Chapter 1

Global climate change, acid deposition, and photochemical smog are just some of the problems associated with the world population’s dependence on burning fossil fuels for our ever-increasing energy needs. While we do not think of our campus as a large contributor to these phenomena, our impact is much greater than we realize. The majority of the electricity supplied in Illinois is generated through coal-fired power, with nuclear power also making up a substantial proportion. Illinois Wesleyan University consumes about 19 million-kilowatt hours of electricity per year, as well as 1 million therms of natural gas. Considering that a large amount of this energy is produced through the combustion of fossil fuels, it is obvious then that Illinois Wesleyan leaves a large environmental footprint. Therefore, by decreasing our energy consumption, we can directly decrease the impact of these environmental problems, and save money as well.

In 1999, the total world energy consumption was 381 quadrillion BTU, and was projected to rise by another 59% to reach 607 quadrillion BTU in 2020 (Department of Energy, 2001). The United States comprises less than 5% of the world’s population, yet it consumes approximately 26% of the world’s energy (Cunningham and Saigo, 2001). Worldwide, 85% of commercial energy comes from the burning of fossil fuels such as coal, petroleum, and natural gas. Coal is used to produce electricity and is the most abundant fossil fuel. Unfortunately, it emits twice as much carbon dioxide as natural gas and releases the most pollution. Coal accounts for 83% of the energy used in the U.S., and it contains up to 10% sulfur by weight. Much of this is released into the atmosphere in the form of sulfur dioxide, which is also a major component of acid deposition. Coal burning also releases many toxic metals such as lead, mercury, rubidium, and thallium, which cause severe birth defects. Every year the 900 million tons of coal burned in the U.S. releases 1 trillion metric tons of CO_2, 18 million metric tons of SO₂, and 5 million metric tons of nitrogen oxides (Cunningham and Saigo, 2001). The use of petroleum for transportation releases nitrogen oxides and creates atmospheric ozone that contributes to photochemical smog. This leads to respiratory problems for many people. Nitrogen oxides are also deposited back to Earth in the form of nitric acid, and are a major cause of water acidification. This affects drinking water and both terrestrial and aquatic ecosystems. Natural gas, which is used mostly for space heating, is the cleanest burning fossil fuel.

Most of the pollutants emitted by the combustion of fossil fuels also act as greenhouse gases, which trap heat in the atmosphere and cause global warming. The increase in atmospheric gases has the potential to raise average world temperatures by 2.5 to 10.4°F over the next century (IPCC Report, 2001). This could have drastic effects on the global ecosystem, causing polar ice caps to melt, sea levels to rise, and increasing the spread of diseases such as malaria and yellow fever. Since ecosystems are dependent on many factors such as soil type, local hydrology, and precipitation, they will likely be unable to adapt or shift northward in response to the changing climate (EPA, 2001).

The combustion of fossil fuels also has local and regional impacts. The Chicago area is currently in the “severe” classification range for ambient ozone, which can intensify respiratory illnesses such as asthma, stimulate respiratory inflammation, and diminish lung function. Currently, 14 people die every day in the U.S. as a result of asthma, and Illinois has the highest asthma rate in the country. Approximately 64,000 Americans die prematurely each year as a result of heart and lung disease caused by air contamination, exceeding the annual death rate resulting from car accidents. Children are more vulnerable than adults are because they have a faster breathing rate. According to the Center for Children’s Health and the Environment, asthma is currently the most prevalent cause of hospitalization for American children, and is becoming increasingly more common for adults (E Magazine, Nov/Dec 1999).

Other types of illnesses may also result from the burning of fossil fuels. Climate change, which results primarily from fossil fuel consumption, may increase habitat size for insect species that are vectors for human diseases. Some mosquitoes in Illinois carry St. Louis encephalitis, and have been found as far north as Chicago. Climate change may enlarge and move the breeding region of these insects northward, and the projected warmer, damper habitat would increase the risk of transmission of these diseases (EPA, 2001).

Global climate change may also have other local effects as well. According to the 1997 Census of Agriculture, 76.5% of the land in Illinois is currently used for farming, making agriculture in Illinois an approximate $8 billion dollar industry (U.S. Department of Agriculture, 2001). At this time, irrigation techniques are not commonly practiced in Illinois. If global warming continues and temperatures increase by another 2.5 to 10.4°F, much farmland will likely become unusable for growing corn and soybeans because the temperature will be too high. In addition, Illinois residents may see more of the intense summer heat waves that have become common in the 1990’s, which means more heat-related deaths. A study done in Chicago predicts an increase in summer heat-related deaths by as much as 85% by the year 2050, which would mean an increase from 190 deaths to 360 deaths per summer (EPA, 2001).

