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Take an Energy Survey of the Campus

Source: Campus Ecology

Take an Energy Survey of the Campus At-a-Glance
Brief Summary: Campus energy-efficiency programs and advanced technology programs have become models for institutional efficiency and have cut millions from utility bills.
Audience: Ages 18-21 (College)
Facility: Hillel
Other
Program Type: Community Service
Issues: Energy/Global Warming
 
Description

America's dependency on petroleum contributes to critical environmental problems, such as global warming, acid rain, and smog. Reliance on foreign oil threatens national security, and extracting fossil fuels domestically continues to threaten fragile ecosystems and create the potential for devastating oil spills. Energy efficiency is the least polluting, lowest-cost energy resource available. Cheaper and safer than extracting fossil fuels and constructing dangerous and inefficient nuclear power plants, using energy wisely not only reduces environmental impacts but also saves money. Campus energy-efficiency programs and advanced technology programs have become models for institutional efficiency and have cut millions from utility bills. Using cleaner fuels, such as natural gas, can also reduce environmental impacts significantly.


Assessment Questions


  • What re the principal sources of energy for your campus and the power plants serving your region: oil, coal, natural gas, methane, propane, hydroelectric, solar, wind, nuclear, or a combination of these? (see "research sources:" A,B)
  • How much energy is used on campus? Units include KWH's of electricity, BTU's of natural gas, and gallons or BTUs of fuel oil. How much energy is used per square foot of maintained building space? This standardized formula will allow you to differentiate between changes in consumption due to growth over time, changes due to increased activity or consumption in existing space, and changes in fuel sources for heating and cooling. You can also convert data to energy use per capita based on campus population statistics.(A)
  • What are the trends in energy use on your campus? Get existing annual data that has been gathered over the past five years, and monthly data for at least one year. How has usage changed and by how much? Data on individual buildings can be useful, but often it is not available. Weather data (days when heating or cooling is used) may explain some changes in consumption. Data from other campuses in the area may be used for comparison. (A)
  • What energy-conservation measures have been implemented at your school? What measures are being considered or planned? Distinguish between technical solutions and those requiring changes in human behavior. Technical changes are more certain to produce results, but motivational efforts should not be overlooked. (A)
  • Are new buildings designed to maximize energy efficiency? Have energy audits been conducted? Has a computerized energy management control system been installed? (A)
  • What sources of alternative energy are used or could be used? Solar energy might be used to warm buildings or for domestic hot water in residence halls. Explore the use of alternative fuels, photovoltaic energy, cogeneration, wind, and fuel cells, for example. (B,C,D)
  • What was the school's total energy bill for the past year? (A)
  • How are energy costs and conservation programs funded? Cost-analysis of each energy source (per unit and per annual totals) may help explain consumption patterns. Are public bond monies or grants available to fund capital costs of energy-conservation measures? Is third-party financing possible? Does your local utility offer an energy rebate program? What pay-back criteria are used for conservation projects? Where do budget dollars saved through conservation measures go? (A,B)
  • Have you noticed certain buildings that are overheated in the winter or overcooled during warm months? How are thermostats controlled and at what temperatures are they typically set? How frequently are furnaces serviced? (A,E)
  • How does your school compare with other institutions in respect to energy use per square foot of building space? (A,D)

    Research Sources



    1. Campus physical-plant personnel, the energy manager, and the campus planning or development office may be contacted for information about campus energy consumption and conservation.
    2. Local public utilities generally welcome requests for information about conservation programs and incentives, such as rebates. They can also tell you from what sources the electricity they supply is generated.
    3. Experts, such as faculty members, energy consultants, utility representatives, or local and national environmental groups, should be able to provide advice on possible conservation measures and alternative energy and energy-efficient measures.
    4. Other schools, such as Harvard, SUNY Buffalo, and Brown University, have excellent energy programs.
    5. The campus population could be surveyed for information on indoor temperature settings.


    A number of measures, both large and small, may be included in your plans to improve energy efficiency on campus. Here's a sample of ideas to discuss:



    • Improving lighting efficiency (by using compact fluorescent bulbs, reflectors, efficient ballasts, and room-occupancy sensors, for example). Although compact fluorescent lighting is more expensive than incandescent, the cost will pay off through the savings in energy.
    • Incorporating passive solar building design and energy efficiency into future building plans, such as the use of "day lighting," a means of maximizing the use of natural light in the design of a building. In addition, planners may be encourage to incorporate safe and renewable energy sources such as photovoltaics, cogeneration, wind, and fuel cells into campus energy plans.
    • Increasing the efficiency of heating and cooling systems. Look at heating and cooling season temperature policies ( a change by only a few degrees can create tremendous savings). Report overheating and overcooling of buildings to the physical plant manager.
    • Tightening "building envelopes" through improved insulation, more efficient windowpanes, and weather-stripping.
    • Developing a computerized energy management system to automatically regulate heating and cooling and maintain constant temperatures.
    • Increasing the efficiency of building scheduling for evening, weekends, and holidays, so that heating, cooling, and lighting are needed in a minimum number of areas.
    • Encouraging students, faculty, and staff to use alternative transportation to campus, including bicycling, walking, and public transportation.
    • Promoting campus community awareness and encouraging participation in energy-conservation programs. Place "Turn off Light" stickers above switches. Establish competitions between residence halls to promote efficiency.
    • Planting trees strategically to improve the natural cooling of buildings in summer and provide windbreaks in winter.


