Martha Richards is research director for the Reed Business Information’s Reed Research Group, Newton, Massachusetts.  She can be reached at mrichards@reedbusiness.com; this is her first article for Facilities Manager. We also thank Rob Cassidy of Building Design & Construction for his assistance on this project.

In September 2004, Reed Research Group and Building Design & Construction magazine conducted a survey among professionals involved in the field of education to understand their opinions, perceptions, and actions regarding sustainability and “green” colleges and universities. Facilities, design, and planning professionals in the university setting were targeted. APPA and SCUP (the Society for College and University Planning) participated in this university study.

This survey was conducted online. Each organization sent their members an e-mail inviting them to participate in this study. A total of 513 respondents participated in the study. Respondent participation included 296 from SCUP (58%) and 217 from APPA (42%).

The following were the objectives of the study:

• To establish respondent familiarity with green building terms, as well as level of expertise in the area
• To determine the amount of consideration given to sustainable/green design when contemplating major campus building projects
• To explore perceived cost differences associated with building green and the acceptable differential for gaining approval of a sustainable/green building
• To understand perceived barriers to incorporating sustainable design into university projects
• To determine the percentage of respondents that have actually incorporated sustainable/green concepts into their university/college designs and to define the concepts
• To pinpoint who drives the primary impetus to incorporate sustainable/green elements
• To explore the role of sustainably designed or green buildings as a teaching tool

Findings

Respondents have a high level of familiarity with green building terms and principles. The majority are at least somewhat familiar with the term “sustainable design” or “green building” and/or the LEED (Leadership in Energy and Environmental Design) rating system.

Respondents expressed differing levels of expertise at their institutions with regards to green building or sustainable design. Nearly three-fifths of respondents indicated they are at least somewhat experienced in the area, while nearly one-third indicate little experience but a definite interest. Virtually no respondents expressed little interest in the topic.

Nearly three-fourths of respondents believe that sustainable/green buildings are more costly to build or develop. Although more costly to develop, respondents find a cost differential of 6 percent as acceptable to gain approval of a sustainable/green building at their institution.

The costs associated with green buildings prove to be the biggest barrier to acceptance in the university setting. Over two-thirds of respondents indicate “adds significantly to initial costs of construction” as a barrier to sustainability. Priority of programs also is a common barrier, with nearly half indicating “other program needs more important than green building.”

Nearly three-fourths of respondents have actually incorporated sustainable/green concepts in their recent university/college building designs. Energy management, daylighting, and automated lighting controls are the most popular concepts currently being incorporated.

The impetus to incorporate green elements came from a variety of sources among those respondents who indicate they have incorporated these concepts. One in three indicate the primary impetus came from the facilities planner or director, while nearly one-fifth indicate it came from university/college officials or the architect/designer.

When it comes to leading the green effort, nearly three-fifths of respondents feel the institution’s administration should be at the forefront. Nearly one-fifth feel the architect should lead the effort.

Sustainability as a Teaching Tool

Nearly four-fifths of respondents believe sustainably designed or green buildings can serve as a teaching tool for students. As one respondent states: “Many of the students who go out to industry will have an accepted notion of the viability of green buildings if they have actual experience of being in one.”

Following are some of the statements made by APPA members when asked, “Do you believe sustainably designed or green buildings can serve as a teaching tool for students? How?”

• “Architecture and interior design schools directly experience green building. Any areas of interest can learn from the general design concepts.”
• “By building a culture of awareness for the next generation.”
• “By walking the talk. We need to lead by example.”
• “Holistic approach to sustainability is essential for long-term commitment.”
• “If the students have an actual example of this type of building that they can see in action, they become aware of its advantages and disadvantages based on their experience with it. This exposure will determine the program’s longevity as these students eventually become the next generation of decision makers to carry the program forward or to discard it.”
• “The design and construction can teach how sustainability can be created and about the life cycle value. It should teach innovation and open mindedness as well.”
• “This is a no-brainer; they ain’t making no more ‘earth.’ If we are going to survive in this environment, we have to go in this direction. Students are the future, so we need to be out front setting the example.”
• “Just as recycling needs to be taught to first graders so their parents will catch on, sustainable design needs to be part of the upcoming generation’s vocabulary.”