AN ASSESSMENT OF GREEN DESIGN IN AN EXISTING HIGHER EDUCATION CLASSROOM : A CASE STUDY Annie Lilyblade Department of Construction Management

WHAT IS SUSTAINABLE BUILDING ? Uses whole system’s thinking: innovation by several different disciplines collaborating Creating a building or space conserving natural resources, with a focus on energy efficiency, the use of recycled or renewable products, and cultural/ community sensitivity Provides for our needs of today without compromising our future. The built environment, through design, construction, and operation practices, generates a highly significant impact on the earth and its resources.

WHAT IS LEED?  LEED - Leadership in Energy and Environmental Design  A rating system that evaluates the level of sustainability within a building or space.  Created by the United States Green Building Council  Measurable Standard LEED evaluates a building by looking at: Site Selection Water Efficiency Energy and Atmosphere Materials and Resources Indoor Environmental Quality Innovation and Design Process

SUSTAINABILITY IN SCHOOLS? We have assumed, wrongly I think, that learning takes place in buildings, but that none occurs as a result of how they are designed or by whom, how they are constructed and from what materials, how they fit their location, and how well they operate... buildings have their own hidden curriculum that teaches as effectively as any course taught in them (Orr, Earth in Mind, p ll3) It’s tough to dispute the overwhelming benefits that come from using schools as instruments of learning…countless studies have been conducted linking the architectural characteristics of schools to attitudes, behaviors and achievements…studies released by Cornell University showed direct connections between educational architecture and high performing students (Cunningham, 2002).

WHAT MAKES A GOOD TEACHING AND LEARNING ENVIRONMENT? SEVEN PRINCIPLES FOR CLASSROOM DESIGN 1.Empower faculty2. Emphasize flexibility 3.Encourage student interaction4. Simplicity 5.Connectivity6. Reduced cost 7.Attention to details Babey, Niemeyer, Smarter College Classrooms ENVIRONMENTAL PSYCHOLOGY: Relationship between individuals and their physical environments 1.The physical environment contributes to success or inhibits learning. 2.Learning is affected by social, psychological, and instructional variables. 3.A learning environment should match teaching objectives and styles, student learning styles, and the social setting. Designing Collaborative Learning Places, Graetz, Goliber

CAMPUS SUSTAINABLE INITIATIVES 1.) Integrate environmental knowledge into all relevant disciplines, 2.) Improve undergraduate environmental studies course offerings, 3.) Provide opportunities for students to study campus and local environmental issues, 4.) Conduct a campus environmental audit, 5.) Institute an environmentally responsible purchasing policy, 6.) Reduce campus waste, 7.) Maximize campus energy efficiency, 8.) Make environmental sustainability a top priority in campus land-use, transportation, and building planning, 9.) Establish a student environmental center, and 10.) Support students who seek environmental responsibility. (Blueprint for a Green Campus, 1995) Talloires Declaration – a statement made by university administrators to commit to sustainability in higher education, and to incorporate sustainability and environmental literacy in teaching, research, operations, and environmental outreach.  Signed by over 300 universities and 40 countries

THE CASE STUDY: THE GREEN CLASSROOMS OF GUGGENHEIM HALL FIRST FLOOR SECOND FLOOR The goal was to create a positive teaching and learning atmosphere while reducing the impact that traditional construction has on the environment.

THE CASE STUDY: THE GREEN CLASSROOMS OF GUGGENHEIM HALL -Use of products that were durable, contain recycled content, were low in VOCs, energy efficient, natural products, regionally manufactured.

RESEARCH PURPOSE The purpose of this case study was to assess 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.  pre-design survey pre-design survey  Five personal interviews of initial design team Five personal interviews of initial design team  Two personal interviews of faculty members Two personal interviews of faculty members  post-design survey post-design survey  Assessment of the level of green design Assessment of the level of green design Limitations: 1.Perceptions vs. reality 2.The case study cannot be generalized to a larger population

1.The temperature of my classrooms are comfortable and do not distract from my learning. 2.The noise from outside the classroom does not interfere with hearing the instructor 3.I prefer classrooms with a lot of color in the décor. 4.I prefer classrooms with neutral colors in the décor. 5.I am able to hear my instructors clearly most of the time. 6.The desks/tables are appropriate for the function and setting of each room 7.The classroom furniture is comfortable and does not distract from my learning. 8.The audio and video presentations are clear. 9.The lighting in my classrooms enhance note taking and viewing of overheads, videos, and films. 10.The structural elements or equipment do not block my line of sight to the instructor or screen. 11.The desk or table tops are clean and the floor is clear of trash. 12.The aesthetics of the classrooms positively affect my desire to go to class. 13.I believe natural light in classrooms improve (or would improve) my motivation to learn and go to class. 14.I associate the onset of headaches or other physical ailments with being in this room for a substantial amount of time. 15.I have enough personal space around me to facilitate taking notes and listening to lectures without distractions. 16.It is convenient for me to recycle and/or throw away my trash while in the classrooms. PRE-DESIGN SURVEY STRONGLY NO STONGLY AGREE/ OPINION DISAGREE/ AGREE DISAGREE 32% 0%58% 66% 0%34% 31% 50%19% 40% 47%13% 78% 4%18% 25% 15%60% 20% 20%60% 29% 19%52% 38% 26%36% 65% 11%24% 62% 0%28% 19% 41%40% 68% 27%5% 19% 40%41% 34% 8%58% 12% 33%55%