  •  
    Resources

    Books, Publications, Articles

  • Carlson, Andrea. The NIRS Energy Audit Manual: How to Audit Campus, City, and other Buildings. Nuclear Information and Resource Service, 1992. 1424 16th St, NW, Suite 601, Washington, DC 20036; (202)328-0002
  • Cool It! Students Working for a Sustainable World: The Cool It! Project Directory 1990-91. Washington DC: National Wildlife Federation, 1991. Contains profiles on campus energy-efficiency projects and organizing tips.
  • The EarthWorks Group. 30 Simple Energy Things you Can Do To Save the Earth. Berkeley: EarthWorks Press, 1991.
  • Energy Task Force. Energy Management for Colleges and Universities, 1977. National Association of College and University Business Officers, One Dupont Circle, Suite 510, Washington DC 20036; (202) 861-2500.
  • Heist, Eric, et al. Energy Efficiency in Buildiings: Progress and Promise. Wahsington, D.C.: American Council for an Energy-Efficient Economy, 1986.
  • Moll, Gary and Stanley Young. Growing Greener Cities. Venic, Calif.: Living Planet Press, 1992
  • O'Brien, Kevin, and David Corn. Energy Conservation: A Campus Guidebook. Center for Study of Responsive Law, 1981. PO Box 19367, Washington, DC 20036; (202) 387-8030.
  • Simpson, Walter, Recipe for an Effective Campus Energy Conservation Program. Cambridge, Mass.: Union of Concerned Scientists, 1991.
  • Snell, Fred, and Walter Simpson. The Unviersity of Buffalo and the Greenhouse Effect. Buffalo, NY: SUNY Buffalo Press, 1989.

    Institutions and Organizations

  • Alliance to Save Energy, 1725 K Street, NW, Suite 914, Washington, DC 20006; (202)857-0666.
  • American Councel for an Energy-Efficient Economy (ACEEE), 1001 Connecticut Avenue, NW, Washington DC 20036; 202-429-8873.
  • Association of Physical Plant Administrators of Universities and Colleges, 1446 Duke Street, Alexandria, VA 22314-3492; 703-684-1446.
  • Brown is Green, PO Box 1942, Brown University, Providence, RI 02912; 401-863-7837. Request Information on energy efficiency.
  • Conservation and Renewable Energy Inquiry and Referral Service (CAR-EIRS), Box 8900, Silver Spring, MD 20907; 1-800-523-2929.
  • Conserv UB, SUNY Buffalo, Physical Facilities, 120 John Beane Center, Amherst, NY 14260; 716-636-3636.
  • Cool It! Project, National Wildlife Federation, 1400 16th St, NW Washington DC 20036; 202-797-5435. Request the energy efficiency information packet.
  • Ecolmpics, Harvard University, Office of Physical Resources, 1746 Cambridge St, Cambridge, MA 02138; 617-495-3678.
  • Global Releaf, A Project of the American Forestry Association, PO Box 2000, Washington, DC 20013; 202-667-3300. Request information on tree-planting for energy conservation.
  • Green Lights Program, Environmental Protection Agency, Global Change Division, Office of Air and Radiation, 401 M Street, SW (ANR-445), Washington DC 20460; 202-245-4157.
  • Lawrence Berkeley Laboratory, Building Science Division, Cycletron Road, Berkeley, CA 94720; 510-486-4834.
  • Natural Resources Defense Council (NRDC), 40 W. 20th St, New York, NY 10011; 212-727-2700.
  • Office of Conservation and Renewable Energy, US Department of Energy, 1000 Independence Ave SW, Washington DC, 20585; 202-586-5000.
  • Rocky Mountain Institute, 1739 Snowmass Creek Road, Snowmass, CO 81654; 303-927-3128.
  • THe Safe Energy Communication Council (SECC), 1717 Massachusetts Ave, NW Suite LL 215, Washington DC, 20036; 202-483-8491.
  • Southern California Gas Company, Marketing Department, 555 W. Fifth Street, Los Angeles, CA 90013; 213-244-3735.
  • TreePeople, 12601 Mulholland Drive, Beverly Hills, CA 90210; 818-753-4600.
  • Union of Concerned Scientists(UCS), 26 Church Street, Cambridge, MA 02238; 617-547-5552.
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    This program added on 2003-02-11.


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