in the institutional reports submitted by STARS participants, the document captures the insights and knowledge gained by those institutions during the reporting process. Launched more than a year ago by the AASHE, STARS is the only system of its kind that involves public reporting of comprehensive information related to a college's or university's sustainability performance. STARS provides institutions with a standardized assessment tool to evaluate their progress toward sustainability. The system includes 139 environmental, economic, and social indicators, which are divided into four categories related to campus activities: education & research, operations, planning, administration & engagement, and innovation. All of the requirements for evaluating and scoring an institution are transparent and made publicly available. 24p.
Getting to Green
This is the blog of an administrator who pushes, on a shoestring budget, to move his university and the world toward a more sustainable equilibrium.
Evaluation of the Revolving Green Fund: a report to HEFCE.
(Oakleigh Consulting Limited, Manchester, United Kingdom , Jul 2010)
Reports that The Higher Education Funding Council for England (HEFCE) Revolving Green Fund is having a positive effect on reducing universities? carbon emissions. Launched in August 2008, the Revolving Green Fund is a partnership between HEFCE and Salix Finance that supports universities in radically transforming their approaches to energy consumption and reducing emissions. A recent evaluation of the fund shows that current projects are saving over 2% of carbon emissions each year. Projects include anything from lighting upgrades and draft proofing to installing wind turbines. If projects continue at current levels and frequency, by 2020 universities could cut back on some 8.6% of carbon emissions each year. 166p.
How Green is Your Campus? An Analysis of the Factors that Drive Universities to Embrace Sustainability.
(College of William and Mary, Williamsburg, VA , May 2010)
Examines the factors that influence the adoption of sustainable practices by institutions of higher education in the U.S. Using data from the Sustainable Endowments Institute, 180 institutions were studied. The results show that size and wealth are significant factors in the adoption of sustainable practices and that stakeholders such as faculty, alumni, and the surrounding community also play an important role. There was no evidence that institutions adopt sustainability to attract students. Also, in contrast to the findings of similar studies on for-profit entities, there is no evidence that regulatory pressures encourage campus sustainability. Also examined are factors that affect the institutions? decision to sign the Presidents Climate Commitment (PCC). The results for the PCC are quite different than those for overall sustainability, as neither wealth or size are significant factors in that decision. 46p.
Evolving Acoustical Standards and Criteria for Green and High Performing Buildings in North America.
(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.
2010 Sustainability Rankings.
(Claremont McKenna College, Claremont, CA , 2010)
Reviews the top 50 liberal arts colleges (as ranked by U.S. News and World Report) and grades their sustainability efforts according to information found on the school web sites in fall 2009. Scores ranged from the A+ received by Williams College to the D-given to Occidental College in Los Angeles. The report also concludes that higher-education institutions as a group are not very good at reporting their sustainability efforts, and are not using standards that are applied to private industry. 128p.
Bagley Nature Area Classroom Pavilion.
(McGraw-Hill, New York, NY, 2010)
Presents a tour of a humble LEED-Platinum classroom, at the University of Minnesota in Duluth, that has the ambitious goals of net-zero energy and Passive House certification. The Passive House standard's founder Dr. Wolfgang Feist and members of the design team explain reliance on passive strategies more than technological ones. The building demonstrates leadership in energy efficiency, renewable energy, wastewater treatment, stormwater management, passive heating, natural ventilation, water efficiency, local and renewable materials, and a healthy indoor environment.
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.
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.TO ORDER: http://www.usgbc.org
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 Princeton Review's Guide to 286 Green Colleges.
(The Princeton Review, 2010)
Offers a guide to 286 U.S. colleges and universities that have demonstrated a commitment to sustainability. The document was produced in partnership with the United States Green Building Council (USGBC). Many of the schools profiled in the document have USGBC LEED-certified buildings on campus, but that was not a criterion for inclusion. All of the schools are exemplary "green" institutions and understand the need to implement an infrastructure that will allow students to live and learn sustainably. 198
University Planning and Architecture: The Search for Perfection.
Coulson, Jonathan; Roberts, Paul; Taylor, Isabelle
(Routledge, New York, NY, 2010)
Documents the worldwide evolution of university design from the Middle Ages to the present day, uncovering the key developments which have shaken the world of campus planning. A series of detailed and highly illustrated case-studies profile acclaimed campuses that, through their planning, architecture and landscaping, have succeeded in making positive contributions to the field. Drawing on these examples, the book turns to the strategies behind campus planning in today's climate. Exploring the importance of themes such as landscape, architecture, place-making and sustainability within university development, the book consolidates the lessons learned from the rich tradition of campus development to provide a good practice guide for those concerned with planning environments for higher education. 272p.TO ORDER: http://www.routledge.com/books/
Roadmap to a Green Campus.
Humblet, Emmanuelle; Owens, Rebecca; Roy; Leo; McIntyre, David; Meehan, Peggy; Sharp, Leith
(U.S. Green Building Council, Washington, DC , 2010)
Advises on using the LEED green building certification program as a framework for developing and evolving campus-wide sustainability plans that include "green" building construction and operation, as well as engaging the occupants in green behavior. The Roadmap references more than 100 tools and resources to support campus greening efforts, profiles institutional success stories, and was created with the support of the Association for the Advancement of Sustainability in Higher Education. 118p.
Hands-On LEED: Guiding College Student Engagement.
(U.S. Green Building Council, Washington, DC , 2010)
Explains how students can be involved in green campus projects and contribute to LEED certification efforts. The guide outlines three options for engaging students: coursework, internships, and volunteer opportunities. It details the benefits of involving students and outlines ways to initiate the process of developing an engagement program, such as planning considerations and LEED-related activities and tasks that students can perform. The guide also contains profiles of three campuses that are engaging students on green campus projects with great success.
Identifying LEED and Sustainable Design Processes in the State University System in Florida.
(Florida State University, Tallahassee, Jan 2010)
Explores the processes the State University System of Florida follows to help design sustainable university buildings. The primary goal of the research was to identify the sustainable design practices the universities are using as well as the attitudes and motivation for sustainable design. Six of the universities were included in this study. Interviews with key employees, visits to the campuses, research on the universities, and photo documentation were examined. The interview questions focused on the challenges and philosophies of sustainable design, similarities between universities, goals, financial impact, designing for LEED standards and certification, and the future of sustainable design in the university setting.
Carbon-Neutral Campus Architecture Webinar: Climate-Specific Design and Innovation.
(American Institute of Architects , Nov 19, 2009)
This webcast focused on three projects designed to create high-performance environments that are also exemplars of pedagogical and aesthetic excellence. Examples of carbon neutral buildings from three different climate zones are highlighted, with detailed discussions of the passive and active strategies of these buildings, and how they respond to their specific climatic conditions. The program moderator is Nicolai Ouroussoff, architecture critic for The New York Times, and panelists include an architect and client from each project.TO ORDER: http://www.aia.org/practicing/groups/kc/AIAB082334
Accelerating Campus Climate Initiatives.
Kinsley, Michael; DeLeon, Sally
(Rocky Mountain Institute, Boulder, CO , Nov 2009)
Offers administrators and facility managers solutions to help campuses progress toward significant carbon reduction. The book's chapters offer guidance on climate action planning, buildings and utilities, renewable energy, transportation and carbon offsets, and includes examples from colleges and universities that explain how they got past barriers and achieved energy savings. In the chapter on buildings and utilities, the perceived barriers cited include lack of capital and inadequate debt capacity to carry out desired improvements. 121p.
Stanford University Energy & Climate Plan.
(Stanford University, Palo Alto, CA , Oct 14, 2009)
Sets forth a number of options reviewed by the University for their emissions reduction potential, technological feasibility, and net present value of the long term investment. Specific principles and methodologies included use of life cycle cost analysis, maximizing use of existing assets, and balance of capital investment. The Energy and Climate plan also takes a deeper look at the campus cogeneration facility, the largest source of Stanford's greenhouse gas (GHG) emissions, and an asset that is nearing the end of its useful life. The analysis in the plan suggests that Stanford can achieve about 20% GHG reduction from the 1990 baseline by 2020, and in the process reduce Stanford's domestic water consumption by 18%, and save about $639 million between the years 2010 and 2050 if it moves from a natural-gas-fueled cogeneration energy supply strategy to regeneration. 173p.
Master Planning for Sustainability.
(National Wildlife Federation, Reston, VA , Sep 29, 2009)
Discusses inclusion of sustainability issues in higher education master planning, along with the physical plant and academic programming. The growing concern among students for campus environmental impact and examples of institutions that have addressed theirs are featured. 5p.
Town & Country: A Tale of Two Cultures.
(National Wildlife Federation, Reston, VA , Jul 28, 2009)
Describes efforts at rural Grinnell College and urban New York University to operate a sustainable campus. Successes and failures are described, especially where cooperation from neighboring land owners with conflicting interests was not achieved. 5p.
Consultation on a Carbon Reduction Target and Strategy for Higher Education in England.
(Higher Education Funding Council for England, Bristol , Jul 2009)
Advises that British Universities should aspire to cutting emissions 50% by 2020 against 1990 levels, and 100% by 2050. The 2020 aspiration is much tougher than the governments legally-binding target of reducing national emissions by 34% in the same time frame. The consultation also reiterates the governments previous proposal to link universities funding to their greenhouse gas emissions reductions from 2011. The consultation examines how universities can cut their emissions through transport, building energy use, and procurement of goods and services, though it makes clear that it will be for individual institutions to decide how theyll meet the targets. 29p.
Research into a Carbon Reduction Target and Strategy in England.
(Higher Education Funding Council for England, Bristol, United Kingdom , Jul 2009)
Reports on research undertaken to measure a carbon baseline, and to make recommendations for a sector-level carbon reduction target and strategy for higher education in England. The report recommends appropriate carbon reduction targets, provides a method for measuring carbon performance which is scientifically based, specific recommendations for measuring progress, and a carbon baseline for the two years 1990 and 2006. 80p.
EVs with PVs: Analysis of Electric Vehicle Integration at Stanford University Using Solar PV Panels.
Bethany Corcoran, D. Paul Golden, Kevin Larson, & Stephen Schneider
(Association for the Advancement of Sustainability in Higher Education, Lexington, KY , Jun 2009)
Proposes a 25-year (2010-2035) scenario for the development of electric vehicle charging infrastructure from solar electric power that Stanford University can implement on campus. Covering existing parking lots with solar photovoltaic (PV) panel-powered EV charging spots can provide a source of essentially carbon-free electricity to charge EV batteries during the day, while avoiding the aesthetic issue of covering Stanford's red tile roofs with PV panels. This also provides an added benefit of shade for the vehicles and increased grid reliability. By maintaining the current amount of commuter and resident vehicles, assuming a logical growth in EV penetration from current drivers switching from gasoline vehicles to EVs, and adding PV panels each year to match this growth in EV capacity, it is estimated that Stanford can avoid 362,488 metric tons of CO2 emissions and save 1,225,871 MWh of energy over the 25 year time period. 32p.
Never-Ending Story: Moving Forward on Climate Action Planning.
(National Wildlife Federation, Reston, VA , Feb 24, 2009)
Discusses the difficulty of creating a campus climate action plan in a time of uncertain budget situations and volatile energy prices. Examples from the University of New Hampshire, Middlebury College, The University of Florida, and Pomona College are included. 4p.
Campus Sustainability Leadership Awards.
(Association for the Advancement of Sustainability in Higher Education, 2009)
Displays applications for AASHE's Campus Sustainability Leadership Awards from 2006 through 2009.
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.
Climate Planning Guide for Campuses: A How To Guide.
(Associaition for the Advancement of Sustinatability in Higher Education, Lexington, KY , 2009)
Advises higher education institutions on creating a coordinated plan to reduce greenhouse gas emissions. It offers school officials guidance on how to begin a climate action plan, who should be involved, how to measure greenhouse gas emissions on campus, and which energy-reduction efforts are most effective. The basic steps outlined in the guide for reducing greenhouse gas emissions include energy conservation and efficiency, appropriate heating and power plant fuel choices, on-site renewable energy technologies, maximized space utilization to minimize or avoid new construction, "green" building design and construction, site selection, density and community connectivity, alternative transportation, public transportation access, optimized energy performance, and carbon offsets. 68p.
College Sustainability Report Card: A Review of Campus & Endowment Policies at Leading Institutions, 2009.
(Sustainable Endowments Institute, Cambridge, MA , 2009)
Reports on sustainability practices among North America's 200 largest-endowed higher education institutions, revealing that 68 percent of the institutions surveyed improved their overall grade. Among the environmentally responsible steps colleges are taking are committing to cut carbon emissions, adopting green standards for design and construction, using hybrid or electric vehicles in their transportation fleets, producing their own wind or solar energy, and buying food from local farms. The grades earned encompass eight categories: administration, climate change and energy, food and recycling, green building, transportation, endowment transparency, investment priorities, and shareholder engagement. 37 percent of the institutions have staff dedicated to sustainability issues, 22 percent have established an office of sustainability, and 68 percent have a committee composed of multiple stakeholders that advises campus administrators on sustainability issues. 235p.
Cool Schools: The Third Annual List.
(Sierra Club, San Francisco, CA , 2009)
This survey rates 135 higher education institutions on their campus sustainability initiatives in eight categories: efficiency, energy, food, academics, purchasing, transportation, waste management, and administration. Schools could earn up to ten points in each category, and up to five bonus points if they had additional green initiatives, for a total of up to 100 points. 5p.
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.
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.TO ORDER: http://www.greenguard.org
Leadership in Collaboration for the Higher Education Sector. 2008 Annual Report.
(Association for the Advancement of Sustainability in Higher Education, Lexington, KY , 2009)
Reports the 2008 work of the Higher Education Associations Sustainability Consortium (HEASC). An introduction to the Consortium, their mission and their collective efforts is followed by individual reports from the 15 members of the consortium. 21p.
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.
(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.
Sustainability Tracking, Assessment & Rating System (STARS).
(Association for the Advancement of Sustainability in Higher Education, Lexington, KY, 2009)
This software program establishes a common standard of measurement for sustainability in higher education and creates incentives for continual improvement toward sustainability.
Boldly Sustainable: Hope and Opportunity for Higher Education in the Age of Climate Change.
Bardaglio, Peter; Putman, Andrea
(National Association of College and University Business Officers, 2009)
Citing real world examples to illustrate how building a culture of sustainability through creative leadership, curriculum, connecting the classroom and operations, and reaching out to the community can help institutions distinguish themselves, bolster their value proposition, and enhance organizational effectiveness. 256p.TO ORDER: http://www.nacubo.org/Products/Publications/Sustainability/Boldly_Sustainable.html
Financing Sustainability on Campus.
This guide describes a wide variety of financial tools and programs and goes through the process—from identifying and analyzing the economics of proposed projects to execution—with examples from numerous individual campuses. 125p.TO ORDER: http://www.nacubo.org/Products/Publications/Sustainability/Financing_Sustainability_on_Campus.html
Educational Facilities Professional's Practical Guide to Reducing the Campus Carbon Footprint.
(APPA, Alexandria, VA , 2009)
Provides educational facilities professionals a practical framework for moving forward in their role within the process of achieving reduced greenhouse gas emissions and approaching carbon neutrality. The intent is to help facilities managers maximize their specific contributions and share their expertise and knowledge while working in tandem with other campus stakeholders. Individual sections cover energy production and procurement, green construction and renovation, space utilization, transportation, waste reduction and recycling, procurement, food service, education and research, and outreach. (Free download with registration required.) 34p.
Greening Our Built World: Costs, Benefits, and Strategies.
(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.
Cool Campus: A How-To Guide for College and University Climate Action Planning.
(Association for the Advancement of Sustainability in Higher Education, Lexington, KY , 2009)
Advises higher education institutions on developing and implementing a climate action plan (CAP). The document details steps for creating an institutional structure for the CAP; prioritizing education, research, and public education; determining carbon footprint and emissions trajectory; greenhouse gas mitigation strategies; project evaluation and ranking; setting greenhouse gas emission targets and measuring progress; and financing, structuring, and implementing the CAP. 118p.
Investing in Carbon Offsets: Guidelines for ACUPCC Institutions.
