Does anybody know of data or case studies that quantify the possible energy savings through behaviour change in schools? That information would be very valuable.
Thanks
Saul Cresswell
Research Officer
HotRock
Australia
Energy Savings in Schools from Behaviour Change Programs
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Hi Saul,
I don't have any data, so anything you can get from Ken will trump anything I say. But....
Behaviour change is really hard, and it should be thought of as the last resort when the system can't be changed. We simply have too many demands on our cognitive resources to be able to consciously change all the things that need changing.
Unfortunately, at many schools, the system is designed against conservation.
I imagine most energy is used heating and cooling schools, followed by lighting, and then hot water.
Heating and cooling is usually half to two-thirds of buiding energy use, and it is entirely out of the control of faculty and students, and may even be out of the control of onsite staff, being controlled by a central computer system. If that central system is modern and well-adjusted, that is probably a good thing, but few control system are both modern and well-adjusted.
The same conditions apply to hot water. The biggest saving may come from insulation and looking at boiler size and location. Add on some solar hot water for good measure. Again, nothing the user can do. Or, rather, the amount of energy saved by the user turning off the water while they soap up is so fantastically tiny that it would be a crying shame to direct their brain energy to that instead of something with a greater chance of impact.
So as far as teachers, students and staff go, you are left with lighting. Most schools have switches in the classroom, though some have occupancy sensors. The behavioural change is to turn the lights off when there is no-one in the class. Probably the only time this is a significant amount of time is at night while custodial staff are working.
I would guess a successful user-focussed behaviour change campaign would save a few percent of the energy use. The big gains will be in changing the system and giving attention to the behaviour of the operations staff.
Best,
Ruben.
Ruben Anderson
Saul:
There are several case studies that might help you.
1) First, check out the two articles I wrote about one public high school that reduced electricity consumption through a combination of operational strategies and behavioral engagement. You can find them on my website:
http://www.carosconsulting.com/Pages/Articles.php
2) Also check out these case studies from California schools:
Alliance to Save Energy. (2010). Students Leading the Way 2009-2010:Energy Saving Success Stories from Southern California. Retrieved from http://ase.org/sites/default/files/success_book_09-10.pdf
3) This organization is about to publish some case studies on 9 schools. Most successful energy conservation programs focused on behavior in schools are integrated with the sustainability education efforts in that school. Look for their report to be published by the end of June
http://sustainablecolorado.org/programs/education/sustainability-literacy-project
4) Finally, Douglas County Schools in Colorado has be very successful at reducing energy consumption through behavior change campaigns that involve students. Well be publishing some case studies on them in the fall. So check back with me in November [email protected].
Jeni Cross
www.carosconsulting.com
Jeni Cross
Principal Consultant
Caros Consulting
United States
http://www.carosconsulting.com/
Hi Saul
One way to consider improving energy efficiency with with behouvior change is by capitalising on a school's internal competitive structure.
In Darwin, a 'house points' system is in play. Points are awarded/fined according to individual or group performance. Includes school sports.
Structure a program that taps into this type of competition e.g. points awarded for turning off lights when leaving classrooms.
I take an engineering approach. In the NT, up to 1/2 of classroom power is used to treat the high quantities of outside air required for ventilation. A few different options - enthalpy exchange, CO2 controlled dampers, etc. Libraries, gymnasiums and assembly halls are often over supplied when under or unoccupied.
Special purpose rooms - home ecomonics and science labs in particular - are highly energy intensive.
Arrange for viewing windows - air conditioning plant are usually hidden but sometimes interesting. Post up interesting facts in these locations.
Focus on the administration areas - often operates for very long hours compared to classrooms but not as well managed. Design always accomodates maximum occupancy. Sensors do well in these areas.
Good Luck
Martin Bruekers
Mr
Sustainability Unit - Northern Territory Government
Australia
These are all fantastic comments and leads. I'll follow them up and see how I go. Ruben, I understand what you are saying and yet there seem to be energy savings possible of 30-50% through behaviour change alone. I don't think this is inconsistent with the energy break down for school buildings that you have given, however, as even heating and cooling needs can be influenced by behaviour (e.g. school heaters on while windows open). In my part of the world (south-west western Australia) 55% of school energy is spent on lighting! Then comes heating.
Ken and Jeni, I will email you for further communication - great leads!
Martin, yes I think harnessing competitiveness is a great way to go. Also, great point about focusing on administration areas over classrooms.
Thanks again for all the helpful responses.
Saul Cresswell
Research Officer
HotRock
Australia
www.thehotrock.org.au
RE: competition
There is solid evidence in the literature that competition and compartive feedback (social norms) is useful for encouraging all types of sustainable behaviors. Competition is especially effective in school settings where schools already compete with each other, building inter-school competitions can really boost behavior change.
RE: Operations vs. Behavior
Depending on the school and existing enery use, you can get big savings from improved operations and likewise you can often get equal savings from engaging occupants. Most buildings have a lot of energy use that is simply waste (e.g. lights on hours before school starts, computers not shut down overnight etc.)
The biggest change comes not from doing one or the other but in looking for ways to improve operations and to engage occupants. You get more from doing them both together.
Jeni
Jeni Cross
Principal Consultant
Caros Consulting
United States
http://www.carosconsulting.com/
I am glad the thread is valuable for you Saul. As I said in my comment, anybody with data trumps my opinions.
I always like to start this work by looking where the energy is actually used--it would be ineffective to spend your energy chasing two or three percent when you could be working on ten or twenty percent.
Jeni pointed out two spots for operational improvement in lights on hours before schools start and computers not shut down. From a behavioural perspective, it is important to be really clear on the audience. Lights on hours before is not students or faculty, it is staff, or is centrally controlled--so don't waste any energy on programs to engage students. Similarly, computers left on is probably best handled by the IT department, or by the computer lab teacher tweaking settings.
The good news is that means you only have to talk to three or four people instead of several hundred.
Ruben Anderson
Thanks Ruben,
I think you're absolutely right to focus energy on those areas that will have the greatest impact. It is a common mistake to launch into a campaign that targets the wrong behaviour and the wrong people and ends up being ineffective.
Saul Cresswell
Research Officer
HotRock
Australia
www.thehotrock.org.au
Hi Saul,
If you are still looking for information, my company has worked with schools on implementing behavior programs in the U.S. for over 10 years. We have several case studies, and I would be happy to share them with you, as well as information about our program.
Please do not hesitate to contact me if you would like to speak further.
Ann Arney
[email protected]
www.class5energy.com
Ann Arney
Director of Business Development & Marketing
CLASS 5 Energy
United States
www.class5energy.com
Morning - BC Hydro (bchydro.com) has dedicated energy managers for the schools in BC. They have a lot of metrics that would be available on conservation efforts and the results. Often these programs are a combination of behaviour and technological changes. Additionally, the BC Green Games (http://www.bcgreengames.ca/) runs competitions with schools around Green initiatives and these are often exclusively behavioural.
Good luck.
Karen Mason-Bennett
Program Coordinator
NEAT
Canada
Hi Saul,
We did some work several years ago that quantified potential energy and GHG savings for a college in Canada as part of a school-wide CBSM campaign. I have some info that may be useful to you, it includes calculations of savings for different behaviours that could be expected to be performed at a school. The target audience was students, faculty and staff.
Perhaps you could send me an email and tell me a bit more about your project and what you are looking for, and I will see what I can send to you. You can contact me at [email protected].
Cheers,
Ken
Ken Donnelly
Vice President, Atlantic Canada
Lura Consulting
Canada
www.beyondattitude.com