From the above, we can see that the production and distribution of energy does not come without environmental costs. What does Illinois Wesleyan contribute to these adverse environmental effects? We consider this question in the following section.

According to Illinois Power, 69% of electricity supplied for the year beginning in March 2000 and ending March 31, 2001 was generated from coal-fired power plants. In addition, 1% was from natural gas-fired power, 27% was from nuclear power, 1% was from other resources, and 2% was from unknown resources purchased from other companies. When conducting general energy assessments, the amount of greenhouse gases emitted due to energy production is typically calculated in units of carbon dioxide. Following these standards, we quantified energy usage at Illinois Wesleyan by calculating the amount of carbon dioxide emitted from the burning of fossil fuels used to supply the university’s energy. In order to determine this, an energy assessment was conducted using data from university energy bills for the year beginning in July 2000 and ending in June 2001. This assessment includes most direct energy uses of the campus, as divided among three sources: electricity, natural gas, and gasoline. Indirect sources, such as the energy used to produce and distribute the products the university purchases and the energy necessary to recycle or dispose of campus waste, are not included.

Electrical bills were obtained from the Physical Plant for the months examined (Appendix 1A) (Brucker, p.c., September 28, 2001). These figures include electricity consumed in all large academic, athletic, and residential buildings, most small halls and fraternity houses, parking lot lights, and security phone booths. A complete list of sources is included in Appendix 1A. During this one-year period, 19 million-kilowatt hours (kWh) of electricity were used at a cost of $1.2 million. Each kWh of electricity produced at a coal, oil, or natural gas powered electrical plant results in the emission of 0.95 pounds of carbon dioxide (Department of Energy, 2001). Using this conversion factor, we determined that Illinois Wesleyan’s electrical usage during this year produced 18 million pounds (9,000 tons) of carbon dioxide.

Natural gas consumption was also considered for this same time period. Most of the natural gas used by the campus goes directly to the heat plant, which then generates heat for the actual building spaces and hot water. Unfortunately, these buildings cannot be monitored individually because the university is billed for the total amount of natural gas supplied to the heat plant. Some newer buildings or additions to the buildings (e.g. Harriett Fuller Rust House, the Center for Natural Sciences, and the lounge fireplace in Dodds) are directly supplied by an outside gas source and do not get heat from the heat plant. The total amount of natural gas consumed by heat plant as well as from additional sources, from July 2000 to June 2001 was 1.07 million therms (Appendix 1B), costing the university over $800,000 (Brucker, p.c., September 28, 2001). Each therm consumed is responsible for releasing 11.7 pounds of carbon dioxide into the atmosphere (Department of Energy, 2001), making Illinois Wesleyan’s carbon dioxide emissions due to natural gas usage 12.5 million pounds (6,271 tons).

Finally, gasoline consumption by campus vehicles was also examined. It was not feasible to determine the total gallons of fuel consumed by all students, faculty, staff, and administrators during this past year. Therefore, this assessment is limited to vehicles used by the Physical Plant and Security, lawn mowers, sports team buses and vans used to transport students. Again, a complete list of data sources can be seen in Appendix 1C. This fraction of campus transportation consumed 13,225 gallons of gasoline in one year (Brucker, p.c., September 28, 2001). At an average of $1.49 per gallon (Brucker, p.c., November 28, 2001), the total cost to the University is approximately $20,000. A standard gallon of gasoline used in an automobile releases 23.38 pounds of carbon dioxide, and a gallon used in a lawn mower will typically produce 25 pounds per gallon (Department of Energy, 2001). Using these figures, we estimate that Illinois Wesleyan emitted 265,346 pounds (133 tons) of carbon dioxide into the atmosphere through its consumption of gasoline during one year.

When the calculations from these three sources are combined, Illinois Wesleyan’s total emission of carbon dioxide due to the consumption of electricity, natural gas, and gasoline from July 2000 to June 2001 was 29.8 million pounds or 14,906 tons (Appendix 1D). To put that into perspective, 58,825 trees would need to be planted annually to absorb that amount of carbon dioxide, so as to offset the negative environmental impacts of its release (CDAIC, 2001).

It is possible to decrease the harmful environmental effects that result primarily from the burning of fossil fuels by our campus. To date, Illinois Wesleyan University has implemented a variety of methods to reduce its energy footprint. The primary measures taken to reduce energy consumption involve the HVAC (Heating, Ventilation and Air Conditioning) and lighting systems.