(American College and University Presidents Climate Commitment, Boston, MA , Nov 2008)
Presents The American College and University Presidents Climate Commitment (ACUPCC) ten guidelines to help institutions decide whether they will use the purchase of carbon offsets as part of their effort to achieve carbon neutrality on their campuses. Colleges and universities can purchase carbon offsets to help achieve carbon neutrality in the short term. An institution can purchase the reductions or elimination of greenhouse emissions that have been achieved by other entities and use those reductions to offset the greenhouse emissions still being generated by the institution. 73p.
Campus Sustainability Report.
(Indiana University, Bloomington , Jan 07, 2008)
Summarizes the efforts of the Indiana University Task Force on Campus Sustainability to develop a comprehensive program in sustainability for the IU Bloomington campus. The report addresses energy use, land use, recycling, transportation, and the built environment. 122p.
College Sustainability Report Card: A Review of Campus & Endowment Policies at Leading Institutions, 2008.
(Sustainable Endowments Institute, Cambridge, MA , 2008)
Reports on the policies and programs of the 100 leading colleges and universities (by endowment size), rating for them for sustainable practices regarding administration, climate change and energy, food and recycling, "green" building, endowment transparency, investment priorities, and shareholder engagement. A report for each institution assigns a grade from A-F in each category, and then averages them for an overall grade.
Higher Education in a Warming World: The Business Case for Climate Leadership on Campus.
(National Wildlife Federation, Reston, VA , 2008)
Reports on measures taken by various U.S. higher education institutions to reduce greenhouse gas emissions. The report highlights the business, educational, and ethical arguments for reducing emissions on campus, illustrated with best-practice examples from over 1000 schools. The report covers the science of global warming, the opportunities and challenges confronting higher education, and steps required to create a campus climate action plan. Energy efficiency, renewable energy, co-generation, green buildings, transportation alternatives, habitat improvement, and behavior change are addressed . A section on financing shows how schools have funded their climate initiatives through performance contracting, utility and government incentives, student self-assessed fees, revolving loan funds and other strategies. 64p.
Guide to Climate Action Planning: Pathways to a Low-Carbon Campus.
Eagan, David; Calhoun, Terry; Schott, Justin; Dayananda, Praween
(National Wildlife Federation, Reston, VA , 2008)
Cites factors that have compelled administrators to make their campuses part of the sustainability movement, including student activism, sustainability in professional associations, top-level commitment to campus climate action, government mandates, and financial incentives. The guide uses the experience of seven colleges and universities to provide examples of how higher education institutions can develop and execute a climate action plan. The authors detail six key steps to achieving a low-carbon campus: 1)commitment to emissions reduction, 2)institutional structures and support, 3)emissions inventory, 4)developing the plan, 5)recommendations and implementation, and 6)climate action planning over the long term. The appendix provides the case studies from the seven institutions that either have or are developing plans. 46p.
Estimating the Carbon Footprint of Schools.
(Collaborative for High Performance Schools, San Francisco, CA , 2008)
Explains typical sources and amounts of carbon generated by school construction, use, and transportation. Ways to minimize direct energy and water use are suggested. 19p.TO ORDER: Collaborative for High Performance Schools, 142 Minna St. 2nd Floor, San Francisco, CA 94105; Toll Free: 877-957-9888, Fax: 415-957-1381
Campus Environment 2008. A National Report Card on Sustainability in Higher Education.
McIntosh, Mary; Gaalswyk, Kenneth; Keniry, L. Julian; Eagen, David
(National Wildlife Federation, Washington, DC , 2008)
Illustrates how environmentally progressive and sustainable operations are now ranked among the highest priorities on higher education campuses. The study, which reviews programs at 1,068 institutions, recognizes institutions for exemplary performance and awards academic letter grades (A through D) for collective, national performance on a broad range of conservation issues, including energy, water, transportation, landscaping, waste reduction and environmental literacy. Campuses in the survey are not graded or ranked on an individual basis; rather, the survey analyzes collective trends in the areas of management, operations, and academics. The study also discusses changes in sustainability initiatives since a previous similar survey in 2001, persistent obstacles to campus environmental initiatives, lack of progress associated with campus commuting, and a slackening in environmental education initiatives. 136p.
The Green Campus: Meeting the Challenge of Environmental Sustainability.
Simpson, Walter, ed.
(APPA, Alexandria, VA , 2008)
Explores the meaning of genuine environmental sustainability, while profiling notable campus environmental programs. This anthology consists of 29 essays from campus environmental leaders that address energy conservation, on-site solar and renewable energy development, power purchasing, building design, environmentally friendly purchasing, rechling ans waste reduction, "green" cleaning, sustainable landscaping and transportation practices, and evaluation of campus environmental programs. 372p.TO ORDER: 1643 Prince Street; Alexandria, VA; 22314-2818; Tel: 703-684-1446
Green Buildings Research White Paper.
(Building Design & Construction, Reed Business Information, Oak Brook, IL , Oct 2007)
Covers "green" building awareness and practice across a variety of building types, with two specific chapters for higher education and K-12 education, respectively. These chapters interpret survey data reflecting awareness, implementation, willingness to pay for, and benefits of environmentally conscious buildings. In all categories, positive percentages from higher education were somewhat ahead of K-12. 60p.
State of Minnesota Sustainable Building Guidelines.
(University of Minnesota, Center for Sustainable Building Research, Minneapolis , Jul 01, 2007)
Assists with creating high performance structures for Minnesota, as required by the state legislature. The guidelines are organized into the following categories: performance management, site and water, energy and atmosphere, indoor environmental quality, and materials and waste. The guidelines are required when they clearly contribute to the desired human, community, environmental, and life-cycle economic outcomes. Some guidelines are recommended rather than required until their direct financial benefits to the State can be clearly demonstrated. 80p.
The Cost of Green Revisited.
(Davis Langdon, San Francisco, CA , Jul 2007)
Considers the cost of incorporating sustainable design features into projects, building on the work undertaken in the earlier paper "Costing Green: A Comprehensive Cost Database and Budget Methodology" (2004). This 2007 report looks at developments that have occurred over the past three years, as sustainable design has become more widely accepted and used. The report indicates no significant difference in average costs for green buildings as compared to non-green buildings. In many areas of the country, the contracting community has embraced sustainable design, and no longer sees sustainable design requirements as additional burdens to be priced in their bids. Data from this study shows that many projects are achieving certification through pursuit of the same lower cost strategies, and that more advanced, or more expensive strategies are often avoided. Most notably, few projects attempt to reach higher levels of energy reduction beyond what is required by local ordinances, or beyond what can be achieved with a minimum of cost impact. 25p.
Creating a Campus Sustainability Revolving Loan Fund.
Diebolt, Asa; Herder-Thomas, Timothy
(Association for the Advancement of Sustainability in Higher Education, Lexington, KY , Apr 2007)
Describes the idea of funding environmental projects through the savings that they generate. A revolving loan fund can enable projects that reduce environmental impacts while creating opportunities for even more projects. This guide contains key background information about revolving loan funds and provides step-by-step directions for establishing a student-led revolving loan fund on a campus. 22p.
Building Sustainable Programs Dedicated Revolving Loan Fund for Environmental Projects
(U.S. Environmental Protection Agency New England , Jan 2007)
Describes how,in order to finance environmentally and economically beneficial projects, Harvard University created the Green Campus Loan Fund, a $3,000,000 interest-free revolving loan fund designed as a financial incentive for green projects. Funds became available in January 2002. Since then, more than $1.7 million has been committed to 18 projects. The idea for the fund originated with the Vice President of Facilities who knew of the prior success of a similar fund and saw the need for additional financial incentives for building managers. Professional management under the Harvard Green Campus Initiative (HGCI) has brought the concept to fruition. 4p.
Core Performance Guide.
(New Buildings Institute, White Salmon, WA, 2007)
Advises on how to deliver best-in-class energy efficiency and indoor environmental quality in high-performance buildings. The book brings together over 30 criteria defining high performance in building envelope, lighting, HVAC, power systems and controls. It provides quantitative and descriptive specifications for exceeding state and national minimum standards such as ASHRAE/IESNA Standard 90.1-2001. 127TO ORDER: Powell's Books, Tel: 503-228-4651, Toll Free: 800-878-7323
Education Green Building SmartMarket Report.
(McGraw-Hill Construction, New York, NY , 2007)
Details construction market research into green building in the education construction sector. The research that the education sector is the fastest-growing market for green building. The study also found that: 1) The concern for "improved health and well-being" was the most critical social reason for driving education green building. 2) Fiscal advantages of green building, such as energy cost savings, are the major motivation behind the construction of green schools and universities. 3) Higher first costs are the primary challenge to building green in this sector. 4) Operational cost decreases resulting from green building are the most important trigger to faster adoption of green school building. 5) There is a strong need for access to and information on green building products, particularly those relating to improving health, such as reducing mold and indoor air pollutants. 6) The industry is calling for independent, third-party standards for green building products. Case studies of the "greening" of two K-12 schools and one university are included. 36p.TO ORDER: McGraw-Hill Construction Research & Analytics, 24 Hartwell Ave., Lexington, MA 02421; Tel: 800-591-4462
Green Buildings and the Bottom Line.
(Reed Business Information, Oak Brook, IL , Nov 2006)
Examines financial considerations of "green" building across many building types, with one chapter each devoted to the practice in higher and K-12 education. Current attention to and financial advantages of green building in education are considered, as are obstacles and ways to overcome them. 62p.
The McPhail Center for Environmental Studies. Barney Memorial Hall Renovation.
(Denison University, Granville, OH, Aug 2006)
The Barney renovation project produced a statement building: a place where environmental principles are upheld and demonstrated to the community. The project promotes sustainability, uses renewable energy sources, reduces toxins, recycles wastes, and will continue to be used as a working laboratory for education and research. This includes highlights of the renovation, a green features tour, and ecological design links.
Green Buildings. Campus Structures That are Championing Sustainability and Winning Awards.
(University of British Columbia. Vancouver, 2006)
Since 1992, the University of British Columbia has sought to incorporate green design in its new building projects. Describes the C. K. Choi Building for the Institute of Asian Research, the Liu Centre for the Study of Global Issues, Aquatic Ecosystems Research Laboratory, ICICS/Computer Science Building, Irving K. Barber Learning Centre, and sustainability targets and energy conservation for low-rise residential buildings.
Greening-of-Dana Project [University of Michigan]
(School of Natural Resources and Environment, University of Michigan. , 2006)
The "Greening of Dana" was a $25 million dollar renovation that resulted in a building that makes a statement - a building where environmental principles are not only taught, but upheld and demonstrated to the community. The project promoted sustainability, reduced negative health impacts and now the building serves as a laboratory and educational center for ecological themes. The renovated S.T. Dana Building balances two critical facets: the building is a comfortable place to learn and work, and it simultaneously demonstrates state-of-the-art environmentally conscious design. This building teaches environmental sensitivity, respect, and awareness through its design and resource management.
McLean Environmental Living and Learning Center. Northland College, Ashland, Wisconsin.
Profiles this student housing complex used in the college's curriculum to teach about energy performance, green materials, building lifecycles and sustainability. Computers monitor the building's renewable systems: passive solar south wing; a 20-kilowatt wind turbine, a solar domestic hot water system, and three photovoltaic panels. Students were involved throughout the design process. Other features include: high efficiency gas boilers and light fixtures; operable windows instead of air conditioning; heat recovery ventilation; low-flow showers and toilet fixtures; composting toilets; low VOC finishes to ensured exceptional indoor air quality; high recycled content products; bio-composite counter surfaces; and regionally harvested wood.
The "GIST" of Campus Sustainability Planning: Gain Impact. Save Time.
(Yudelson Associates, Tuscon, AZ , 2006)
Describes nine steps in three stages toward creating a sustainable campus. The series focuses on outcomes rather than inputs (programs, budgets, staffing, etc.), shifting the emphasis to first setting goals, building coalitions, and other foundational activities, then to results. 8p.
Design on the Edge: The Making of a High-Performance Building.
(MIT Press, Cambridge, MA , Jan 2006)
Profiles Oberlin College's Adam Joseph Lewis Center, the United States' first substantially green higher education facility. The building is powered entirely by solar energy, features landscaping with fruit trees and vegetable gardens, and processes all wastewater for reuse in the building or landscape. The author puts the Lewis Center into historical design context and describes the obstacles and successes he encountered in obtaining funding and college approval, interweaving the particulars of the center with thoughts on the larger issues the building process illustrates. 272p.TO ORDER: http://mitpress.mit.edu/main/home/default.asp
An Assessment of Green Design in an Existing Higher Education Classroom: a Case Study.
(Colorado State University, Fort Collins , Fall 2005)
Presents a case study assessing the quality of a classroom remodel in a higher education institution. Both the teaching and learning environments as well as the level of green design integration were assessed. The methodology involved five steps of data collection including an existing pre-design survey, interviewing five members of the initial design team, interviewing two faculty members, a post-design survey, and an assessment of the level of sustainability utilizing the LEED-CI (Commercial Interiors) rating system. Results from the data collected demonstrated end-users satisfaction as well as that the classrooms meet the criteria of a sustainable classroom. The project results now teach others how to provide sustainable sites, increase water efficiency, improve overall energy performance, and how to use of sustainable materials and resources. Furthermore, these findings show how to decrease construction waste, create a healthy indoor environment, and how to create an optimal teaching and learning environment. Includes 13 references. 39p.
Creating a Culture of Sustainability: How Campuses Are Taking the Lead.
(Herman Miller, Inc., Zeeland, MI , 2005)
Discusses higher education's leadership in sustainability through curriculum decisions, operations budgets, facility plans, and campus culture. Measurable, positive impact of these efforts is described, as are outreach efforts beyond the campus. Includes 62 references. 9p.
Largest California State University Campus Saves Millions with Energy Management.
(Itron, Spokane, WA , 2005)
Describes significant energy savings realized through a real-time data collection system that interfaced with the existing building automation system and a new distributed electric metering scheme. By this means, the institution was able to accurately monitor, verify, analyze, and benchmark its energy and procurement operations, as well as meet state-mandated energy consumption restrictions. 3p.
LEED for New Construction and Major Renovations (LEED-NC).
(U.S. Green Building Council, 2005)
This is a green building rating system that was designed to guide and distinguish high-performance commercial and institutional projects, with a focus on office buildings. Practitioners have also applied the system to K-12 schools, multi-unit residential buildings, manufacturing plants, laboratories and many other building types. Includes a Reference Guide that is a 328-page manual that provides detailed information, resources and standards for the credits covered in the LEED Green Building Rating System. It is intended to help aspiring projects understand the benefits of compliance and apply the criteria.TO ORDER: U.S. Green Building Council
Labs21 Design Process Manual.
(U.S. Department of Energy; U.S. Environmental Protection Agency, 2004)
Provides guidance on the design process for high performance laboratories, leveraging the Labs21 tools. It includes the following: 1) The Design Process Checklist specifically lists process-related action items for each stage of the building design and delivery process, with links to relevant Labs21 tools for each action item. 2) The Sustainable Strategies Checklist is a “quick-reference” list of sustainable design strategies, categorized by area of environmental impact (i.e., energy, water, materials, etc), with links to detailed information for each strategy.
UB High Performance Building Guidelines.
(University at Buffalo, NY , 2004)
Presents a set of building guidelines for University of Buffalo buildings that promote environmentally sensitive design and construction. The guidelines were created in response to an New York executive order mandating "green" buildings. They set out the rationale for building high performance facilities and the processes for integrating the guidelines with codes, standards, and other documents; provide technical strategies for design, landscaping, and building systems; and guidance in construction administration and building commissioning. 119p.
Sustainability on Campus: Stories and Strategies for Change.
Barlett, Peggy; Chase, Geoffrey
(MIT Press, Cambridge, MA , 2004)
Presents personal narratives of college campus "greening," written by faculty, staff, administrators, and students. Reports from institutions ranging from two-year community colleges to famous universities tell of environmental stewardship on campus, curriculum changes, green building design, and working with local communities. 327p.TO ORDER: http://mitpress.mit.edu/main/home/default.asp
The Role of the Landscape in Creating a Sustainable Campus.
