World-Class Education. World-Class City. Click to Add Title How Institutional Factors are Related to Greenhouse Gas Emissions Cynthia Klein-Banai, Ph.D.

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Presentation transcript:

World-Class Education. World-Class City. Click to Add Title How Institutional Factors are Related to Greenhouse Gas Emissions Cynthia Klein-Banai, Ph.D. Associate Chancellor for Sustainability

World-Class Education. World-Class City. Background Methods used Results Implications Outline

World-Class Education. World-Class City. ACUPCC reporting tool (>450 schools) Colleges and universities are 1.6% of US GHG emissions Depending on the year of construction, inpatient health care, education, lodging, public assembly, and other building types are approximately X more energy intensive than an office building Background

World-Class Education. World-Class City. ACUPCC requires reporting using WRI Greenhouse Gas Protocol Most campuses use the Campus Carbon Calculator Scope 1, 2 and 3 emissions, including components of each such as air travel and commuting are to be reported Methods

World-Class Education. World-Class City. Reporting year and start date of year State Carnegie class FTE enrollment FT faculty, FT staff, FT students PT faculty, PT staff, PT students Residential students Gross square feet Health care space, laboratory space, residential space Red = mandatory Contextual data from the ACUPCC

World-Class Education. World-Class City. Heating and cooling degree days (National Weather Service) Carnegie Foundation –Locale –Size and setting classification (residential nature) –Region –Medical school –Land-grant institution Data from other sources

World-Class Education. World-Class City. Most recent year for schools reporting Small data set with all of above information (n=52) Principal factor analysis to tease out most significant factors Population showed a lot of colinearity, as did square footage although to a lesser extent HDD and CDD explained less of the variance than the other independent variables Data analysis

World-Class Education. World-Class City. Metric tons CO2-e

World-Class Education. World-Class City. Used only FT enrollment for population factor Created new variable ONSF = GSF – LSF – HCSF – RSF where LSF = square feet of laboratory facilities HCSF = square feet of health care facilities RSF = square feet of residential facilities Final data set (n=135)

World-Class Education. World-Class City. log (S12) = log (GSF) CDD HDD p<0.0001;R 2 =0.823 S12 = Scope 1 and 2 emissions GSF = Gross square feet CDD = total cooling degree days/yr HDD = total heating degree days/yr log (S123) = log (GSF) p<0.0001; R 2 =0.795 Scope 1 and 2 vs. Gross Emissions

World-Class Education. World-Class City.

S123 = ONSF LSF RSF M CE FTE p<0.0001; R 2 =0.954 CE = calculated greenhouse gas emissions from commuting to campus (metric tons CO2-e) M = medical school (0=no; 1=yes) FTE = full-time equivalent enrollment as calculated by the institution Gross emissions model n=135

World-Class Education. World-Class City.

S123 <50,000 = ONSF LSF RSF CE FTE p<0.0001; R 2 =0.642 Took out medical school since only 1 Gross emissions < 50,000 metric tons CO2e (n=107)

World-Class Education. World-Class City.

For gross emissions CDD and HDD are not important parameters. The parameter estimate for LSF is more than 10X than for ONSF in both models and the parameter estimate for RSF is at least 2X ONSF. This shows a greater influence on emissions from these types of uses. Smaller schools less influenced by student population and building space than larger schools. Conclusions

World-Class Education. World-Class City. Find a contextual predictor for commuting emissions, such as number of parking spaces or permits, to improve the simplicity of this model. Conduct an in-depth examination of the institutional factors that influence emissions. Conclusions

World-Class Education. World-Class City. Examine necessity of building space and use. Is it essential to mission? Do we need multiple and/or large offices for faculty and staff, especially when we can telecommute? Is space fully utilized for intended function? Is it necessary that the institution support activities such as facility- (and energy-) intensive research? Has vacated space been fully decommissioned and how can it be renovated and reassigned? Beyond technical solutions

World-Class Education. World-Class City. Cynthia Klein-Banai Questions?