One of the first attempts to reduce energy consumption was the Energy Management Program, developed and executed by the Physical Plant in 1986. The primary objective of the 1986 energy plan was to install Variable Speed Drives (VSD) into HVAC systems in larger residence halls and all academic buildings on campus. The VSD reduced energy consumption by controlling the fan speed for the HVAC system without altering the comfort level of the buildings. Special energy regulating computers were also installed in campus buildings. They have saved energy by turning off such things as cooking exhaust hoods in the Memorial Student Center and fans in academic building restrooms at night. By using the Variable Speed Drives and the special computers to regulate energy use, the university was able to reduce its energy budget by an extraordinary 25% – from $1,000,000 to approximately $750,000 (Jorgenson, p.c., October 22, 2001). At this time, Illinois Wesleyan also implemented a temperature control policy that restricts building temperatures throughout the year to temperatures between 68º-72ºF with heating and 72º-76ºF with air conditioning (Appendix 1E). This policy has conserved energy by preventing excessive use of heating and cooling systems on campus. Finally, steam leaks in underground pipes were sealed to allow more steam to return to the Physical Plant and be reused, which has also yielded substantial energy savings (Jorgenson, p.c., October 22, 2001).

Further energy conservation measures were also implemented. In the late 1980s, the Physical Plant personnel installed a 15,000-pound boiler to be used during off-peak seasons in place of the two energy demanding 40,000-pound boilers. In 1995, an additional 6,000-pound boiler was installed for use during summer months instead of the 40,000 pound or 15,000 pound boilers, which produced more steam than was needed at that time. High efficiency heating units, with a 92% efficiency rating, were installed in the Chapel and Fort Natatorium, saving even more energy. Similar heating units have been installed in the construction of both the Harriett Fuller Rust House and The Ames Library (Jorgenson, p.c., October 22, 2001).

Still, in order to maximize energy savings, energy efficient decisions should be made in the design stage of construction projects, as this is where approximately 90% of the savings can be gained. In construction projects such as the Shirk Center and Fort Natatorium, many energy saving devices were included in the design phase and built directly into the new structures. A 2,000 gallon water filtering device that saves both energy and water was installed, instead of the inexpensive and inefficient 2 million gallon water filter that is typically used for Olympic size pools. Fort Natatorium also uses a dehumidifier to remove water from the pool’s air. The water removed by the dehumidifier is returned to the pool, while the heat from the dehumidifier is used to heat the pool and other domestic water used in the Shirk Center. These are the types of energy savings that are most cost efficient if included in building design.

Significant efforts to improve lighting use on campus have also been made. In recent years Illinois Wesleyan has installed T-8 fluorescent bulbs and electronic ballasts during building renovations. One of the main places this occurred was in the dining commons of the Memorial Student Center. The T-8 bulbs are an upgrade from the T-12 bulbs that were previously used on campus because the T-8 bulb is smaller and uses less energy. Lighting on the quad has also been improved. The regular 200 watt incandescent bulbs were replaced with 50 and 70 watt high pressure sodium bulbs that use less energy and are actually brighter, with a ratio of 5 incandescent bulbs to every one high pressure sodium bulb. Also, because of university policy, the football stadium and tennis courts lights are turned off when not in use. The tennis courts can be turned off manually, or by a timer after 11 p.m., and the stadium lights must be turned off manually.

In addition, some light-emitting diode (LED) exit signs have been installed around campus. The LED exit sign uses less then 2 watts of electricity compared to the conventional exit sign that uses between 14 and 53 watts. These LED exit signs only have to be replaced approximately every 25 years, which also saves expensive labor hours when replacing incandescent and fluorescent bulbs in other exit signs.

Recently, the Physical Plant was able to purchase an energy saving product called the Vending Miser, which will lower the energy consumption of the compressor by only keeping the drinks closest to the bottom of the machine chilled.

In newer buildings across campus, energy consumption is reduced through motion sensor lighting and photovoltaic lighting sensors. The Center for Natural Science and Center for Liberal Arts have motion sensor lighting systems in hallways, classrooms, and offices. The Shirk Center also has motion sensors installed in faculty offices throughout the building. Photovoltaic lighting sensors in the Center for Natural Science Atrium turn off the lights during daylight hours. The Ames Library and Hansen Student Center have motion sensors installed throughout the buildings, as well as LED exit signs.