Franklin, Carol; Durkin, Teresa; Pevaroff Schuh, Sara
(University of Victoria, Canada , 2004)
Colleges and universities are expanding at unprecedented rates, creating new hazards for our increasingly fragile natural environments. Higher education administrators and planners are finding that campus development, like suburban sprawl, can disrupt functioning natural systems and destroy the natural, historical, and cultural fabric of the place. To address environmental issues and new regulations, proactive institutions of higher education are taking the lead as stewards of the land by including an environmental component in their campus master plans. An environmental approach to planning incorporates ecological information into campus master plans to ensure a sustainable campus landscape that is beautiful, durable, and distinctive. These Environmental Master Plans are best developed using a democratic process, considering each site’s unique essential environmental resources, the constraints of the regulatory environment, and a continuing education and outreach program. A case study of an Environmental Master Plan at the University of North Carolina at Chapel Hill illustrates how such a plan was created at one of the nation’s oldest and largest college campuses. (authors' abstract) 11p.
Grumman, David L., ed.
(ASHRAE, Atlanta, GA , Dec 2003)
Provides reference and guidance to HVAC system designers involved in green or sustainable building design. The Green Guide is a step-by-step manual for the entire building lifecycle, from the earliest stages of a green building design project to the resulting structure’s construction, operation, maintenance, and eventual demolition. It is divided into three sections entitled "Basics," "The Design Process," "Post-Design -- Construction to Demolition," and includes green design techniques applicable to related technical disciplines, such as plumbing and lighting. It addresses how mechanical and electrical systems may interact with and be influenced by architectural design,architectural design impacts, conceptual engineering design, space thermal/comfort delivery systems, energy distribution systems, energy conservation systems, energy/water sources, lighting systems, plumbing and fire protection systems and controls. Includes case studies, checklists, and specific measures for improving sustainability called "Green Tips." 190p.TO ORDER: ASHRAE, 1791 Tullie Circle NE, Atlanta, GA 30329. Tel:800-527-4723.
Carbon Neutrality at Middlebury College: A Compilation of Potential Objectives and Strategies to Minimize Campus Climate Impact.
(Middlebury College, Middlebury, VT , Jun 19, 2003)
Presents the results of a course which sought to help reduce the institution's carbon dioxide emissions. The recommendations focus on strategies which are feasible within the constraints of the institute's operations, produce the greatest net reduction in campus carbon dioxide equivalent (CDE) emissions, or have the greatest long-term potential for significant mitigation of campus climate impact. Combinations of strategies described in the document could bring the campus to a net CDE emission of zero. The areas investigated by the class were space heating and cooling, electricity, transportation, solid waste, and sequestration of CDE emissions. 194p.
The Energy Smart Guide to Campus Cost Savings.
(Department of Energy, Office of Energy Efficiency and Renewable Energy, Washington, DC. , Jun 2003)
Rebuild America is a program of the U.S. Department of Energy that focuses on energy-savings solutions as community solutions. This guide focuses on colleges and universities. Each chapter spells out options and provides guidance for implementing projects that can save substantial energy and money. Information is taken from successful projects implemented nationwide. Each section ends with case studies that provide examples of how the nation's colleges and universities are realizing energy savings. Four sections focus on: (1) "Project Financing" (e.g., financing options and common financial misconceptions); (2) "Clean Fuel Fleets" (e.g., biodiesel and ethanol); (3) "Combined Heat and Power" (e.g., system components and system integration and sizing options); and (4) "Emissions Markets" (e.g., air pollution and climate change programs and opportunities for colleges and universities to participate in air pollution markets). 55p.
Building Momentum: National Trends and Prospects for High Performance Green Buildings.
(U.S. Green Building Council, Washington, DC. , Feb 2003)
This report demonstrates the economic and environmental viability of building high-performance "green" buildings. This report is an outgrowth of the Green Building Roundtable of the U.S. Senate Committee on Environment and Public Works held in conjunction with the U.S. Green Building Council on April 24, 2002. The roundtable brought together diverse interests to educate members of Congress on green building trends and generated discussion about the economic and health benefits of green building, the barriers facing its progress, and the opportunities available to federal agencies to further promote sustainable spaces. These issues are described in the report. Sections of the report also address the role of green building in schools' environmental quality and offer recommendations to improve school environments. 21p.
Bellevue Community College R Building.
(Oikos Green Building Source, 2002)
Describes an environmentally-friendly classroom building on the campus of Bellevue Community College in Washington that includes waterless urinals, a geothermal heating and cooling system, and other green innovations.
Wigginton, Michale; Harris, Jude
(Butterworth Architectural Press, 2002)
This introduces a new approach to Intelligent Buildings. The prime objective is to control internal environments through a responsive building fabric rather than by energy conserving building services systems. The authors examine the potential for integral intelligence within the fabric of the building and explore the evolution of information technology and smart materials which have allowed a whole new category of design principles to be created. Includes international case studies. 184 p.
State of the Campus Environment: A National Report Card on Environmental Performance and Sustainability in Higher Education.
McIntosh, Mary; Cacciola, Kathleen; Clremont, Stephen; Keniry, Julian
(National Wildlife Federation, Reston, VA , 2001)
Presents the results of a national survey of environmental initiatives at U.S. institutions of higher learning. The survey generated 1,116 responses from presidents, provosts, and chiefs of administration and operations at 891 of the nation's 4,100 colleges and universities (almost 22 percent of schools). Separate modules were designed for management practices, curriculum, and operations, and were completed by 471 presidents, 320 provosts, and 325 facilities chiefs. A simple grading system was utilized based on the percentage of campuses with particular activities in place. Advice on benchmarking and assessment, with criteria for exemplary schools is included. 145p.
Campus Demonstration Sites for Sustainable Systems and Design: Five "Creation" Stories.
Jack, Kathy; Ihara, Dan, Ed.
(Humboldt State University, Campus Center for Appropriate Technology, Arcata, CA , Oct 2000)
This paper provides a summary of the development and management of five campus demonstration sites designed to create harmony with natural systems and meet current student needs without compromising the needs of future generations. Information for each campus includes an overview of the site, project origins, the proposal and design process, the politics involved, construction, site management and student involvement, and the design's impact and future goals. A table lists the key elements from each site including site size, capacity, heating and power, water source, wastewater disposal, food production, building materials, and student involvement in design. (Contains 31 references.) 19p.
Environmental Compliance and Pollution Prevention Training Manual for Campus-Based Organizations--Operational and Facility Maintenance.
(State University of New York, Center for Integrated Waste Management, Buffalo. , 2000)
This manual was designed to be used as part of the Workshop on Environmental Compliance and Pollution Prevention for campus-based facilities. It contains basic information on New York state and federal laws, rules, and regulations for protecting the environment. The objectives of this guide and the associated workshop are: (1) to instill the principles of pollution prevention into daily staff practices; (2) to foster recycling and reuse of spent and used materials; (3) to reduce waste disposal to the extent possible; (4) to raise the awareness of the impact of individual daily actions on the environment; and (5) to review the requirements of specific New York state and federal regulations that interface with many daily work practices. 47p.Report NO: NP982048
The Greening of Bren Hall: Donald Bren School of Environmental Science & Management.
(University of California, Santa Barbara , Oct 1999)
Describes the sustainable design program of this University of California Santa Barbara academic facility, making it the "greenest" building on the UCSB campus by a wide margin. The design includes features such as natural light harvesting, offices ventilated by ocean breezes, energy efficient lighting with sophisticated motion and ambient light sensors, energy-efficient laboratory ventilation, building materials from recycled or sustainably harvested materials, construction site recycling and reuse, native landscaping for shade, and irrigation by reclaimed water for irrigation. The school is partnering with Southern California Edison (SCE) to make the building a living laboratory and environmental showcase facility to demonstrate cost effective, energy efficient technologies and operations. 76p.
Commonwealth of Pennsylvania High-Performance Green Building Guidelines.
Kobet, Bob; Powers, Wendy; Lee, Stephen
(Pennsylvania Department of Environmental Protection, Harrisburg, PA, 1999)
Intended to familiarize decision-makers and others involved in the design, construction, and development of communities and buildings with the concept of sustainability. Describes green design systems and the green design process, then details twelve case studies, including college buildings. Provides extensive references and resources. 60p.
Natural Ventilation in Buildings - A Design Handbook
Allard, Francis; Santamouris, Mat
(James & James Science Publishers Ltd , 1998)
This new handbook describes the real potential of natural ventilation, its appropriate use, the design and dimensioning methodologies, the need for an integrated design approach, and how to overcome barriers. Includes a CD with software to assist in the calculation of airflow rate in natural ventilation configurations. This book is based on the work of 25 experts from all parts of Europe who have collected, evaluated, and developed the material under the auspices of the European Commission's Solar energy and Energy Conservation R&D programs. This books provides essential design information for all architects, building engineers, and other building design professionals. 368p.
Greening the Ivory Tower.
(The MIT PRess, Cambridge, MA , 1998)
Relates actions taken by various higher education institutions that reduce the environmental impact of decisions and activities. Based on the experiences of Tufts CLEAN! program, each action is simple enough that any university community can expect to be able to accomplish it. The book begins with an overview of university functions, principles of environmental protection and change, and data gathering. It then proceeds to address activities in the areas of buildings and grounds, purchasing, dining services, academic and office activities, laboratories, and student activities. Includes 117 references. 337p.TO ORDER: 55 Hayward Street, Cambridge, MA 02142-1493; Tel: 401-658-4226, Toll-free: 800-405-1619
Green Investment, Green Return: How Practical Conservation Projects Save Millions on America's Campuses.
Eagan, David; Keniry, Julian
(National Wildlife Federation, Reston, VA , 1998)
Highlights 23 cost-saving conservation initiatives at 15 public and private postsecondary institutions across the United States. Savings per project ranged from little more than $1,000 to $9 million, and the total savings across the 23 projects were $16.8 million, which represents an average of $728,500 per campus. The projects address issues of transportation, energy and water conservation, materials re-use and redistribution, composting, recycling, and management of hazardous chemicals. 77p.
The Sustainable Building Technical Manual: Green Building Design, Construction, and Operations.
(U.S. Department of Energy, Center of Excellence for Sustainable Development, Golden, CO , 1996)
Manual to help architects, developers, building owners, government officials, and others implement sustainable development practices. Practical, step-by-step advice on sustainable buildings written by some of the foremost experts in the field. Among the issues the book addresses are the economics of green building; pre-design strategies; passive solar design; heating, ventilation, and air-conditioning systems; electricity; plumbing; indoor air quality; acoustics; selection of building and landscaping materials; and housekeeping. 292p.
Ecodemia: Campus Environmental Stewardship at the Turn of the 21st Century.
(National Wildlife Federation, Reston, VA , 1995)
Documents environmentally friendly campus facility management innovations based on interviews with the people behind the green practices. The book includes a portrait of environmental responsibility as envisioned and practiced by colleges and universities nationwide, chapters on facets of campus operations, including procurement, dining services, landscaping, and energy; case studies and individual profiles of administrators, staff, faculty, and students who have transformed their own work and changed their institutions; project histories, including pitfalls to avoid, as well as steps to success; quotes that reveal the nuts and bolts of campus change and show how environmental careers are really made; and examples that debunk the myth of stodgy administrators behind closed doors and show how students, faculty, and staff are working together. Includes 37 references. 222p.
References to Journal Articles
Special Mention Lab Takes Thoughtful Approach to Green
Laboratory Design; , p18-20 ; Jun 2012
Describes in detail the design of the University of California-Riverside, School of Medicine Research Building. This building won a Lab of the Year Special Mention.
Thinking Green Mindset Changes That Make a Difference
University Business; Jun 2012
Shares ideas that have resulted in changes in the way campuses think about food, water, energy consumption, and solar energy. Sections include: 1) water woes: eliminating wasteful habits; 2) dining hall dilemma: changing the way campuses think about food; 3) solar farms sprouting up on campuses; 4) energy dashboards promote responsible usage; and 5) sustainable solutions.
The Green Movement
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.
Researchers See the Light
EDC Magazine; May 24, 2012
Describes University of Rochester’s new Saunders Research Building. The state-of-the-art research facility has achieved LEED Gold certification. Occupants enjoy sun-drenched, open workspaces that promote teamwork as they perform vital research projects.
University of Buffalo: Setting a Green Example
Facility Management; , p18-21 ; May-Jun 2012
Twenty years ago, colleges and universities relied on academic programs and student activities to attract students. Now, however, prospective students are also measuring their choices of college by evaluating the facility's "green" track record. Describes the green efforts at the University at Buffalo (UB), part of the State University of New York system.
High Performing Buildings; , p56-64 ; Spring 2012
Case study of University of Florida's William R. Hough Hall, a LEED Gold graduate business studies building that uses 42% less energy than the baseline. Ample daylighting, breakout study rooms, lounges, lockers and a convenience store make it one of the most popular buildings on campus. A solar hot-water system is the primary source of domestic water heating. Efficient plumbing fixtures and drought-tolerant landscaping help reduce water use.
And We're Rollin'
College Planning and Management; , p25-28 ; Apr 2012
Sustainability finds its rhythm, on campus and off, with renewable energy and green building efforts.
Facilities Manager; , p14-22 ; Mar-Apr 2012
The movement for campus climate action deserves high grades, but a greater effort is needed to address the growing climate crisis.
KAUST Academic Library
Architype Source; Feb 2012
Photographs, description, and credits for the 140,000-square-foot King Abdullah University of Science and Technology (KAUST) Academic Library in Thuwal, Saudi Arabia, designed by HOK. KAUST was certified as the largest LEED Platinum project in the world. The library design de-emphasizes the library as a repository of books while emphasizing the social dimensions of learning and access to knowledge through technology.
Penn's LEED Buildings
University of Pennsylvania Almanac; v58 n20 ; Jan 31, 2012
A review of the green buildings on the University of Pennsylvania campus, including the George A. Weiss Pavilion, Morris Arboretum's Horticulture Center, Perelman Center for Advanced Medicine, the Music Building, and Joe's Cafe.
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.
Greening the American Campus: Lessons from Campus Projects
Way, Thaisa; Matthews, Chris; Rottle, Nancy; and Toland, Timothy R.
Planning for Higher Education; , p25-45 ; Jan-Feb 2012
Useful green infrastructure frameworks are shared from case studies at Univerity of Washington-Takoma, University of Washington-Seattle, Wellesley, and SUNY's College of Environmental Science and Forestry.
Indiana University Pushes for Green Living in Residence Halls
American School and University; Nov 10, 2011
Describes a program at Indiana University in Bloomington that enables students to have their residence hall rooms certified as “green.” Program specifies 40 criteria that students can review to determine whether their rooms qualify as green. A room must meet at least 20 of the criteria to be certified as green.
A Green Perspective on Campus Security
Campus Safety; Nov 03, 2011
Campus police and security departments are critical players in the greening of the campus environment and can embrace the following green technologies and strategies: use bicycles, hybrid or electric vehicles and Segways as alternative modes of transportation; choose security systems with green benefits in mind; select suppliers who are environmentally conscious; consider the environment when specifying products; and design systems with fewer components.
Energy Commitments for Green Schools. A Study for Carbon Neutrality: the Impact of Decisions, Design and Energy.
de Angel, Yanel
American School and University; Oct 2011
Transforming decisionmaking processes regarding energy efficiency can affect the design of an education building. Discusses factors affecting the carbon dioxide (CO2) footprint of a building, and describes several steps and considerations required during the design, construction and life cycle of a building to achieve carbon neutrality. Provides a case study of a residence hall at Roger Williams University in Bristol, Rhode Island.
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.
Five Steps to Green Campuses.
Building Operating Management; Oct 2011
Through the examples at five higher education institutions, describes five steps to greening existing campus facilities: you have to start somewhere; one size does not fit all; streamlining and synergies are always good; the more people you include in the greening process, the more buy-in you will have; and make the most of the work you are doing and get recognition for successes along the way.
A Zero Utility Bill Building.
Buildings; v105 n9 , p22-24 ; Sep 2011
The Sustainable Living Center (SLC) in Fairfield, Iowa was commissioned by the Maharishi University of Management. The facility is a forward-looking project that draws from an “East Meets West” approach to sustainability, and is the first to integrate four separate building challenges: LEED Platinum, the Living Building Challenge, Building Biology, and Maharishi Vedic Architecture. The 6,900-square-foot building is off-grid for electricity, water, and sewer.
