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    Campus GHG Assessment - PPT

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    kat_owens1921
    The document discusses conducting a greenhouse gas assessment of a university campus. It outlines that the assessment will measure the campus' carbon footprint by collecting data on building characteristics, energy use, transportation, waste, and other activities. The assessment found that commuting has the largest greenhouse gas emissions. Recommendations to address commuting include promoting public transportation, encouraging carpooling, and providing shuttles. Recommendations to reduce energy use include purchasing renewable energy, installing efficient lighting, and encouraging energy-saving behaviors. The university hopes to continue monitoring emissions over time to evaluate sustainability initiatives.

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    Download as PDF, TXT or read online from Scribd

    Campus GHG Assessment - PPT

    Uploaded by

    kat_owens1921
    34 views15 pages
    The document discusses conducting a greenhouse gas assessment of a university campus. It outlines that the assessment will measure the campus' carbon footprint by collecting data on building characteristics, energy use, transportation, waste, and other activities. The assessment found that commuting has the largest greenhouse gas emissions. Recommendations to address commuting include promoting public transportation, encouraging carpooling, and providing shuttles. Recommendations to reduce energy use include purchasing renewable energy, installing efficient lighting, and encouraging energy-saving behaviors. The university hopes to continue monitoring emissions over time to evaluate sustainability initiatives.

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    Campus GhG assessment_ppt

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    The document discusses conducting a greenhouse gas assessment of a university campus. It outlines that the assessment will measure the campus' carbon footprint by collecting data on building characteristics, energy use, transportation, waste, and other activities. The assessment found that commuting has the largest greenhouse gas emissions. Recommendations to address commuting include promoting public transportation, encouraging carpooling, and providing shuttles. Recommendations to reduce energy use include purchasing renewable energy, installing efficient lighting, and encouraging energy-saving behaviors. The university hopes to continue monitoring emissions over time to evaluate sustainability initiatives.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    34 views15 pages

    Campus GHG Assessment - PPT

    Uploaded by

    kat_owens1921
    The document discusses conducting a greenhouse gas assessment of a university campus. It outlines that the assessment will measure the campus' carbon footprint by collecting data on building characteristics, energy use, transportation, waste, and other activities. The assessment found that commuting has the largest greenhouse gas emissions. Recommendations to address commuting include promoting public transportation, encouraging carpooling, and providing shuttles. Recommendations to reduce energy use include purchasing renewable energy, installing efficient lighting, and encouraging energy-saving behaviors. The university hopes to continue monitoring emissions over time to evaluate sustainability initiatives.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 15

    CAMPUS GREEN

    HOUSE GAS
    ASSESSMENT

    Hilary Keiser
    Professor Owens
    MEASURING

     The
    Green house gasses we as a
    campus emit

     We are like a small city: people live,


    eat, work, learn and recreate here–
    WHAT IDEAS ARE WE
    RESEARCHING?
     How do our buildings, our energy use,
    and our habits influence our carbon
    footprint?

     What are our baseline statistics for


    green house gas emissions?

     Without a baseline we can’t create a


    plan for reducing our school’s carbon
    footprint.
    WHY A GREEN HOUSE GAS
    ASSESSMENT?

     Toaddress anthropogenic climate


    change

     Beforewe can reduce emissions we must


    understand the scope and sources of the
    University’s carbon footprint, as well as
    the distribution of these sources.
    METHODS
     Usingthe Clean Air-Cool Planet
    assessment tool, input data including:
     Physical characteristics of campus
     Budgets
     Population statistics
     Transportation
     Purchased Energy
     Refrigerants and Chemicals
     Fertilizers
    TOTAL EMISSIONS
    (METRIC TONNES ECO2)
    TOTAL CO2 EMISSIONS
    (KG CO2)
    TOTAL METHANE EMISSIONS
    (KG CH4)
    TOTAL NITROUS OXIDE EMISSIONS
    (KG N2O)
    RESULTS

     Commuting has the largest totals in


    absolute weight of all three greenhouse
    gases

     When considering total emissivity,


    purchased electricity is the largest
    contributor of all items considered to
    climate change
    RECOMMENDATIONS TO
    ADDRESS COMMUTING:
     Promote public transportation by posting bus
    schedules or directing commuters to the CT
    transit trip planning website

     Encourage carpooling by creating a webpage


    for commuters to network and set up
    carpooling schedules.

     Provide shuttles from campus to local towns.


    RECOMMENDATIONS TO
    ADDRESS COMMUTING:

     Have
    shuttles run on biodiesel produced on
    campus.

     Reward campus community members who drive


    highly efficient or alternative fuel vehicles with
    prime parking locations across campus.

     Institute
    more web-based learning, promoting
    work-from-home options, and flexible scheduling
    RECOMMENDATIONS TO
    ADDRESS ENERGY USE
    High cost options include

     Purchasing offsets for the power we


    use.

     Changingthe source of our power from


    non-renewable to renewable energy.
    RECOMMENDATIONS TO
    ADDRESS ENERGY USE
    Low cost options include

     Compact fluorescent light bulbs in


    residence halls.

     Schedule building use in energy-intense


    months so that fewer buildings need to be
    serviced at a level comfortable for classes
    to meet.

     Encouragestudents, staff, and faculty to


    take on more energy-saving behaviors.
    THE FUTURE
     Wehope to continue assessing our green
    house gases

     We would like to understand how


    sustainability initiatives might impact our
    carbon footprint

     Wewould also like to understand how and


    why these factors may change over time!

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