Illinois Wesleyan has clearly undertaken many steps to reduce its environmental footprint; yet with our notable air pollution emissions due to the consumption of energy and with campus energy demand on the rise, isn’t it time we did more? Although it may appear that the reduction of a single person’s environmental footprint is not significant, when people work together to reduce their environmental impact as a whole, the results can be astounding. Many universities have already begun looking at their individual energy footprints and implementing ways to reduce their impact. For example, in 1998 Tufts University initiated the Tufts Climate Initiative to steer Tufts University to an energy path that would allow it to “meet or beat” the carbon dioxide emissions target which had been set previously for the United States under the Kyoto Protocol, the international environmental treaty aimed at reducing global warming. Tufts intends to continue to work towards improving public understanding of the climate issue through student involvement and increased research on climate change in engineering, science, economics and policy. Although the United States has since pulled out of the Kyoto Protocol, other universities across the nation are similarly committing to its ideals.The 2020 Project at Oberlin College is another such initiative. It focuses first on determining the campus’ greenhouse gas emissions, and based on this, establishing a course to achieving a zero net output of greenhouse gases by the year 2020. In partnership with the Rocky Mountain Institute, and coupled with student initiated independent research projects, Oberlin’s efforts will help the campus reach its goals. Finally, approximately 275 universities have signed the Talloires Declaration, which commits them to sustainability and environmental literacy in teaching and practice (University Leaders for a Sustainable Future, 2001). Based on the energy efficient changes other universities are implementing, it is obvious that Illinois Wesleyan University can take a leadership role in reducing its environmental impact. If Illinois Wesleyan University could follow these examples, this campus would not only become more environmentally conscious, but also become a place where groundbreaking ideas can be enacted. In addition to the environmental benefits, the university may also save money from these changes. The purpose of this briefing book is to assist IWU in identifying ways to reduce energy consumption. Accordingly, this book is divided into four sections that address different areas related to campus energy consumption including: the Heating, Ventilation and Air Conditioning system (HVAC), Lighting and Personal Appliances, Technology (computers, printers, copy machines, scanners, and audio/video technology), and Education. Specific policy recommendations are proposed in each chapter. A brief summary of these chapters follows.

• HVAC: Surveys of campus residence halls have shown that the temperatures in the vicinity of the thermostats do not accurately reflect the temperatures in student rooms. Adjusting these thermostats to eliminate overheating could greatly reduce energy bills of the campus. In addition, improvements to current technologies, such as the installation of new boilers and geothermal systems, could also have a significant reduction in campus energy use.

• Lighting and Personal Appliances: Surveys looking at lighting systems, exit signs, and the ownership and use of personal electrical appliances show that energy consumption can be reduced fairly easily in these areas. Behavioral changes are one way to reduce our electrical consumption. However, we focus on suggestions for structural improvements including upgrades in lighting and reductions in appliance energy use.

• Technology: A look into the technology on campus revealed that there are areas in which energy consumption can be decreased by taking relatively easy steps. Energy Star technology should be purchased in the future. Behavioral changes, such as turning off computers when not in use and using power saving modes in all available forms of technology, will also significantly improve the efficiency of energy consumption on campus.

• Education: Passive educational programs, such as signs, brochures, and bulletin boards, can affect a wide group of students and faculty. Active programs offered through the Office of Residential Life can present energy education to large groups of students in residence halls. A sustainability flag would require all students to consider energy and other environmental issues, and creating a “greener” campus environment would enable students to learn simply from their surroundings.

At several points throughout the text, reference is made to two surveys conducted to assess energy use on campus—one of students and one of faculty. The original surveys and results from these surveys can be found in Appendices 1F and 1I.

Carbon Dioxide Information Analysis Center (CDAIC). (2001, August). Frequently asked

Cunningham and Saigo, 2001. Environmental Science: A Global Concern. McGraw Hill.

Thomas Hladish, Michael Morris, Jennifer Olson

Heating, Ventilation, and Air-Conditioning (HVAC) systems are typically among the greatest sources of energy consumption in any organization. With over 50 buildings that must have regulated temperatures and humidity levels, improving the energy efficiency of Illinois Wesleyan University’s HVAC systems could result in a $260,000 reduction in annual natural gas and electricity bills. The implementation of these proposals will also reduce Illinois Wesleyan’s annual carbon dioxide emissions by over 1,400 tons, improving the University’s appeal to environmentally-aware prospective students, and in many cases, providing more comfortable living and working spaces by preventing costly over-heating and cooling.