College Planning and Management; v14 n8 , p20-22,24 ; Aug 2011
Profiles the successes of seven higher education institutions that are signers of the American College and University Presidents' Climate Commitment (ACUPCC). The cases highlight new "green" buildings, new power and HVAC systems, and "green" renovations,
Constructing Green: Sustainability and the Places We Inhabit.
Ponce de Leon, Monica
Planning for Higher Education; v39 n4 , p4-10 ; Jul 2011
Recognizes that buildings are one of the heaviest consumers of natural resources and account for a significant portion of the greenhouse gas emissions that affect climate change. Summarizing a number of examples of the history of building materials, the author suggests that only performance requirements reinforced by legislation will ensure a fundamental transformation.
Ten Minutes Wide: Human Walking Capacities and the Experiential Quality of Campus Design.
Planning for Higher Education; v39 n4 , p11-22 ; Jul 2011
Details the challenges of and reasons for a campus design that keeps a walking commute between buildings to a maximum of ten minutes.
The Solar College: Generating Savings with Green Technologies.
Campus Technology; May 12, 2011
Describes how Santa Barbara City College has shaved $650,000 off of its energy expenses with a few strategic moves, including solar panels that double as cover for parking and Web-based software for micromanaging lighting and mechanical energy use.
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.
Building a Business Case for Going Green.
Harris, Bill; Maldeis, Neil
Facilities Manager; v27 n3 , p23-25 ; May-Jun 2011
Considers the explosive growth in community colleges and the need for expanded facilities. The author buildes a case for high performance buildings: identify mission-critical factors, quantify economic impact, conduct a critical building systems audit, gather and analyze energy and operating costs, calculate average maintenance costs, and evaluate operational benefits.
Platinum Lab Emphasizes Practical Food and Beverage Science.
Laboratory Design; v15 n3 , p12-15 ; May-Jun 2011
Profiles the University of California-Davis, Teaching and Research Winery and the August A. Busch III Brewing and Food Science Laboratory (WBF). Facilities for beer brewing, winemaking, and food processing science are utilitarian in scope and reflect an attractive, culturally appropriate aesthetic that is welcoming to users and visitors.
Sweeping Saudi Project Is Forward-Thinking, Exemplary.
Laboratory Design; v15 n3 , p1,2,4-6,8 ; May-Jun 2011
Documents the planning and construction of the massive King Abdullah Univ. of Science and Technology in Saudi Arabia. With the goal of establishing a new age of wisdom, four main priorities were set: create a world-class institution that attracts the best talent from around the world, create a truly global institution through collaboration and partnerships with the best research organizations in the world, create a highly collaborative environment that encourages innovation at all levels, and create a university in which the physical environment models the sustainable research mission.
Streamlining Your Emissions Inventory Updates.
Facilities Manager; v27 n3 , p27-29 ; May-Jun 2011
Measures success of participants in American College and University Presidents Climate Commitment (ACUPCC) and attention to an Inventory Management Plan (IMP), a highly effective tool addressing an elevated need for efficiency and continuity of knowledge from one year to the next.
The Seed Initiative.
Facilities Manager; v27 n3 , p30-33 ; May 01, 2011
Introduces the Sustainability Education and Economic Development (SEED) initiative of the American Association of Community Colleges (AACC). The organization identified three long-term priority areas for two-year colleges engaged in the green space: workforce development, community engagement, and sustainable colleges.
8 Tips for a Smooth Handoff of New Green Buildings.
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.
The Big Green Savings Machine.
Campus Technology; Apr 21, 2011
Describes how a community college in Kansas is slashing its energy bills with a $2.7 million infrastructure overhaul. Utilizing energy performance contracting and a tax-exempt financing program, upfront costs for the overhaul have been practically nil, while savings are "growing exponentially" all over the campus.
Balancing Budgets and Sustainability.
College Planning and Management; v14 n4 , p80-82 ; Apr 2011
Advises on simple money-saving sustainability efforts at higher education campuses, encouraging starting with simple tasks such as reducing paper waste, sustainable purchasing, and energy conservation.
Solar-Powered Waste Collection.
Del Vecchio, Bill
College Planning and Management; v14 n4 , p76-79 ; Apr 2011
Describes solar-powered recycling compactors that can retain large amounts of recyclables in a normal-sized bin. The example of their deployment at Georgetown University is used to describe their high capacity, low maintenance, wireless networked communication, and vermin resistance. Less frequent need for emptying has contributed to less noise and air pollution from trash collection vehicles, as well as savings in waste personnel and vehicle costs.
The Full and True Value of Campus Heritage.
Planning for Higher Education; v39 n3 , p79-87 ; Apr 2011
Details the evaluation of historic campus buildings using the five general categories of reuse potential, repurposing potential, environmental value, economic value, and cultural value. The chronic negligence of the environmental wisdom of reusing existing buildings is discussed, and four references are included.TO ORDER: http://www.scup.org/page/SCUP_PHE
Green to Go.
College Planning and Management; v14 n4 , p72-75 ; Apr 2011
Describes the use of reusable carryout food containers in higher education food service operations. This avoids the disposal of used Styrofoam or compostable containers that end up in the institution trash stream and attract vermin. Differing systems of collecting a deposit, washing, and issuing clean containers at various universities are described.
A Platinum Restoration.
College Planning and Management; v14 n4 , p52,54, 56,58 ; Apr 2011
Profiles the Wofford College restoration of a 1902 mill building to provide two laboratories, lecture and conference rooms, offices, and storage that supports an inter-disciplinary environmental studies program. Extensive repairs are described that brought the building back to its original splendor, and helped earn it a LEED Platinum rating.
Sustainability and Preservation in an Age of Campus Innovation.
Planning for Higher Education; v39 n3 , p51-54 ; Apr 2011
Discusses the contribution of historic campus buildings to the social landscape and sense of place. Their age, distinctive architecture, and quality construction often represent legacy and permanence. Furthermore, they are often "green" due to their embodied energy, site orientation, natural light, and potential for natural ventilation.TO ORDER: http://www.scup.org/page/SCUP_PHE
Duke LEEDS in Parking.
Manning, Paul; Browne, William
College Planning and Management; v14 n4 , p66-71 ; Apr 2011
Profiles this university's free-standing parking garage, the first building of its type to recieve LEED certification. The use of exterior and roof trellises, dark-sky lighting, contextual exterior finishes, energy efficient HVAC, gray-water systems, and construction waste recycling are addressed.
College Planning and Management; v14 n4 , p44, 46,48,50 ; Apr 2011
Describes sustainability efforts at Boston's Suffolk University, whose urban campus boasts exemplary waste reduction, supplies conservation, recycling, energy conservation, green cleaning, adaptive reuse of facilities, and connection to public transportation.
Green from North to South.
College Planning and Management; v14 n4 , p36,28,40,42 ; Apr 2011
Profiles the longstanding sustainability initiatives at the Dallas County Community College District's Richland College. A commitment to energy monitoring and resource conservation since 1972 is highlighted in the detailing of sustainability tenets including "green" building design, energy and water conservation, sustainable construction techniques, recycling, and partnerships with local utilities.
Going Bold, Going Green.
College Planning and Management; v14 n4 , p83-86 ; Apr 2011
Profiles sustainability efforts at Messiah College, which include extensive use of solar hot water and photovoltaics, a community garden, using environmentally sound paper, updating HVAC systems, and implementing sustainable practices in the surrounding community.
Highlights of Sustainability.
College Planning and Management; v14 n4 , p26,27 ; Apr 2011
Highlights higher education's leadership in sustainability, describing the Association for th Advancement of Sustainability in Higher Education programs, particularly the Sustainability Tracking, Assessment and Rating System (STARS).
Integrating Sustainability Programs into the Facilities Capital Planning Process.
Facilities Manager; v27 n2 , p24-27 ; Mar-Apr 2011
Advises on how to select sustainability initiatives for inclusion into the capital planning process. Considerations include the institutions mission, opportunities for improved efficiency in conservation, maintenance, and operations, and long-range planning. Facility condition assessments are vital to evaluating opportunities.
Student Engagement in Campus Sustainability.
Facilities Manager; v27 n2 , p28-31 ; Mar-Apr 2011
Discusses opportunities for student initiatives in higher education sustainability efforts. Internships, faculty/student partnerships, and assistance to the facilities staff are suggested. Case studies from five institutions are included, as are three references.
Green Schools for Everyone within This Generation.
Van Mourik, Jaime
Facilities Manager; v27 n2 , p32-35 ; Mar-Apr 2011
Reviews the effects of several campus sustainability initiatives, citing examples from six universities where sustainable activities have spread beyond the building of "green" buildings to behavior modification on the part of campus occupants and even surrounding communities.
American School and University; v83 n7 , p28,30,31 ; Mar 2011
Details the collaborative design process and results effected at the new academic building at The Cooper Union for the Advancement of Science and Art located in the heart of Manhattan. Project information is provided on high-performance building envelopes, daylight and efficient lighting controls, energy-recovery systems, passive and active chilled beams, under-floor air distribution systems, and building maintenance systems.
How Green Is Your Parking Lot?
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.
Linking Curriculum and Learning to Facilities: Arizona State University's GK-12 Sustainable Schools Program.
Elser, Monica; Pollari, Lynette; Frisk, Erin; Wood, Mark
Educational Facility Planner; v45 n3 , p7-10 ; 2011
Reviews this university's sustainability curriculum that brings together graduate students, sustainability experts, and high school teachers and students. The involvement with the community, guiding principles, and core elements of the curriculum are described.
STARS: A Campus-Wide Integrated Continuous Planning Opportunity.
Planning for Higher Education; v39 n2 , p41-47 ; Jan 2011
Discusses the survey tool Sustainability Tracking, Assessment and Rating System (STARS), produced by the Association for the Advancement of Sustainability in Higher Education (AASHE). Examples of how STARS can be used to analyze resource usage in dining services, libraries, housing, and class scheduling are detailed.
Burnham Institute Florida: Green Lab Seeks Cures.
Bosch, Pat; Suarez, Angel
Laboratory Design; v15 n12 , p1,4,5 ; Dec 2010
Describes Burnham Institute Florida's commitment to achieving core values -- to sustain and improve the lives of others through a humanitarian and collaborative spirit in designing and planning space. Topics involving first costs, life-cycle costs and complex building systems include connecting researchers, smart water use, connecting to daylight, and indoors that breathe.
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.
Toward a Sustainable Lab: Is Carbon Avoidance the Best Goal?
Leary, Chris; Maguire, Mark; Cunningham, Phillip
Laboratory Design; v15 n12 , p1,2,4 ; Dec 2010
Considers different metrics for achieving a "carbon neutral" lab building: energy-use avoidance (in terms of million BTU's per year); cost avoidance (in terms of dollars per year); and carbon avoidance (in terms of tons of carbon per year). A example of the use of these metrics is then included.
Intelligent Building Ventilation Creates Greener, More Economical Lab Buildings.
Laboratory Design; v15 n11 , p8,9 ; Nov 2010
Makes the case that the most advanced studies in ventilation indicate strongest benefits from demand control ventilation (DCV), which continuously measures the indoor environmental quality and then varies the amount of air brought into the lab throughout the day. DCV enables the system to not only save energy when occupancy levels are now and the air is "clean," but also to increase the fresh air supply when needed to dilute contaminants.
A Place of Business.
Green Source; v5 n6 , p84-89 ; Nov-Dec 2010
Profiles Mills College's Lorey I. Lokey Graduate School of Business. The modern building features large, daylit spaces that with appropriate acoustical attenuation, water-conserving fixtures, rainwater catchment, and a green roof.
American School and University; v83 n3 , p224-226,228 ; Nov 2010
Describes economic incentives and federal benefits of implementing the use of renewable energy sources. Examples of programs at six universities are briefly described. Also described are strategies for implementing renewable energy sources on campuses, as well as financing and ownership options.
Green Restrooms of the Future.
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.
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.
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.
Expectations for a Greener Tomorrow.
Buildings; v104 n10 , p50,51 ; Oct 2010
Profiles the North American Wind Research and Training Center at Mesalands Community College. The facility features a large, commercial-grade wind turbine that supplies electricity to the entire campus.
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.
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.
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 Is as Good as Gold.
College Planning and Management; v13 n10 , p22,24,26-28 ; Oct 2010
Discusses strategies for "greening" a higher education institution, emphasizing upgrading controls on existing buildings that adjust utilities according to occupancy, designing for sustainability, commissioning new buildings, an conducting energy audits.
The "Elements" of a Healthy Campus.
College Planning and Management; v13 n10 , p33,34,36,38 ; Oct 2010
Describes conservation efforts at three higher education institutions: intensive composting at Bastyr University, a wind turbine a Macalester College, and water reclamation at Sonoma State University.
Beyond the Inventory: Planning for Greenhouse Gas Reduction.
Planning for Higher Education; v39 n1 , p18--29 ; Oct 2010
Examines the key issues involved in developing a campus climate action plan (CAP), which must be completed within two years of signing the American College & University Presidents' Climate Commitment. California State Polytechnic University, Pomona (CPP), is presented as a case study, with the contents of the CAP, description of the planning process, targeted areas for sustainability efforts, and themes of the plan detailed in text and charts. Recommendations from the CPP experience are offered, and nine references are included.
Sustainable Living at Marshall University.
College Planning and Management; v13 n10 , p50,52,54 ; Oct 2010
Describes the early sustainability successes of Marshall University's Department of Housing and Residence Life. A variety of large and small achievements are listed, headed by the saving of $190,000 in utilities costs. Changing resident behavior constitutes another significant sustainability success. Plans for future efforts highlight the Department's intention on becoming a campus leader in sustainable practices.
Water Efficiency Measures on School Campuses: A Case Study.
Dove, Daniel; Helgason, Loren
Green Building Pro; Sep 21, 2010
Profiles George Washington University's Square 80, a sustainable outdoor plaza. Rainwater harvesting, native plants, pervious pavement, roof water collection, cisterns, and biofiltration planters are described.
Walter Cronkite School of Journalism.
Green Source; v5 n5 , p62-65 ; Sep-Oct 2010
Profiles this satellite building of Arizona State University, built on a tight and reclaimed brownfield site in downtown Phoenix. The use of BIM and other fast-paced construction techniques are emphasized. Plans, photographs, and project statistics accompany the text.
LEED for Schools: Unique Opportunities.
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.
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.
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.
A Look at the Growing Trend of Green Building in Higher Education.
Green Building Pro; Aug 19, 2010
Shows the growth in higher education green building as being driven by student interest. Responsible sustainability is also an effective tool for attracting students. The United States Green Building Council's "Hands-on LEED: Guiding College Student Engagement" is also discussed.
A Checklist for Meeting Green Goals.
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.
A Green Building: The Good, the Bad, the Neutral.
Facilities Manager; v26 n4 , p33-38 ; Jul-Aug 2010
Analyzes the University of Texas Health Science Center School of Nursing as an example of a "green" higher education facility. The author discusses the buildings awards, project cost, energy cost, and indoor air quality. These and other green elements are then analyzed in terms of their success, neutrality, or failure.
How to Select Products for a Green Washroom.
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.
Restrooms: Green from Top to Bottom.
College Planning and Management; v13 n7 , p24,26,27 ; Jul 2010
Discusses environmentally friendly restrooms, including low water-use fixtures, recycled content furnishings and products, low maintenance surfaces, and lighting.
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.
Keeping the Commitment.
University Business; v13 n6 , p54-58 ; Jun 2010
Examines the progress of the American College and University Presidents' Climate Commitment (ACUPCC), with a current participation of 677 schools representing six million students. Individual campus efforts, effects of the financial downturn, and creative financing are discussed.
The Sustainable Campus: Working with Nature.
College Planning and Management; v13 n6 , p22-24,26,27 ; Jun 2010
Discusses the aggregate impact of buildings and landscape on campus sustainability. The collective quantity, size, energy consumption, and energy generation from the buildings are addressed, followed by a consideration of similar environmental issues of the landscape. Advice on combining the two to form a complete assessment of campus sustainability is followed by an example of New York?s College of Mount St. Vincent. Simple sustainability upgrades to this, and any existing or new campus are suggested.
Sustainability Trends on Campus.
University Business; v13 n6 , p49,50,52 ; Jun 2010
Cites examples from seven universities of sustainability put into practice. The examples cover food service, recycling, HVAC systems, and even graduation supplies.
