Encouraging “green," sustainable campuses
higher education and sustainability
Talloires Declaration (University Leaders for a Sustainable Future)
Tufts Institute of the Environment
Harvard Green Campus Initiative:
recycling and environmental awareness campaigns with student involvement, energy conservation, green building and renovations, rotating Green Campus Loan Fund
Helping Campuses Move from Good Intentions to Strategic Action (Second Nature)
Education for Sustainability Organizations
building design for sustainability
A principle of green or sustainable design is to involve users!
The Leadership in Energy and Environmental Design (LEED) Green Building Rating System™
- nationally accepted benchmark for the design, construction, and operation of high performance green buildings. LEED scoring system
U.S. Green Building Council (USGBC).
The Kresge Foundation’s Green Building Initiative offers planning grants of $25,000 to $100,000 to help offset the extra upfront costs of planning a green building, such as hosting a charrette, energy and materials analysis and modeling, ecological site planning, and commissioning and certification expenses. The Kresge Foundation expects the institution to commit the base architectural costs expected for any new construction.
The WV DEP building received certification and a Silver LEED rating in 2005 from the U.S. Green Building Council, as verified at the searchable USGBC website registry of LEED-certified projects:
Other buildings in WV exhibit green principles (but not a LEED certification), such as Sandstone Visitor Center at the New River Gorge and the Schrader Environmental Education Center in Wheeling's Oglebay Park.
On page 7 of the linked newsletter is a story about the new DEP building in Charleston which was the first LEED certified building in WV.
sustainable learning space design
Learning Space Design (EDUCAUSE)
Seriously Cool Places
Human Centered Design
MIT Steam Cafe
Academic Success Center, San Jose State University
technology support for learning
Cyberinfrastructure at NSF
forecast of capacity, where are we going, looking at lodestone of teaching and learning, how can cyberinfrastructure actualize it? Don’t automate weak forms of pedagogy.
"Tag content, simulations, assessments with concepts that we want the students to learn. Working in virtual chem. Lab, actions they take (if designed properly and tagged properly) will tell you when they are getting things right and when bringing in misconceptions. Feed back to learner in a targeted way (valuable according to research) and aggregate the feedback in a dashboard to an instructor, the next morning looks at it, class getting these concepts but not these other ones. Tailor instruction just in time to address where students not getting the concepts. This could be a wormhole to gather information about learning and feeding back to learner and instructor to morph as we go."
"Politics of presence: we all want to be bothered by the right message at the right time…"
"Academic social tagging system called edtags. Putting in special tools that let you look at the web of tags the community is generating from a taxonomy with the bottom-up taxonomy his class is creating. Tools that let you find other people who interrelate things and think the way you do."
"Distributed thinking (work, cognition and learning.) Distributed across human minds, tools/media, groups of people, and spac/time – dispersedphysically, socially and symbolically. Like the tax return software. It did some of the thinking."
American Chemical Society Green Chemistry Institute
examples of green scientific research
Bacterial Polyesters: Biosynthesis, Biodegradable Plastics and Biotechnology Robert Lenz and Robert Marchessault
Citations and sources
Information gathered from several sources, including Erica Harvey's attendance at:
- Campus Technology 2007 conference in Washington DC, July 30 – Aug. 2, 2007
- 234th American Chemical Society National Meeting in Boston, Aug. 19-23, 2007