Challenges:  Student involvement, 4 week in class assignment  Coordinate a lot of information in a short amount of time  Loss of control during the construction process  Tracking and documenting actions and decisions Materials and Methods:  New materials were harder to purchase through the University  Did not have difficulty installing or using alternative products Purchasing Procedures:  State rules require three competitive bids  Hard to find companies that supply sustainable materials  Work with purchasing agents up front Change Process:  Aid of the Talloires Declaration  Involving all team members throughout the process Overall Team Satisfaction:  The project met and exceeded all expectations from the team members  Team is receiving positive feedback from University and community DESIGN TEAM INTERVIEWS CLASSROOM # 221

Temperature:  Temperature has improved with shades, ceiling fans  Still feels hot on some summer and fall days Noise Levels:  Drastic improvement, reduced reflection and reverberation  Classroom layout, soundboards Room Layout:  Re-orientation helped faculty connect with students  One area still difficult to see the screen Furniture and Equipment:  Built-in front console and ceiling mounted projector  Problems occurred with first projector because of daylight in space Lighting:  Multiple forms of electric light for more flexibility Aesthetics:  Went from orange to ‘green’  Historic aesthetics were appropriate for a 1920s building Daylighting:  New shades allow for better connection to the outdoors  Faculty would like to have shades with less transparency Personal Space:  New classroom furniture added to students personal space  Presentation space is adequate for faculty FACULTY INTERVIEWS CLASSROOM # 221 THE OVAL – OUTSIDE GUGGENHEIM HALL

1.The temperature of my classrooms are comfortable and do not distract from my learning. 2.The noise from outside the classroom does not interfere with hearing the instructor 3.I prefer classrooms with a lot of color in the décor. 4.I prefer classrooms with neutral colors in the décor. 5.I am able to hear my instructors clearly most of the time. 6.The desks/tables are appropriate for the function and setting of each room 7.The classroom furniture is comfortable and does not distract from my learning. 8.The audio and video presentations are clear. 9.The lighting in my classrooms enhance note taking and viewing of overheads, videos, and films. 10.The structural elements or equipment do not block my line of sight to the instructor or screen. 11.The desk or table tops are clean and the floor is clear of trash. 12.The aesthetics of the classrooms positively affect my desire to go to class. 13.I believe natural light in classrooms improve (or would improve) my motivation to learn and go to class. 14.I associate the onset of headaches or other physical ailments with being in this room for a substantial amount of time. 15.I have enough personal space around me to facilitate taking notes and listening to lectures without distractions. 16.It is convenient for me to recycle and/or throw away my trash while in the classrooms. POST-DESIGN SURVEY STRONGLY NO STONGLY AGREE/ OPINION DISAGREE/ AGREE DISAGREE 55% 8%37% 75% 8%17% 23% 59%18% 30% 65%5% 94% 0%6% 84% 5%11% 85% 5%10% 84% 8%8% 77% 11%12% 94% 4%2% 93% 1%6% 41% 49%10% 61% 31%8% 11% 38%41% 81% 9%10% 80% 14%6%

1. Classroom temperature 2. Noise 3. Color 4. Neutral Colors 5. Ability to hear instructors 6. Desks and Tables 7. Classroom Furniture 8. Audio and Video Equipment 9. Lighting 10. Structural elements 11. Clean desks and table tops 12. Aesthetics 13. Natural Light 14. Onset of headaches 15. Personal Space 16. Recycle COMPARED PRE- AND POST-DESIGN SURVEY PRE: SA/A N D/SD POST: SA/A N D/SD 32% 0% 58% 55% 8% 37% 66% 0% 34% 75% 8% 17% 31% 50% 19% 23% 59% 18% 40% 47% 13% 30% 65% 5% 78% 4% 13% 94% 0% 6% 25% 15% 60% 84% 5% 11% 20% 20% 60% 85% 5% 10% 29% 19% 52% 84% 8% 8% 38% 26% 36% 77% 11% 12% 65% 11% 24% 94% 4% 2% 62% 0% 28% 93% 1% 6% 19% 41% 40% 41% 49% 10% 68% 27% 5% 61% 31% 8% 19% 40% 41% 11% 38% 51% 34% 8% 58% 81% 9% 10% 12% 33% 55% 80% 14% 6%

Sustainable Sites:  Central location in City of Fort Collins for bus access  Bike friendly campus, paid on-site parking Water Efficiency:  Water reduction of over 33% from original building  Installation of low-flow fixtures and (2) waterless urinals  Daily water savings of over 2889 gallons; 728,028 gallons a year Energy and Atmosphere:  Light retrofits contributed to a power reduction of over 52%  Occupancy sensors were installed in restrooms, timers in classrooms Materials and Resources:  Recycling for paper, cardboard, glass, plastics and metals  Reused over 71% of the building components including walls, ceilings, floors  Diverted 85% of construction waste by recycling or reusing  Reused over 11% of classroom furniture and equipment  Over 10% of the construction materials contain recycled content Indoor Environmental Quality:  Carpet and paint met indoor environmental quality requirements  Daylighting for 100% of the classrooms ASSESSMENT TO LEED – CI RATING SYSTEM CLASSROOM # 227

The Green Classrooms of Guggenheim Hall are a showcase for sustainable principles, and a place to teach the students, faculty, and community members about the benefits of green design. The Guggenheim project was successful in improving the teaching and learning environment. The project provides examples of increased water efficiency, improved overall energy performance, the use of sustainable materials and resources, decrease in construction waste, a healthy indoor environment and an optimal teaching and learning environment. With this information, the lessons learned can be carried on to other classrooms across the country. CONCLUSION