Parking Meets Sustainability.
College Planning and Management; v13 n6 , p34,36,37,38 ; Jun 2010
Describes a parking shortage at Washington University Saint Louis that was mitigated through conservation efforts, rather than the creation of more parking. Ride sharing, public transportation subsidies, vanpools, new bikeways and pedestrian amenities, and financial incentives to live near campus were parts of the scheme. The approach was developed through competition within the University's MBA program.
Finding the Measure of Green Interiors.
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.
The Same, Yet Different.
College Planning and Management; v13 n5 , p53-56 ; May 2010
Acknowledges diverse needs for mail delivery services on different campuses and describes options to consider. Article describes a green mailroom for both ingoing and outgoing mail, and lists opportunities for reducing postage costs for the institution's mail.
A Diet of Worms.
College Planning and Management; v13 n4 , p84,86,87 ; Apr 2010
Describes introduction of vermicomposting at Luther College, Decorah, Iowa. Students enthusiastically participate in disposing of fruit and vegetable waste, shredded newspapers, paper receipts, and old class notes in compost bins where red worms convert the materials to organic matter that will become rich, black loam soil.
Hardwoods 101: Finish Materials for Green Building Design.
College Planning and Management; v13 n4 , p46,48 ; Apr 2010
Examines use of hardwood in educational settings. Popular for aesthetic appeal, hardwood also has a place in green design, but methods used to grow and harvest must be monitored closely. Third-party certifications are an important way to determine whether wood products come from responsible sources. Alternatives to traditional hardwoods include alternative hardwoods and engineered hardwoods for areas with heavy foot traffic.
College Planning and Management; v13 n4 , p72-77 ; Apr 2010
Provides description and data for a significant increase in college and university students pursuing degrees in environmental studies. Students also implement on-campus green projects.
IT Is Easy Being Green.
College Planning and Management; v13 n4 , p28,30,32,33 ; Apr 2010
Calls for accountability for IT energy usage on campuses. Increased use of laptops decreases need for servers. Vertical-stacking blade servers reduce footprint and require less use of air conditioning. Use of cloud computing, off-site software and storage, further reduces on-site server and storage needs. Automatic shutdown can significantly reduce energy costs.
To LEED or Not to LEED.
College Planning and Management; v13 n4 , p34,36,38 ; Apr 2010
Argues that LEED Certification, despite its many strengths, is not the only set of guidelines for constructing green schools. The article lists alternative certifications that may respond to inherent impracticalities in adhering to LEED guidelines.
A New Use for Old Wood Bleachers.
College Planning and Management; v13 n4 , p50,52,54 ; Apr 2010
Describes a creative use of old wood bleachers, originally destined for the landfill, as interior finishing for a higher education athletic center. Examples include the interior face of the lobby, wood trim, a trophy display, and flooring.
The Development and Application of Policy-Based Tools for Institutional Green Buildings.
Facilities Manager; v26 n2 , p16-19 ; Mar-Apr 2010
Discusses higher education institutional policies that support "green" buildings, levels of compliance, barriers to adopting policies, costs, and a policy template for sustainable building practices.
The Cost of Going Green.
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.
Greenhouse Gas Emissions from Educational Facilities and the EPA Greenhouse Gas Reporting Rule.
Wurmbrand, Mitchel; Klotz, Thomas
Facilities Manager; v26 n2 , p22-29 ; Mar-Apr 2010
Discusses the U.S. Environmental Protection Agency's Greenhouse Gas Reporting Rule and how it might apply to higher education facilities. Advice on collecting data and reporting is included.
Sustainability Initiatives at SMU.
Facility Management Journal; v20 n2 , p59-61 ; Mar-Apr 2010
Describes sustainability efforts at Southern Methodist University, including a 2007 LEED Gold engineering building, and an extensive discussion of the installation and maintenance of vitreous waterless urinals.
Five Unique Ways to Go Green If You're Living in a Dorm.
U.S. News and World Report; Feb 02, 2010
Advises college students on how to adopt a sustainable lifestyle, particularly in situations where sustainability initiatives are not prevalent on campus. Reducing energy and paper use, using software to track water and energy consumption in your dormitory, recycling and purchasing of items made of recycled materials, and active involvement in sustainability initiatives are discussed.
New Energy Landscape.
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.
All Signs Point to Sustainability.
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.
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.
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.
Ready or Not, Carbon Limits Likely. [What You Need to Know About Climate Change Legislation.]
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.
Check the Green Credentials.
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.
Security vs. Sustainability.
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.
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.
Green at the Forefront.
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.
America's Greenest Colleges.
Forbes; Oct 08, 2009
Presents Forbes Magazines list of greenest colleges, considering their participation in the Environmental Protection Agency's "Green Power Partnership," participation in the American College and University Presidents' Climate Commitment, and participation in a voluntary sustainability tracking program run by the Association for the Advancement of Sustainability in Higher Education (AASHE). Colleges also received credit for making the Princeton Review's "2010 Green Rating Honor Roll." A slideshow featuring the selected schools accompanies the article.
From Living Buildings to Living Campuses.
Alfierei, Tony; Damon, David; Smith, Z.
Planning for Higher Education; v38 n1 , p41-50 ; Oct 2009
Details four higher education case studies undertaking building projects with an emphasis on sustainability. New student centers at Wentworth Institute and Clarkson College, as well as science buildings at The University of British Columbia and Lehman College are featured.
Securing the Campus.
Planning for Higher Education; v50 n10 , p58-61 ; Oct 2009
Discusses the adoption of mass notification by higher education institutions, its upcoming inclusion in 2010 versions of the NFPA Fire Code, devices that are currently being employed in notification systems, and appropriate layering of the tiers in a system.
American School and University; v82 n2 , p36,38,39 ; Oct 2009
Advises on organizing and running a campus sustainability program. Interdepartmental teams of students, faculty, and staff are recommended. A baseline sustainability assessment of current practices can help define methodology and goals for the program, as well as prioritize projects. Tracking activities and measuring progress is also addressed.
Come Together, Over Green. [A Primer On High-Performance Buildings.]
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.
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.
Pioneering Lab Projects Advance Sustainability.
Laboratory Design; v14 n10 , p1-4 ; Oct 2009
Profiles recent higher education laboratories that are aiming for very high LEED ratings through aggressive design and construction techniques. Multiple key strategies in every project will account for 50-70% energy reduction over conventional laboratories, as well as minimize the buildings effects on the surrounding environment.
Carbon Neutral Now.
Metropolis; v29 n3 , p72-79 ; Oct 2009
Profiles Yale University's Kroon Hall, an office and seminar room that aims at carbon neutrality. Southern exposure of the longest side of the building harvests substantial daylight.
Sustainability and Managing Student Expectations.
Southard, John; Baldridge, Jennifer; Heinz, Chris
College Planning and Management; v12 n10 , p36,38 ; Oct 2009
Discusses sustainable building features now considered essential. These are building orientation, efficient HVAC systems, recycled materials, drought-resistant landscaping, efficient glazing, low-water plumbing fixtures, rainwater collection, and low VOC finishes. Stormwater cleansing, construction recycling, and minimal land disturbance are also addressed.
Green: The Preferred Color Choice at St. Norbert College.
College Planning and Management; v12 n10 , p40,42,44 ; Oct 2009
Describes the highly-participatory sustainability efforts at this college, with staff, students, and faculty seizing various opportunities even in the absence of a master plan. Product research and outside funding for energy- efficient upgrades are also addressed.
A Lesson in Sustainability.
Environmental Design and Construction; v12 n9 , p18-22 ; Sep 2009
Profiles the recycling of an outdated campus building into the new home for Arizona State University's School of Sustainability and Global Institute of Sustainability. The energy and water conservation features are described, as is the extensive recycled material content. Five additional environmentally conscious higher educational facilities are also cited in the article.
Snapshots: Ten Colleges and Universities Put Sustainability to the Test.
Education Design+Construction; v12 n9 , p24-26 ; Sep 2009
Briefly reviews "green" facilities at ten higher education institutions in Florida, Massachusetts, Michigan, Minnesota, New York, Ohio, Oregon, Texas, Vermont, and Virginia.
Living and Learning in a Sustainable Community.
Environmental Design and Construction; v12 n9 , p28-30,32 ; Sep 2009
Profiles The Commons at Vanderbilt University. The 300,000 square foot residential village consists of five new residence halls and five renovated ones, along with a freestanding dining facility. Each hall contains at least one classroom and a faculty apartment, along with music practice rooms and student amenities. The exteriors carefully match the historic campus architecture. Abundant sustainability features include extensive recycled content and extra insulation. Project statistics, a list of design and construction participants, and list of materials used are included.
Expanding HPC and Research Computing -- The Sustainable Way.
Campus Technology; v23 n1 , p32-34,36 ; Sep 2009
Presents an interview with Notre Dame's CIO, discussing the university's response to the upswing in high performance and research computing at the university while reducing costs and the environmental impact of program growth. Reduction of servers through virtualization saves space and energy, and excess heat from equipment is used to heat a greenhouse and to treat sewage.
Web Exclusive: Laboratory Goes Through-the-Roof Green.
Profiles a new facility at Maine's Mount Desert Island Biological Laboratory, focusing on the design and insulation of more than eight inches of polyisocyanurate insulation in the roofing system that delivers extremely high R-values.
Green Up: Trends in Eco-Friendly Facility Design.
Recreation Management; v10 n9 , p28-33 ; Sep 2009
Discusses environmentally friendly trends in athletic facility design, with an emphasis on LEED certification. Examples of three higher education facilities are described.
Let LEED Be Your Guide.[ How LEED Can Lead to a Better Building.]
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.
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.
Improvement Plans Provide Campus Face-Lifts.
Environmental Design and Construction; v12 n9 ; Sep 2009
Discusses the clustering of building service points when improving campus circulation and aesthetics. The benefits of clustering to purchasing and operating costs, as well as environmental stewardship are addressed.
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.
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.
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.]
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.
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.
Loyola's Information Commons: Designed with Nature in Mind.
Facility Management Journal; v19 n4 , p58,60,61 ; Jul-Aug 2009
Reviews the extensive sustainability features of Chicago’s Loyola University Information Commons. These include a double-skin façade that manages heat flow and natural ventilation, abundant daylighting, recycled materials, and a sophisticated radiant heating system. The building yields a more than 50% energy savings over conventional buildings of its size.
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.
Cornell University's Climate Action Plan: The Engineer's Q & A with the Owner.
Walters, Mike; Beyers, Steve
Facilities Manager; v25 n4 , p30-33 ; Jul-Aug 2009
Presents a dialogue between Cornell University's sustainability leader and their consultant that outlines the success of their efforts towards obtaining carbon neutrality.
Keeping it Green.
University Business; v12 n6 , p33-36,38,39 ; Jun 2009
Offers eight short segments covering higher education's efforts at sustainability. These cover green cleaning, composting, solar power, improved indoor air quality, biomass fuels, renovations, vehicle sharing, and recycling of computer hardware.
Climate Change: The Economics of Action. [The Case for Regulating Carbon Dioxide.]
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.
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.
The Green Data Center.
Campus Technology; v22 n10 , p15,16,18 ; Jun 2009
Profiles the renovation of Utah State University's data center that included replacing an inefficient chilling system that used CFC refrigerant and server virtualization that reduced the size of the data center and the amount of cooling needed. Modular data centers in use at other universities are also described.
Certifiably Green. [Green Certifications Explained.]
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 Buildings Needs. [Green Strategies for Existing Buildings.]
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.
Lab of the Year Combines Efficiency, Site Sensitivity.
Laboratory Design; v14 n5 , p3-7,25 ; May 2009
Profiles Columbia University's Gary C. Comer Geochemistry Building, Lamont-Doherty Earth Observatory Campus. The facility was sited for minimal environmental impact, preserving views, avoiding runoff, and minimizing disturbance to the landscape. A high office-to-laboratory ratio is accompanied by daylit atriums for casual interaction.
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.
Grow Your Green Campus Organically.
Campus Technology; v22 n9 , p30-34 ; May 2009
Profiles the coordinated sustainability efforts at Michigan's Delta College. These grew out of the college's facilities department, and were aided by their joining the American College and University Presidents Climate Commitment. Coordination of the sustainability task force, reconfiguration of the schedule to curb HVAC use, and the execution of an energy use inventory are addressed.
ASU Polytechnic Green.
Architecture Week; , pB1.1-B1.3 ; Apr 22, 2009
Profiles the new academic complex at the Arizona State University Polytechnic campus. Horizontal shades allow daylighting while protecting the building from extreme desert sun. Shaded walkways and courtyards create outdoor circulation areas that do not require air conditioning, photovoltaic panels adorn the roof, bioswales capture rainwater, and native plantings are used.
Rutgers University Relies on the Sun.
College Planning and Management; v12 n4 , p78-80 ; Apr 2009
Profiles a solar energy facility at Rutgers University's Livingston Campus. The $10-million investment is expected to net a profit of $6.6 million in 15 years, through sale of surplus electricity. Other sustainability efforts at the school include stormwater retention, reduction of surface parking, lighting replacement, and increased recycling.
Trending Green: What's Current in Campus Sustainability.
College Planning and Management; v12 n4 , p24,25 ; Apr 2009
Reviews sustainability efforts at higher education institutions, including recycling, elimination of packaging and other waste, curriculum offerings, and nationwide sustainability initiatives that institutions can join.
Sustainable Facilities: Strategies for Today's Economy.
College Planning and Management; v12 n4 , p28,30,32,34,36 ; Apr 2009
Advises on engaging in and funding sustainability initiatives on higher education campuses. Programs that are eligible for federal support are described, with an emphasis on those that conserve energy or generate energy from alternative and renewable sources. Examples of sustainable building initiatives are also included, along with a review of LEED certification of higher education buildings.
Environmentally Conscious Changes on Campus.
Lany, Tom; Owens, Charles
College Planning and Management; v12 n4 , p62,64,66,67 ; Apr 2009
Profiles environmental efforts at Gustavus Adolphus College, including plastic carry-out dinnerware that is to be returned, washed, and reused; higher efficiency lighting, low water- use toilets, and high-efficiency clothes washers.
Green Restrooms: Sustainability Meets Savings.
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.
A New Approach.
College Planning and Management; v12 n4 , p48,50,52 ; Apr 2009
Describes how the University System of Georgia formed a team to monitor its own environmental compliance. Solutions for ongoing compliance, worked out with the U.S. Environmental Protection Agency and with the help of consultants are discussed, as are advantages of having trained auditors on the staff.
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.
National Trends in Sustainability Performance.
Jones, Kristy; Keniry, Julian
Facilities Manager; v25 n2 , p44-49 ; Mar-Apr 2009
Reviews findings from a 2008 study that assessed progress towards sustainability at higher education institutions, and compares it with the same study done in 2001. The topics examined are environmental leadership from administrators, participation by faculty and students, facilities operations, shifts to cleaner energy sources, habitat restoration, and monitoring of energy consumption on a building- by-building basis.
Smart Choices for Colleges [Turning College Campuses Green].
Building Operating Management; v53 n3 , p29,30,32,35,36 ; Mar 2009
Advises on creating more sustainable college campuses through better site design, changes in lighting, upgrading of systems at replacement time, and building commissioning.
Carbon Neutrality and the Use of Offsets.
Ney, Richard; Purman, Judith
Facilities Manager; v25 n2 , p28-32,37 ; Mar-Apr 2009
Defines carbon offsets that educational institutions can purchase to help reach a score of zero greenhouse gas emissions. The criteria that a potential offset must meet are discussed, and it is noted that all offsets do not yield equal benefit. Of particular concern are situations where contractual terms might take the carbon offset credits away from the owner, leaving them with little or no benefit.
Innovative Strategies are Critical in University Settings.
American School and Hospital Facility; v32 n2 , p10-13 ; Mar-Apr 2009
Discusses district energy and cogeneration programs that save energy and reduce greenhouse gas emissions. The program at Boston's Emerson College is detailed as an example.
Campus Climate Neutrality: Yes We Can! It's a Big Challenge, but Here's How to Do It.
Facilities Manager; v25 n2 , p20-27 ; Mar-Apr 2009
Advises higher education institutions on how to develop a Climate Action Plan (CAP), with particular attention to the requirements set out by the American College and University Presidents Climate Commitment. Conduction a greenhouse gas inventory, prioritizing carbon mitigation strategies, strengthening campus energy conservation, quitting coal, shifting to renewable energy, green design and construction, transportation, and participation in the carbon offset market are addressed.
