College campuses pride themselves in being leaders in promoting innovation in both technical and theoretical aspects of all fields of study, including sustainability. The drive for sustainability in higher education h...College campuses pride themselves in being leaders in promoting innovation in both technical and theoretical aspects of all fields of study, including sustainability. The drive for sustainability in higher education has become institutionalized in many college campuses in the form of offices of sustainability, as well as membership in the American Association for Sustainability in Higher Education (AASHE). In parallel, but not always in concert, are more grass-roots efforts by students to promote sustainability through recycling programs, urban agriculture, and similar initiatives. Students are often frustrated between the classroom lessons they learn about sustainability and the slow adoption of sustainable practices in the “real-world,” including on campus. In order to address this issue, faculty have begun to engage students in the sustainability challenges facing their own campuses. The Journal of Green Building showcases these projects in the New Directions in Teaching and Research section of the journal. As part of this series, this article will highlight a course at the University of Massachusetts-Amherst in which students engage in green infrastructure planning projects for the campus.展开更多
The primary goal of this paper is to examine the role that sustainability assessment and reporting plays in creating a sustainable campus for academic excellence. A prototype sustainability assessment and reporting sy...The primary goal of this paper is to examine the role that sustainability assessment and reporting plays in creating a sustainable campus for academic excellence. A prototype sustainability assessment and reporting system is developed for triple bottom line impact analysis of the built environment of the newly expanded and renovated Gatton College of Business and Economics at the University of Kentucky. The prototype system utilizes a toolkit to collect environmental, social, and economic data of the building’s built environment for sustainable design performance analyses. The system also employs a comprehensive set of sustainability metrics to measure and report the building’s triple bottom line impacts on academic success. In sum, our study succeeds in (1) expanding the definition and evaluation of campus buildings’ sustainability to include environmental, social, and economic factors, (2) providing campus stakeholders with a toolkit for assessing the sustainability of campus buildings, and (3) creating a comprehensive sustainability metric for benchmarking and tracking campus buildings’ triple bottom line impacts on academic success.展开更多
文摘College campuses pride themselves in being leaders in promoting innovation in both technical and theoretical aspects of all fields of study, including sustainability. The drive for sustainability in higher education has become institutionalized in many college campuses in the form of offices of sustainability, as well as membership in the American Association for Sustainability in Higher Education (AASHE). In parallel, but not always in concert, are more grass-roots efforts by students to promote sustainability through recycling programs, urban agriculture, and similar initiatives. Students are often frustrated between the classroom lessons they learn about sustainability and the slow adoption of sustainable practices in the “real-world,” including on campus. In order to address this issue, faculty have begun to engage students in the sustainability challenges facing their own campuses. The Journal of Green Building showcases these projects in the New Directions in Teaching and Research section of the journal. As part of this series, this article will highlight a course at the University of Massachusetts-Amherst in which students engage in green infrastructure planning projects for the campus.
文摘The primary goal of this paper is to examine the role that sustainability assessment and reporting plays in creating a sustainable campus for academic excellence. A prototype sustainability assessment and reporting system is developed for triple bottom line impact analysis of the built environment of the newly expanded and renovated Gatton College of Business and Economics at the University of Kentucky. The prototype system utilizes a toolkit to collect environmental, social, and economic data of the building’s built environment for sustainable design performance analyses. The system also employs a comprehensive set of sustainability metrics to measure and report the building’s triple bottom line impacts on academic success. In sum, our study succeeds in (1) expanding the definition and evaluation of campus buildings’ sustainability to include environmental, social, and economic factors, (2) providing campus stakeholders with a toolkit for assessing the sustainability of campus buildings, and (3) creating a comprehensive sustainability metric for benchmarking and tracking campus buildings’ triple bottom line impacts on academic success.
