UVM Theses and Dissertations
Format:
Print
Author:
Ostroot, Katherine Elizabeth
Dept./Program:
Natural Resources
Year:
2013
Degree:
MS
Abstract:
The application of sustainability initiatives in higher education is a growing response to current and future environmental crises. A common trend at universities is to implement green building initiatives that aim to increase energy efficiency and reduce the environmental impact of campus operations. While green buildings are designed to use fewer resources, residence hall occupants are still thought to control up to 50 percent ofbuilding energy use through personal choice and activities. Environmental behaviors and attitudes are multifaceted and influenced by many different factors, including education.
This study used quantitative survey methods and analyses to assess the perceptions and environmental behaviors of students, comparing groups that live in high-and low-efficiency buildings. Residence halls from the University of Vermont and Champlain College were surveyed. A case study at Champlain College explored the impact of green building education by looking at survey responses before and after the implementation of educational programs and signage. The education included an informational meeting with the building architects, a month-long energy reduction contest on campus, a documentary screening, and signage in the residence hall.
Students living in LEED certified residence halls displayed higher levels of building awareness, building efficiency importance, personal environmental beliefs, and desire for campus sustainability initiatives, but did not report demonstrating more environmentally friendly behaviors, when compared to students living in uncertified buildings. This study revealed a discrepancy between student perceptions of green building performance and actual performance. Overall, the transparency of building operations and energy consumption is important to allow for complete and accurate performance tracking. The case study showed no significant differences between preand post-education groups. Education must extend beyond informing and lecturing, and must help support environmental practices in order to create long-term behavioral change.
This study used quantitative survey methods and analyses to assess the perceptions and environmental behaviors of students, comparing groups that live in high-and low-efficiency buildings. Residence halls from the University of Vermont and Champlain College were surveyed. A case study at Champlain College explored the impact of green building education by looking at survey responses before and after the implementation of educational programs and signage. The education included an informational meeting with the building architects, a month-long energy reduction contest on campus, a documentary screening, and signage in the residence hall.
Students living in LEED certified residence halls displayed higher levels of building awareness, building efficiency importance, personal environmental beliefs, and desire for campus sustainability initiatives, but did not report demonstrating more environmentally friendly behaviors, when compared to students living in uncertified buildings. This study revealed a discrepancy between student perceptions of green building performance and actual performance. Overall, the transparency of building operations and energy consumption is important to allow for complete and accurate performance tracking. The case study showed no significant differences between preand post-education groups. Education must extend beyond informing and lecturing, and must help support environmental practices in order to create long-term behavioral change.