Carbon Emissions Trading and Combined Heat and Power Strategies: Unintended Consequences.
Tysseling, John; Vosevich, Mary; Boersma, Benjamin; Zumwalt, Jeffrey
Facilities Manager; v25 n2 , p38-43 ; Mar-Apr 2009
Discusses the potential economic consequences of cap-and-trade programs in a combined heat and power (CHP) environment. The University of New Mexico facilities operations program serves as an example of how significant start-up costs can be and how onsite emissions can increase under these schemes. Purchase of carbon offset credits may be required as a result. Includes three references.
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.
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 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.TO ORDER: Learning by Design; Email: firstname.lastname@example.org
Yes LEED Can.
School Construction News; v12 n1 , p19,20 ; Jan-Feb 2009
Presents an interview with Rachel Gutter of the United States Green Building Council. In it she discusses the impact of LEED for schools, hopes for support from the federal level, partnering for "green" building features, and building sustainability into the curriculum.
Green Today, Sustainable Tomorrow.
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: email@example.com
The Machine as the Garden: The New Harvard Campus in Allston, Sustainability, and Its Effects on Design.
Harvard Design Magazine; n29 ; Fall-Winter 2008
Details sustainable features of this campus expansion, with particular attention to the science complex, water use and protection, and advanced heating and cooling systems. Includes 18 references.
Ten Paths to Green.
American School and University; v81 n4 , p25,26,28,29 ; Dec 2008
Discusses steps toward "greener" campuses, including alternative fuels, biking, walking, water conservation, education tools, paper reduction, recycling, recognition programs, carbon neutrality, local food, green cleaning, and daylighting.
An Education in Sustainability.
Maintenance Solutions; v16 n12 , p6,7 ; Dec 2008
Discusses Stanford University's evolution from a campus-wide energy saving retrofit program, to customized efforts concentrated on the institutions 12 most energy-intensive buildings. These include laboratories, a museum, and a mixed-use building that constitute 33 percent of campus electricity use. Approaches to particular ventilation and environmental requirements are described.
Going Green Midway Through the Process.
Nicolaou, Vassilios; Kuspan, Josph; Pallay, Louis
Laboratory Design; v13 n12 , p11-14,18 ; Dec 2008
Narrates the conversion of the University of Miami's Biomedical Research Building to a LEED-certification seeking facility after it had already been designed. The adjustments to achieve sustainability came in the areas of carefully selected mechanical systems, interior finishes, design of a high-performance exterior, pavement reduction, bicycle storage, use recycled building materials, roof upgrades, sunshades, and enclosed copier areas.
Harvesting Hardwood: Native Hardwoods in Green Design.
The Construction Specifier; v61 n12 , p74-86 ; Dec 2008
Discusses the variety and properties of American hardwoods and certification of sustainably produced hardwoods. Recent higher education buildings that made effective use of hardwoods, and sustainability comparisons of hardwood to manufactured flooring products are included, along with ten references.
2008 Green Design Awards.
School Planning and Management; v47 n11 , pG1-G32 ; Nov 2008
Presents a panel of judges selections of 26 exemplary K-12 and higher education buildings, in the categories of Building as a Teaching Tool; Energy Efficiency and Conservation; Visual, Acoustical, Thermal and Air Quality Indoor Environment; Materials; Site Selection and Development; and Water Conservation. Photographs, building statistics, green principles followed, and a description accompany each project.
Green Field Notes.
American School and University; v81 n3 , p326-349 ; Nov 2008
Briefly profiles outstanding sustainability features at 41 K-12 and higher education institutions in the United States.
School Construction News; v11 n7 , p16,17 ; Nov 2008
Profiles the University of Oregon's adaptive reuse of Portland's historic White Stag Block for academic, community, and retail space. Features that helped it earn LEED Gold certification are described, as is the economic improvement experienced by the surrounding neighborhood.
The Benefits of Life-Cycle Costing.
College Planning and Management; v11 n11 , p27,28,30 ; Nov 2008
Describes how early commitment to "green" design and construction, as well as careful attention to life-cycle costs yielded a the highly-rated LEED-Platinum Applied Research Development Building at Northern Arizona University.
Furnishing for Sustainability.
College Planning and Management; v11 n10 , pF12, F14,F16,F17 ; Oct 2008
Cites what materials are preferred for environmentally friendly furniture, the rising demand for it in higher education facilities, and the costs related to certifying and acquiring it.
A "Greenprint" for a Healthier World.
Community College Journal; v79 n2 , p20 ; Oct-Nov 2008
The Los Angeles Community College District (LACCD) embraced a precedent-setting green policy, a "greenprint" for how environmental design and construction could be done. It mandates that all new buildings funded with at least half of the funds from its $2.2 billion Bond Construction Program be developed to fit Leadership in Energy and Environmental Design (LEED) standards. As a key component of the sustainability policy, the LACCD developed a renewable energy plan that included generating enough on-site, alternative power through solar, wind, geothermal, hydrogen-generation, and storage technologies at each campus to make all nine colleges energy-independent.TO ORDER: http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx
Putting Green to Work on Your Campus.
Community College Journal; v79 n2 , p36-37 ; Oct-Nov 2008
Many community college presidents have signed the American College & University Presidents Climate Commitment, a pledge to reduce the carbon footprints of their institutions. But the task is not easy. Each community college is different and faces the political realities of the community it serves. Each president must decide how to address significant challenges, including lack of money, state mandates, the retrofitting of older facilities, rising utility costs, and the question of how, when, and whether to move forward with sustainability initiatives.
American School and University; v81 n2 , p46,48,50 ; Oct 2008
Reviews the benefits of "green" campuses, cites the LEED system as a means for evaluation green school design, and outlines best practices in site design, water efficiency, energy use, materials selection, indoor air quality, and design for achieving an environmentally conscious campus.
Life in a Fishbowl.
Architect; v97 n13 , p102-105 ; Oct 2008
Profiles two planned Illinois Institute of Technology dormitories. The buildings aim for LEED silver and platinum, respectively, and integrate solar oreintation, mixed-mode ventilation, rainwater harvesting, rooftop greenhouses and wind turbines, photovoltaic panels, and a digital aquarium in the lobby that illustrates energy use through the activity of the virtual fish and the color of the water.
A Green Role Model.
American School and University; v81 n2 , p42,44,45 ; Oct 2008
Discusses ways to make a campus building "greener" without tearing it down and replacing it. Education of the occupants and parents, low-VOC furnishings, electricity audits, window upgrades, water use reduction, HVAC upgrades, setting improvement targets, partnering with local industries, and green cleaning are addressed.
Bridge from the Past: The Lavin-Bernick Center for University Life.
James, Vincent; Yoos, Jennifer; Knuston, Nathan
High Performing Buildings; , p28-30,32,34-36,38,40-42 ; Fall 2008
Profiles this Tulane University center which features responds to the mild environment with operable windows, solar-driven ventilation, chilled radiant surfaces, and separate thermal zones. Details of water control for the below sea-level site are also included.
College Planning and Management; v11 n10 , p38,40,42 ; Oct 2008
Describes endeavors at the University of Florida, Oberlin, and Duke University to increase recycling and save energy through dorm-to-dorm competitions that sometimes offer cash incentives.
Green on a Budget.
High Performing Buildings; , p6-8,10-12,14-16 ; Fall 2008
Discusses sustainable building features that actually cost less or only slightly more than nonsustainble ones. These include proper orientation on the site and reduction of impermeable surfaces, daylighting, light colors and radiant barriers in building exteriors and interiors, photovoltaic systems, and thoughtfully designed HVAC systems with proper load and minimal turns, rainwater catchment.
2008 Excellence in Design Awards: Educational Building Category.
Environmental Design and Construction; v11 n9 , p24-26,28 ; Sep 2008
Profiles Yale University's Sculpture Building and Parking Garage, a LEED Platinum Certified facility featuring triple glazing, displacement ventilation, and rainwater reclamation.
New Green Rating Added to Princeton Report.
School Construction News; v11 n6 , p25-27 ; Sep-Oct 2008
Lists 11 U.S. higher education institutions that were named in the Princeton Review's "Green Rating Honor Roll." A brief review of each institution's accomplishments accompanies each list entry, which is the result of the introduction of inclusion of sustainability building and operations practices on its annual survey of higher education institutions.
Snapshots: Colleges and Universities Teach Sustainability through Green Campus Building Design and Construction.
Environmental Design and Construction; v11 n9 , p30,32-34,36 ; Sep 2008
Briefly profiles sustainability initiatives at the University of Southern Maine, Pacific Lutheran University, the University of California San Diego, Florida State University, Virginia Tech, DePauw University, and Delaware County Community College.
The Lab of the Future, Revisted.
Laboratory Design; v13 n9 , p1,6,8-10 ; Sep 2008
Focuses on improved energy-efficiency in laboratory equipment, including fume hoods, animal ventilation, automated experimentation, gray water reuse, recycling of dehumidification water, and improved lighting.
Eco-Dorm Builds Community.
Building Design and Construction; v49 n12 , p42-44,46,48 ; Sep 2008
Profiles this dormitory at Pitzer College that successfully uses natural ventilation to cool rooms even when the outdoor temperatures are around 100. A simple and efficient HVAC compensates for extremely hot and cold days. Significant student input informed the design, which features abundant social spaces.
Living in a Green Laboratory.
Building Design and Construction; v49 n12 , p37-38,40 ; Sep 2008
Profiles Duke University's Home Depot Smart Home and Stanford's Lotus Living Laboratory. Both are highly-sustainable residential facilities with advanced features, housing a small number of students. These residences include laboratory spaces where the resident students can study and work on improving the building's performance.
Multi-tenant R&D Lab Buildings Go Green.
Leary, Chris; Giardina, Michael
Laboratory Design; v13 n9 , p1,2,4,5 ; Sep 2008
Explores LEED certification issues for laboratory buildings that are not built-out before tenant occupancy. The categories of LEED Core and Shell (CS) and LEED for Commercial Interiors (CI) are discussed. Particular challenges of laboratory compliance in these categories include energy efficiency, air exhaust, and air recirculation in a building whose occupancy is undetermined when built.
Campus Safety; v16 n5 , p58-61 ; Sep-Oct 2008
Discusses ways campus administrators are cutting down on gasoline expenses, including not warming up vehicles and limiting idling time, limiting take-home car use, replacement of cars with bicycles and Segways, and alternative fuels.
Carbon on Campus.
American School and University; v80 n13 , p179-182 ; Aug 2008
Advises on how to conduct a campus greenhouse gasses (GHG) inventory, detailing six steps to engage and organize the participants, choose a method, gather the data, and interpret the results.
Green, Greener, Greenest.
The New York Times; Jul 27, 2008
Distinguishes between campus "greening" efforts that are easy, or perhaps even merely symbolic, and those that require significant commitment and investment. Warnings against taking too much advantage of "offsets" and being overly enthralled by nationwide green campus scoring schemes are included.
An Uncommon Cottage.
The Chronicle of Higher Education; v54 n32 , pA12,A13 ; Jul 2008
Profiles a showcase home built at Furman University, built as a model of sustainability. After serving a tourist attraction for a year, the home will be converted for study of how the materials perform over time. Conflicts with manufacturers over the "greenness" of their products and compromises made in its design and construction are discussed.
The Sustainable Entrance.
Doors and Hardware; v72 n7 , p42-44,46,47,49 ; Jul 2008
Discusses the durability of door types, with particular attention to high-traffic areas such as school entrances. The types of environmental and human abuse that a door should be able to withstand over a long period of time is considered, as is the interaction of the door and its hardware. Thermal performance and contribution of doors to indoor air quality are also addressed.
Making Business Sense.
High Performing Buildings; , p4-8,10,12,13 ; Summer 2008
Profiles the University of Oregon's Lillis Business Complex, featuring natural ventilation, abundant daylighting coordinated with artificial lighting that adjusts automatically, and photvoltaics. A chart illustrates the building's low energy use and year-round savings.
Greene, Howard; Greene, Matthew
University Business; v11 n7 , p57,58 ; Jul 2008
Discusses the effect of campus environmental efforts on a student's selection of a higher education institution to attend. Current freshman are two times more likely than those three years ago to consider campus sustainability practices when choosing a school. Furthermore, the numbers of high schools offering advanced placement environmental science courses has increase fivefold in the last ten years. Documents and other instruments for measuring a higher education institution's environmental efforts are also discussed.
Rainwater: The Untapped Resource.
High Performing Buildings; , p26-28,30-32,34-36 ; Summer 2008
Discusses the relationship of water use to energy consumption, and advocates for greater use of collected rainwater for irrigation and toilets. Advantages of rainwater use include reduction of stormwater runoff, municipal water use, and chlorine use. Advice on designing a collection, storage, and distribution system is accompanied by charts illustrating water savings from four North Carolina schools. Includes 11 references.
Education for Sustainability in Further and Higher Education.
Tilbury, Daniella; Wortman, David
Planning for Higher Education; v36 n4 , p5-16 ; Jul 2008
Discusses international efforts at improving higher education campus sustainability. Then, citing Australian examples, the authors describe planning for campus greening, learning for sustainability, institutional learning, and competency-based training initiatives. Includes 81 references.
Naturally Cool Enclosure.
Building Design and Construction; v49 n8 , p51,52,54,56,58 ; Jun 2008
Profiles Loyola University Chicago's glass-clad digital library, which preserved expansive views of adjacent lake Michigan with a relatively transparent structure. The challenge of heating and cooling such a building was met with a sophisticated combination of passive climate control, natural ventilation, and mechanical heating and cooling.
Sustainable Outdoor Lighting.
The Construction Specifier; v 61 n6 , p102-109 ; Jun 2008
Details elements of sustainable outdoor lighting, including efficient sources of light, energy-effective light application, and environmentally responsible suppliers. Types of bulbs, price comparisons, proper focus of the illumination, and items to check when evaluating a supplier are addressed.
American School and University; v80 n11 , p23-26 ; Jun 2008
Briefly reviews the current popularity of "green" building and highlights simple and inexpensive lighting, roofing, and materials choices for sustainable building.
Greening Athletics: Beyond the Playing Field.
College Planning and Management; v11 n5 , pA8,A10,A12 ; May 2008
Discusses the trend toward "green" design, construction, and operation of higher education athletic facilities. Examples from three institutions are provided, with descriptions that include site selection, indoor air, materials, photovoltaics, and lighting.
Can Neighborhood Electric Vehicles Help Your Campus Go Green?
Guardabascio, Mike; Brown, Chris.
Campus Safety; v16 n3 , p24-26,28-30 ; May-Jun 2008
Discusses the types, advantages, uses, specifications, costs, maintenance, and typical problems for neighborhood electric vehicles (NEV's) used on campuses. Advantages to the environment and flexibility of deployment are emphasized.
Small Changes Won't Assure Sustainability--but Reimagining Might.
Chronicle of Higher Education; v54 n38 , pA16 ; May 2008
The author argues that progress in sustainable buildings means more than just using the proper hardwoods. It requires changing how Americans think about architecture and energy
Cost and Red Tape Hamper Colleges Efforts to Go Green.
The Chronicle of Higher Education; v54 n31 , pA1,A16,A17 ; Apr 11, 2008
Reviews higher education's enthusiasm over "green" design, along with their reluctance to spend what is required for third-party certification in order to achieve LEED certification. The power of the LEED brand name and flaws in the certification system are also addressed.
Facility Focus: LEED-Certified Facilities.
College Planning and Management; v11 n4 , p95-98 ; Apr 2008
Profiles four LEED-certified higher education facilities, including two academic facilities, a fitness center, and an off-campus field station for environmental studies.
The New Green U.
College Planning and Management; v11 n4 , p27,30 ; Apr 2008
Briefly reviews sustainability initiatives at a variety of large and small higher education institutions.
"Green" versus "Mean."
College Planning and Management; v11 n4 , p86,87 ; Apr 2008
Describes several aesthetically pleasing "green" building materials, including translucent panels and drywall made of largely recycled content, ground-faced block, and bamboo flooring.
Greening Middlebury College.
Brown, Robert; Viccica, Paul
College Planning and Management; v11 n4 , p80-85 ; Apr 2008
Reviews highlights of sustainable building and campus management practices at this institution, focusing on the features of a new library addition and a power plant that will run on wood chips.
Georgia Southern University: Actively Going Green.
Details the advances made in sustainability in building and operations at this university, in the areas of new construction, renovation, cleaning, site management, groundskeeping.
Green Design and Sustainability in Sport and Recreation Facilities.
Gison, Fred; Lloyd, Jeffrey, Bain, Sonya, Hottell, Derek
The Smart Journal; v4 n2 , p26-31 ; Spring 2008
Defines "green" facilities, and discusses their contribution towards resource conservation, energy and water efficiency, and indoor environment. Automated building systems, potential costs and savings, green facility rating systems, "greening" existing facilities, and maintenance are discussed. Ten references are included.
Transportation Planning for a Green Campus.
College Planning and Management; v11 n4 , p68,70,72,74 ; Apr 2008
Focuses on campus transportation planning to achieve sustainability. This includes building denser, creating bicycle paths and bicycle storage, bus systems, and charging for parking. Points of progress in transportation planning at Cornell University are included.
It's Green-Now Find Out What That Really Means.
Buildings; v102 n4 , p60-62,64,65 ; Apr 2008
Discusses the validity of manufacturers' claims of "greenness" for their building products, directing building owners toward legitimate certification programs, and advising on the meaning of terms such as "recycled," "rapidly renewable," "biodegradable," "low- or no-VOC," and "sustainably harvested."
To LEED or Not to LEED? That Is the Question.
College Planning and Management; v11 n4 , p32,34-36 ; Apr 2008
Compares the large quantity of energy buildings consume to that of other human activities, encourages LEED certification, emphasizes the value of building commissioning, describes the right-sizing of HVAC equipment, and describes administrative costs associated with LEED certification.
It's Not Easy Being Green.
College Planning and Management; v11 n4 , p38,40,42 ; Apr 2008
Describes ways to "recommission" existing higher education buildings for energy and water savings.
Green Design: New Construction vs. Renovation.
Buildings; v102 n4 , p84,86 ; Apr 2008
Briefly reviews the six categories of LEED certification for new construction and addresses the additional options available with renovation projects.
From Waste to Energy.
College Planning and Management; v11 n4 , p76-79 ; Apr 2008
Discusses opportunities for generating energy for campuses using materials previously considered waste. These included wood chips, plant parts, chicken litter, and sewage sludge. Processes for biomass gassification are described, as a pros and cons of these endeavors in an academic setting.
Athletic Business; v32 n4 , p38-4,42,44,46,48 ; Apr 2008
Reviews strategies that higher education institutions are using to lower energy consumption and improve the environment in their recreation centers. These include solar hot water, "green" cleaning, recycling, and reduction in the use of disposable products.
Look to the Landscape.
College Planning and Management; v11 n4 , p52,54,56,58 ; Apr 2008
Reviews landscaping considerations that can improve campus sustainability. These include creating a master plan, using native plants, encouraging walkability, compact development, stormwater management and re-use, and minimization of impervious surfaces.
Sustainable Education: Community Colleges as Environmental Champions.
Community College Journal; v78 n5 , p22-24 ; Apr-May 2008
This article describes how community colleges, as educational institutions, play a central role in the sustainability movement and in the battle against climate change. They are building new green buildings, upgrading their facilities to be more energy-efficient, and installing new equipment, such as solar panels or wind turbines, to generate electricity. At DeAnza College, educators not only are preparing students to live as good stewards of the natural world, they are also leading by example, creating a hands-on, organic learning environment that serves as a living, breathing reminder of the fragile state of the planet on which people live--and society's charge to protect it.
The 800-Pound Gorilla: The Threat and Taming of Global Climate Change.
Facilities Manager; v24 n2 , p22-24,26,28 ; Mar-Apr 2008
Provides two case studies examining the current and future consequences of continued global warming at the current business-as-usual pace and at a decreased (new alternative forms of energy) level. Cause and effect relationships are explored, such as the varying levels of CO2 emissions and the effect it has on melting ice, higher sea levels, and the extinction of species. Potential policy solutions such as a carbon tax and renewable energies are addressed, as well as the critical role that colleges and universities can play by committing to achieve climate neutrality.
STARS: A Sustainability Assessment and Rating System for Colleges and Universities.
Facilities Manager; v24 n2 , p44-49 ; Mar-Apr 2008
Provides an overview of current campus sustainability models and introduces the newest and most comprehensive sustainability measurement tool developed by the Association for the Advancement of Sustainability in Higher Education (AASHE). AASHE launched the Sustainability, Tracking, Assessment & Rating System (STARS) pilot program this year. Details of the new program are included.
Making the Case for Green Building.
Facilities Manager; v24 n2 , p36-43 ; Mar-Apr 2008
Advocates "green" building initiatives by detailing the numerous benefits derived from choosing to go green. Categories of benefits detailed include environmental, first-cost savings, reduced operating costs, health and productivity, community, as well as other economic benefits.
Green Designs Support Learning Environments.
Learning By Design; n17 , p8-11 ; 2008
Presents the ten Citation of Excellence award winners in this competition, with particular attention to four educational facilities that exhibit particularly innovative and well-executed sustainable designs. The recipients include primary, secondary, and higher education projects.TO ORDER: http://www.learningbydesign.biz
Green Special Section.
Learning By Design; n17 , p30-58 ; 2008
Profiles 24 primary, secondary, and higher education facilities cited for their outstanding attention to sustainable design. For each project, a description, list of project participants, costs, and photographs are included.TO ORDER: http://www.learningbydesign.biz
Blueprints for Learning.
Costlow, Andrew; Rawlins, Daniel
Learning By Design; n17 , p198 ; 2008
Profiles sustainable features of two Indiana educational facilities.TO ORDER: http://www.learningbydesign.biz
Green Schools Funding Waiting for Takers: A Conversation with Rob Cook.
Green Technology Magazine; 2008
Discusses California's designated green or high performance school construction funding that remains untapped.
Head of the Class.
High Performing Buildings; , p14-18,20,21 ; Winter 2008
Profiles the University of Florida's Rinker Hall, an academic facility that achieved extensive daylighting throughout its three-storey structure, its preparation for photovoltaics, and siting that maximizes shade for cooling efficiency.
The Greening of the Yard.
Preservation; v60 n1 , p38-42 ; Jan-Feb 2008
Reviews environmentally and aesthetically conscious choices made in the restoration and renovation of buildings and grounds at Harvard University, focusing on the notable "Harvard Yard" area.
Sustainable Buildings for Learning.
Learning By Design; n17 , p18-21 ; 2008
Outlines the separate LEED criteria for new and existing building, and profiles two "green" higher education buildings. The first is a renovated 1867 structure at Cornell, and the other a new student center at Manhattanville College.TO ORDER: Learning by Design; Email: firstname.lastname@example.org
Grounds Care Goes Green.
Maintenance Solutions; v16 n1 , p30 ; Jan 2008
Reviews groundskeeping equipment and operations choices that save energy and reduce pollution.
Everything's Gone Green.
Canadian Architect; v53 n1 , p22-24 ; Jan 2008
Profiles Humber College's Centre for Urban Ecology. The LEED Gold-certified building features high recycled content, high-performance glazing, daylighting, a green roof, rainwater harvesting, high-efficiency HVAC, and onsite waste treatment via biofilters.
Another First for California: State Adopts a Green Building Code.
Green Technology Magazine; 2008
Lists the background and sources used by the California State and Consumer Services Agency in preparing to adopt the state's green building codes, the first enacted by a state.
Maintenance Solutions; v16 n1 , p6,7 ; Jan 2008
Reviews building features and materials that went into the renovation of Harvard's Blackstone building, yielding an energy- and water-saving facility. Of particular interest was the creative recycling of old building parts and construction waste.
Reaching Critical Mass: Green Schools Groundswell.
Green Technology Magazine; 2008
Describes the rapid growth of the LEED certification program. In addition to USGBC's 70 chapters, other grassroots interest and advocacy by parents, administration, school boards and students has created a groundswell of support.
Roadmap to Zero Net for California Schools.
Green Technology Magazine; 2008
Records a conversation with David Thorman, California State Architect, about his 2007 announcement that all news schools would be "Zero Net" or "Grid Neutral" by 2010, saving $1 billion per year with a reduction of 2.2 million tons of CO2.
Colleges Strain to Reach Climate-Friendly Future.
Monastersky, Richard; Carlson, Scott
The Chronicle of Higher Education; v54 n16 , pA1,A16,A18-A21 ; Dec 14, 2007
Describes the efforts of a growing list of higher education institutions to become more "climate neutral," both by upgrading facilities and changing constituent behavior. Several hundred participating institutions have signed on to the American college and University Presidents Climate Commitment, and the rationales behind four institions' reluctance to sign are also discussed. The mixed return on investment in wind power is cited, due to the expense of acquiring and maintaining windmills.
American School and University; v80 n4 , p22,24,26,28 ; Dec 2007
Discusses ten significant reason to embrace sustainable design in school design and construction: to save energy, water, and money; reduce pollution; improve health; provide educational opportunities; use local resources; reuse materials; receive grants and subsidies; and to exhibit leadership and social responsibility.
Utility Vehicles: Driving Toward Sustainability.
Maintenance Solutions; v15 n12 , p18,19 ; Dec 2007
Reviews options for campus grounds maintenance vehicles, with particular attention to the limitations and opportunities with electric vehicles, opportunities for bio-diesel and propane vehicles, and vehicle maintenance.
Go Big Green.
College Planning and Management; v10 n12 , p18-20 ; Dec 2007
Discusses the increasing environmental awareness of college students, some practices of notably "green" campuses, and the role that sustainability might play in recruiting.
Green Building Reaches the Tipping Point in Higher Education.
Facilities Manager; v23 n6 , p38-46 ; Nov-Dec 2007
Reviews the status of "green" building design and construction at higher education institutions, based on a survey of members of three major higher education professional associations. Attention to principles of sustainability in this sector is relatively high and growing, with obstacles such as funding and technology limitations diminishing. Survey responses are extensively illustrated by 12 tables.
Two New Buildings at Ithaca College Meet High Environmental Standards.
The Chronicle of Higher Education; v54 n9 , pA32 ; Oct 2007
Profiles two new LEED Platinum buildings at this campus, housing the business school and administrative offices. These buildings feature daylighting, automated artificial lighting, a green roof, and rainwater harvesting.
The Cost and Value of Green Buildings.
College Planning and Management; v10 n10 , p29,30,32,34 ; Oct 2007
Discusses average construction cost increases to achieve the various LEED certification levels. These are typically lower than owners perceive that they will be at the outset, but sustainability features must be integral to the design, not merely an overlay. Assigning value to elements of sustainability, calculating return on the investment, and advice on pursuing certification are included.
A School's Green Design Saves Money and the Environment.
College Planning and Management; v10 n10 , p36-38 ; Oct 2007
Profiles Eastern Connecticut State University’s LEED Certified South Residential Village. The 750-bed multi-building complex that features advanced HVAC systems with water reclamation, efficient plumbing fixtures, daylighting, extensive use of local and low-VOC materials, and fifty percent recycling of construction waste.
Academia Embraces Green.
Wells, Scott; Ervin, David
Campus Facility Maintenance; v4 n3 , p28,29 ; Fall 2007
Reviews the LEED Gold certified Engineering Tower at Portland State University, detailing its geothermal heating and cooling system, rainwater harvesting, operable windows, and automated HVAC controls.
Higher Education Construction. Building Hallowed Halls for Future Generations.
Southwest Contractor; Aug 2007
Projects at colleges and universities provide designers and builders with an opportunity to produce quality buildings with an eye towards cutting-edge design concepts and sustainability. Modern higher education buildings tend to combine multiple purposes, use building materials in interesting ways and blur the boundaries between the interior and exterior spaces. The structures themselves often act as teaching tools, allowing students to learn about green building practices or construction techniques. This provides extensive case studies of projects that reflect many of these traits: the University of Nevada Reno's Mathewson-IGT Knowledge Center and Joe Crowley Student Union; Arizona State University's Polytechnic Campus; and University of New Mexico's School of Architecture.
Georgetown Goes Greener.
Blue and Gray; Jul 05, 2007
Describes a number of ways that Georgetown University is conserving energy, including motion sensor lights in classrooms, offices, and public spaces; updating solar panels; energy-efficient lighting; fuel-cell bus transportation; and computer-controlled building temperatures.
A Sustainable Legacy.
Northwest Construction; Jul 2007
Reviews Pacific University's efforts to build sustainbly, starting with a library that was already under construction, and continuing with academic and residential facilities that were planned with LEED certification in mind.
Greening the Office.
College Planning and Management; v10 n7 , p41,42,44,45 ; Jul 2007
Reviews ways that campus business offices can save paper, consolidate office equipment, and recycle printer cartridges. Recycling tips for furnishings and supplies, as well as the advantages of recycled paper are also discussed.
The Hidden Costs of Campus Recycling.
Facilities Manager; v23 n3 , p46,48,49 ; May-Jun 2007
Describes the impact of recycling on custodial services, including separation of materials and proper handling according to federal, state, and local guidelines. The contracting out of services for a period is suggested as a way to assess costs. An overview of the recycling program at the University of Missouri-Columbia is included.
Sustainable Design: A Small but Worthwhile Investment.
College Planning and Management; v10 n4 , pG4,G6,G8 ; Apr 2007
Reviews the misconception that sustainable design is too expensive, cites the benefits of sustainable design, and then details ways that sustainable design is more affordable if incorporated from the earliest planning stages for a building. Sources of outside funding to support sustainable design and quick payback through energy and maintenance savings are also covered.
Sustainable Strategies on Campus.
Geller, Joseph; Corning, Robert
College Planning and Management; v10 n4 , pG28,G30 ; Apr 2007
Reviews practical and economical campus sustainability strategies in the areas of stormwater control, landscaping, site lighting, recycling, water conversation, and reduction of car use.
CHPS National: A Resource for States, Districts and School Building Committees.
Educational Facility Planner; v42 n2/3 , p21-24 ; 2007
Reviews the origins of the National Collaborative for High Performance Schools (CHPS), from its inception in California to the formation of state and regional organizations that have adapted the CHPS criteria for their respective climates. Major categories of the CHPS criteria are also described.
Historic Preservation and Green Building: A Lasting Relationship.
Environmental Building News; Jan 2007
This article looks at numerous case studies and specific strategies for combining historic building preservation with green building practices. Although new buildings are seen as more energy efficient than older ones, the difference in efficiency between a rehabilitated historic building and a new building does not always justify the costs of starting over from scratch, if the existing building is structurally sound and well-built. Historic buildings, defined as pre-1936, may also qualify for federal tax credits if renovations meet the Secretary of the Interior’s Standards for Rehabilitation.
Queen Margaret University College's Sustainable, Community Campus.
PEB Exchange; , p1-2 ; Nov 2006
Profiles the new campus of Queen Margaret University College in the United Kingdom, designed to be sustainable educational and community resource. Early consultation with students and staff on the campus design revealed a strong desire for a sustainable environment. In response to this, the design focuses on maximizing biodiversity, encouraging green transport, and making the most of natural daylight and ventilation in interior spaces. The Queen Margaret RE:LOCATE project will transform 35 acres of low grade farmland into diverse wildlife habitats to provide the parkland setting. The campus will be open to the public for leisure, education and recreation.
In Search of the Sustainable Campus.
The Chronicle of Higher Education; v53 n9 , pA10-A12,A14,A16,A17 ; Oct 20, 2006
Reviews examples of higher education institutions striving to creating a more sustainable campus. These include building green structures, mass transit, manufacture and use of biofuels, locally obtained food, and conscientious landscaping. A diagram illustrating elements of a sustainable university is included.
American School and University; v79 n2 , p44,46,47 ; Oct 2006
Profiles some higher education and K-12 efforts at creating sustainable schools, either by following the guidelines of the Collaborative for High Performance Schools (CHPS) or of the Green Building Council's Leadership in Energy Efficient Design (LEED) program.
Testing the "Green" Philosophy.
Sugg, Joe; Chaney, Elizabeth
University Business; v9 n6 , pG19,G20 ; Jun 2006
Describes the features of Santa Clara University's sustainable demonstration building, created as a laboratory to monitor differences in comfort and energy use and to serve as a model for future campus construction. Justifications for higher construction costs are presented along with examples of sustainable preplanning at other universities.
Energy Efficiency for Tropical Campus
Lek, Siang; Min, Zaw
ASHRAE Journal; v48 n5 , p48-50,52,53 ; May 2006
Describes energy efficiency achieved at a Singapore university through energy-efficient lighting and air-conditioning, an integrated building management system, and extensive use of natural ventilation and daylighting.
LEED Experts Help University with Green Decisions.
College Planning and Management; v9 n4 , pG12,G14 ; Apr 2006
Describes the sustainable features of a new Lawrence University residence hall, including in-floor radiant heat, high performance tinted glass, exhaust heat recovery systems, recycled and recyclable construction materials, bio swales, and native plantings.
Sustainability is Here to Stay.
College Planning and Management; v9 n4 , pG4,G6 ; Apr 2006
Describes the Los Angeles Community College District's $2.2 billion building program. The 500 sustainable projects include new construction, upgrades, modernization, and renovation, with each of the 140 design teams including a certified LEED professional.
A Naturally Cooled Atrium for a Temperate Climate.
College Planning and Management; v9 n4 , pG20,G22 ; Apr 2006
Describes the sophisticated glazing system and natural ventilation of the Rensselaer Polytechnic Institutes Center for Biotechnology and Interdisciplinary Studies. These enable the building to have an atrium that requires neither heating or cooling.
Taking the Green Path to Sustainability.
College Planning and Management; v9 n4 , pG24,G26,G28,G29 ; Apr 2006
Encourages a shift from a consuming to a conserving view of natural resources, and lists eighty steps toward a sustainable campus environment. These steps are organized under the categories of waste reduction and recycling, purchasing and administrative services, energy conservation and purchasing, water use, hazardous materials, transportation, food service, grounds and land use, new construction, campus planning and design, investment policies, and teaching and research.
The True Costs of Building Green.
Buildings; v100 n4 , p46-48 ; Apr 2006
Discusses recent data indicating that green buildings can cost from less than 1 to 6.5 per cent more to build, depending on the quantity and sophistication of sustainability features included. Benefits to building operations and occupant productivity are presented as more than offsetting the initial cost.
How Green Can You Go?
American School and University; v78 n7 , HP30-32,HP34 ; Mar 2006
Discusses site planning that can enhance campus environmental sensitivity, including care in street configuration, parking, stormwater and graywater reuse, indigenous plantings, geo-exchange systems, proper site lighting, careful orientation of buildings.
The Greening of Academe.
Building Design and Construction; v46 n9 , p40-45,47,49 ; Sep 2005
Details the efforts that went into creating the University of California's new Merced campus, which aspires to an LEED Silver rating for the entire campus. The work of the designers and contractors, complicated by labor and supply problems is discussed.
New Online Tool Helps Campuses Crop Emissions.
College Planning and Management; v8 n5 , pGB14-GB16 ; May 2005
Describes the Campus Climate Action Toolkit (CCAT), an online package of software, information, links, and case studies designed to help higher education institutions make their campuses more environmentally friendly, particularly by inventorying and reducing sources of emissions. The toolkit is available from Clean Air-Cool Planet at www.cleanair-coolplanet.org.
Simpson, Scott; Leary, Chris
College Planning and Management; v8 n5 , pGB3,GB4 ; May 2005
Describes the early planning required to achieve LEED certification points for site selection and landscaping. The way this process was undertaken in a higher education science facility and also a residence hall/campus center is included.
LEED Certification and Campus Sustainability.
Facilities Manager; v21 n1 , p40-42 ; Jan-Feb 2005
Lists types of LEED certifications and cites the program's success in promoting sustainable buildings.
Integrating Sustainability in the Learning Community.
Facilities Manager; v21 n1 , p28-31,34,35 ; Jan-Feb 2005
Proposes an interdisciplinary approach to environmental education and proposes that sustainability be at the foundation of all design and planning professionals by the year 2015.
Fournier, R. Marc
Facilities Manager; v21 n1 , p48-53 ; Jan-Feb 2005
Reviews the last five years of 36 college and university recycling programs and speculates on what the future holds for these programs.
News on Green Design and Energy Conservation from the University at Buffalo.
Facilities Manager; v21 n1 , p54-56 ; Jan-Feb 2005
Reports on the University at Buffalo's efforts in sustainability, which has resulted in one LEED-certified building, another building that has applied for certification, a set of high performance building guidelines, an intense energy awareness campaign, and use of cleaner energy and post-consumer recycled materials. Savings are estimated to be in excess of $9 million per year.
A High-Performance Science Center.
College Planning and Management; v7 n7 , p28,29 ; Jul 2004
Describes the LEED silver-certified Vermeer Science Center at Central College in Pella, Iowa. A high standard of energy efficiency is realized with an innovative HVAC system that combines laboratory and office ventilation and also reclaims heat from laboratory exhaust.
Berea College Turns Over a New Leaf.
College Planning and Management; v7 n6 , p50,52 ; Jun 2004
Describes the College's new "Ecovillage" student residence, which combines conservation and technology to minimize its ecological footprint. The project features natural rather that chemical wastewater treatment, geothermal heating and cooling, solar-powered warm floors, recycled and reusable building materials, natural lighting, and environmentally friendly materials throughout.
A Green Build Guide.
College Planning and Management; v7 n4 , pGB10,GB12,GB14-16 ; Apr 2004
Presents ideas for materials use and recyling that can lower the negative environmental impact of a building. Areas considered are: floor selection, recycling of ceiling tiles, insulation selection, window films, furnishings, paint, and cleaning practices.
Facility Earns LEED Platinum Rating.
College Planning and Management; v7 n4 , pGB6,GB8 ; Apr 2004
Describes features of the University of California at Santa Barbara's Donald Bren School of Environmental Science & Management, which obtained the highest LEED rating available.
Perry Charlotte, R.
American School and University; v76 n9 , hp4,hp6-hp8 ; Apr 2004
Describes several higher education "sustainable campus" practices that save money and attract more students. Tactics for developing a plan and overcoming obstacles are included.
Canadian Architect; v49 n1 , p20-23 ; Jan 2004
Describes the new campus of Red River College, which restored and reused five heritage buildings and a 1905 warehouse. Sustainable design produced a building that is 47 percent more efficient than the National Energy Code, and natural finishes were left exposed wherever possible. Photographs, plans, and axonometric views are included.
Green Roofs on Campus.
College Planning and Management; v7 n1 , p78,79 ; Jan 2004
Describes a green roof being installed at the University of North Carolina. Explains the differences between intensive and extensive green roofs, as well as the costs, construction techniques, and maintenance required by each type.
Protected Membrane Roofs: A Sustainable Roofing Solution.
Roodvoets, David L.
College Planning and Management; v6 n8 , pR2-R6 ; Aug 2003
Examines the benefits of protected membrane roofing (PMR) for school buildings. PMR uses an upside-down approach, where the insulation is placed on top of the waterproofing membrane to improve membrane effectiveness, reduce ultraviolet degradation, and improve insulation efficiency. The article explains what makes PMR sustainable, focusing on life-cycle costing and reducing, recycling, and reusing of materials.
A Clean Slate.
Building Operating Management; Aug 2003
As it builds its first campus in 35 years, the University of California is using sustainability and smart buildings to create a living laboratory for students. The administration’s aim is to have every major building on the Merced campus rated at the Silver level through the U.S. Green Building Council’s LEED rating system. More than 5,000 acres of the site have been designated as a conservation preserve that will protect sensitive vernal pool habitats in perpetuity.
Steps for Washroom and Locker Room Sustainability.
College Planning and Management; v6 n7 , p22-24 ; Jul 2003
Administrators and design teams can use proven approaches to create sustainable washrooms and locker rooms. Presents design strategies related to lighting, flooring, and water conservation that contribute to sustainability, then describes one college's experiences developing sustainable architecture, explaining how the building takes full advantage of natural light, and the washrooms use low-flow toilets, recycled tile, and faucets with on-off sensors to reduce energy consumption.
How To Renovate for Sustainability.
College Planning and Management; v6 n6 , p16, 18-21 ; Jun 2003
Suggests ways to renovate buildings with sustainability in mind, with specific tips in the areas of: (1) lights; energy management; (3) walls and roofs; (4) water; and (5) aesthetics. No one thing will make a building sustainable; it is the aggregate that makes it effective.
How Green Is Green? Developing a Process for Determining Sustainability When Planning Campuses and Academic Buildings.
Planning for Higher Education; v31 n3 , p99-110 ; Apr-May 2003
Sustainable planning for academic institutions can reduce the ecological footprint and improve project performance. Structured workshops are proposed as the method to integrate green planning seamlessly into the process by establishing goals, developing preliminary green measures, and making realistic decisions based on consensus. Energy conservation, indoor environmental quality, and resource efficiency are the strategies for achieving the goals. Green rating systems, such as Leadership in Energy and Environmental Design (LEED), offer specific ways to gauge the environmental effectiveness of green measures. Greenness is dependent on the capital cost invested but produces life-cycle costs savings. “Greening” the campus through the workshop process is the precursor to “greening” the curriculum. (author's abstract)
Successful Strategies for Planning a Green Building.
Browning, William D.
Planning for Higher Education; v31 n3 , p111-119 ; Apr-May 2003
Presents several strategies for successful green building on campus: develop a set of clear environmental performance goals (buildings as pedagogical tools, climate-neutral operations, maximized human performance), use Leadership in Energy and Environmental Design (LEED) as a gauge of performance, and use the project to reform the campus building process.
Energy Sustainability and the Green Campus.
Planning for Higher Education; v31 n3 , p150-158 ; Apr-May 2003
Campus energy consumption causes the largest environmental impacts. College and university planners, architects, and facilities managers are uniquely positioned to play a critical role promoting campus environmental responsibility by addressing the need for campus energy sustainability. Both demand- and supply-side strategies are required. On the demand side, an aggressive campus energy conservation program can reduce campus energy consumption by 30 percent or more. Addressing the supply side of the energy equation means shifting to clean, renewable, non-carbon-based energy resources and technologies. Developing campus energy policies, coping with the computer explosion, avoiding the pitfalls of electric deregulation, buying green power, and implementing green building design are all parts of the solution. (author's abstract)
Maintenance Solutions ; Apr 2003
As more organizations mandate earth-friendly specification, managers are rethinking and updating traditional approaches to specifying and using products ranging from sustainable building components and environmentally safe cleaning agents to green purchases and recycled paper. This discusses changes being made at several universities in New York state.
Building Better Buildings: Sustainable Building Activities in California Higher Education Systems.
Sowell, Arnold; Eichel, Amanda; Alevantis, Leon; Lovegreen, Maureen
Planning for Higher Education; v31 n3 , p120-130 ; Apr-May 2003
The State of California has initiated a number of policies and programs to integrate sustainable building practices into the state’s capital outlay process. Many of these efforts involve new levels of teamwork between diverse state programs and departments. The state’s higher education systems have begun to show a strong level of commitment to sustainable building and have implemented a number of sustainable building measures within their organizations. This article (1) outlines the activities and recommendations of the task force, (2) discusses sustainable building activities in California’s higher education systems, and (3) highlights key issues that California is grappling with in its implementation of sustainable building practices. (authors' abstract)
It's Not Easy Building Green.
Business Officer ; v36 n8 , p31-36 ; Feb 2003
Discusses green buildings, facilities designed, constructed, and operated in an environmentally friendly and resource-efficient way. Discusses reasons for campuses to "go green," the "shades of green" or variations in environmental-friendliness, certification through the Leadership in Energy and Environmental Design (LEED) rating system, financial costs, and suggestions from pioneers in the field.
A Building Lovely as a Tree.
Calmenson, Diane Wintroub
Interior and Sources; , 5p. ; Sep 09, 2002
Article provides detailed description of new Center for the Environment at Catawba Collge in Salisbury, NC. The 21,000-square-foot, three-story building was designed to be sustainably constructed. Energy systems include photovoltaic and solar panels, closed-loop geo-exchange heating and cooling, rainwater runoff collection for irrigation, and light and occupancy sensors. Recycled building materials were used and construction debris was carefully managed, resulting in a recycling rate of 86%.
Canadian Architect; v47 n8 , p16-19 ; Aug 2002
Describes the design of the Nicola Valley Institute of Technology in British Columbia, including the educational context and design goals. Includes information on architects, consultants, and cost, as well as floor plans and photographs. Discusses how the design for this First Nations school blends aboriginal constructs and environmentally-friendly principles.
Don't Demolish That Building--Deconstruct It.
Hegyesi, Marisa Miller; Yeoman, Brian
College Planning and Management; v5 n6 , p56-57 ; Jun 2002
Describes how administrators chose to deconstruct and recycle the University of Texas Health Science Center rather than demolish it and haul debris to a landfill. Details how various materials were recycled and reused.
Campus Buildings that Teach Lessons.
College Planning and Management; v5 n3 , p14-18 ; Mar 2002
Describes how Brown University has begun looking at building design and performance as a shadow curriculum that supports or argues with the principles being taught in a building's classroom. Discusses the energy-efficient design and construction of W. Duncan MacMillan Hall, a building serving the geology, chemistry, and environmental sciences programs.
Is Your Flooring Sustainable?
College Planning and Management; v5 n3 , p40-43 ; Mar 2002
Presents an interview with a floor company's marketing director discussing a seminar on LEED 2.0 (Leadership in Energy and Environmental Design) standards offered by the firm.
Canadian Architect; v47 n1 , p12-15 ; Jan 2002
Reviews the new Information and Technology Building at the University of Calgary, noting that the building is one of the most significant examples "green" institutional design in Canada. The article explains the design planning process, which was greatly influenced by the facultys request to have operable windows.
Canadian Architect; v47 n1 , p18-21 ; Jan 2002
Assesses the integrated approach to green design in the new Computer Science Building at Toronto's York University. The building design fulfills the university's demand to combine an energy efficient design with sustainability. Floor and site plans are included.
A Green Building on Campus.
ASHRAE Journal; v44 n1 , p41-44 ; Jan 2002
Describes how techniques such as occupant control, careful sizing of the HVAC equipment, and using a direct digital control (DDC) system have helped the James L. and Evelena S. Oakes Hall at Vermont Law School to be environmentally friendly and save energy.
Rec and Effect.
School Construction News; v4 n7 , p18-21 ; Nov-Dec 2001
Explains how Washington State University built a combination 160,000 square foot recreation center and student union that was entirely funded by students at a cost of $39 million. The facility's sustainable features and award-winning lighting design are described.
American School and University; v73 n11 , p14-16,18 ; Jul 2001
Discusses the benefits that schools and universities can gain by adopting environmentally sensitive practices in their design and operations. Includes resources for locating additional information about green schools and a list of 11 features that represent a comprehensive, sustainable school.
Learning to Stay Green.
Learning By Design; n20 , p27-30 ; Spring 2001
Advises on how to build "green" schools prudently by integrating sustainable features from the beginning, selecting and working with the design team, setting goals across the entire facilities portfolio, and measuring and maintaining performance.
A Facilities Manager's Guide to Green Building Design.
Facilities Manager; v17 n2 , p17-24 ; Mar-Apr 2001
Explains how the "green building" approach to educational facilities design creates healthy, naturally lit, attractive buildings with lower operating and life cycle costs. Defines green design, discusses respecting and restoring the site, using clean renewable energy, passive heating and cooling, solar electricity, HVAC considerations, environmentally friendly building materials, healthy indoor air quality, and building commissioning. Includes tips on getting started in green design.
The Green Schools Revolution.
College Planning and Management; v4 n3 , p22,24,26,28-29 ; Mar 2001
Provide expert opinions on why green construction has not become mainstream, and what is will take for it to get there. They point primarily toward money as the primary reason green construction lags in higher education, but also note that its going to take education to turn things around. State College's (Washington) commitment to environmental advocacy through the design of its Seminar II building is highlighted.
Greening the Campus.
Environmental Science and Technology; v35 n9 , p198A-202A ; 2001
The author asserts that green building design, while important, represents only one part of the sustainability equation, and suggests ways to coordinate campus efforts to "green" the institution, not just its buildings.