Improving the energy efficiency of HVAC systems is usually very complicated ,as it is highly dependent on building design and construction. At Illinois Wesleyan, the ages of campus buildings, and therefore their original HVAC systems, range from almost 80 years old to not-quite-completed . While many of the original HVAC systems have been replaced or retrofitted in older buildings, unique features of the design of the systems make it that much more difficult to locate specific efficiency problems and recommend appropriate changes.

Another difficulty in altering HVAC systems is that they are closely integrated with the original designs of their associated buildings. In Sheean Library, for example, the ventilation system passes through the rectangular, white cement structures that surround the building. In some cases, as appears to be the case in Sheean, it is cheaper to tear down and rebuild an edifice, rather than replace the HVAC system. In others, it is possible to make less destructive, centralized changes, such as replacing the boilers at Heat Plant. In either case, the costs of change are high. However, the enormous improvement in energy efficiency that results means that the large up-front cost are usually quickly repaid through reduced energy bills.

Illinois Wesleyan University has a recent history of making aggressive and highly successful improvements to its HVAC systems. During 2000, the University’s heating system used 23% less natural gas than it did on average between 1973 and 1985, despite the addition of Shirk Center and the Center for Natural Science. This remarkable reduction is due to the replacement of damaged steam lines and aging boilers (Jorgenson, p.c., October 5, 2001). Illinois Wesleyan is gradually replacing old water heaters with much more efficient instantaneous-steam water heaters, and there has been a proposal to replace Heat Plant’s two 40,000-lb/hr boilers, which are only 70% efficient*, with two 20,000-lb/hr boilers, which are 82% efficient (Tanner, p.c., October 17, 2001). The University has also improved the energy efficiency of the air-handling systems in large buildings since 1986, when Physical Plant began replacing single speed drives with Variable Speed Drives (VSD). VSD’s are highly efficient because they can be operated at below 100% capacity, allowing them to respond more sensitively to demand. Also, a VSD operating at 50% capacity only consumes 12.5% of the electricity needed to power the same drive at 100%. By installing VSD’s and improving the regulatory system, Illinois Wesleyan was able to reduce its annual electricity consumption by 25% (Jorgenson, p.c., October 22, 2001).

In this chapter, we will discuss the design of Illinois Wesleyan’s HVAC systems and how adjusting the temperature regulation system and replacing inefficient HVAC components would financially benefit the University and reduce our environmental impact. We will conclude with a brief discussion of one option Illinois Wesleyan should consider when renovating or building new facilities on campus.

The Heating, Ventilation, and Air-Conditioning system at Illinois Wesleyan is responsible for maintaining safe, comfortable working or living environments in all university-owned structures. The HVAC system includes everything that is needed to monitor and adjust indoor air and water temperatures, humidity levels and air quality and circulation. Air quality control is a particularly important HVAC component in the Center for Natural Sciences (CNS), where the use of numerous volatile chemicals and spore-producing organisms would otherwise be a health risk.

Buildings on campus can be organized in two basic groups: those with independent HVAC systems such as Harriett Fuller Rust House and CNS, and those on the centralized HVAC system, which include most of the older structures. Buildings on the centralized system use steam that is produced in large boilers at the Heat Plant. This steam is distributed via underground pipes, and is used at the destination structures to heat radiators, as well as to provide hot water for sinks and showers in some buildings. Some older buildings use conventional water heaters present within the structures to heat water for sinks and showers; as these water heaters age and begin to leak, however, the university is replacing them with instantaneous-steam water heaters. Instantaneous heaters are more efficient because they heat water on demand rather than maintain a large reserve at a high temperature, regardless of when it will be needed.

Air temperatures in all university buildings are monitored using thermostats. In the newest buildings, thermostats and humidistats are present in every room, while in older buildings such as Dolan Hall, there are as few as two thermostats for the entire structure. Thermostats, in most buildings, may be adjusted manually to temperatures between 72 and 76ºF during summer months when air conditioning is in use, and between 68 and 72ºF during winter months when the heat system is in use. The heating system is automatically turned on when the outdoor temperature drops below 55ºF, while the air conditioning system must be turned on manually by the Heat Plant. Humidistats, when present, maintain 40-50% humidity and may be adjusted by the Heat Plant. It should be noted that thermostats and humidistats do not guarantee the climate ranges mentioned above throughout the entire building, particularly if the monitoring system is as limited as it is in Dolan Hall.

Indoor temperatures on campus vary greatly from one building to another, and even within a specific building. This variation can be attributed to the relative age of buildings and the quality of insulation. In addition, the variation within a building can be ascribed to the type of heating system present in a specific building and to the number and location of thermostats within that building.

The consequence of ineffectively placed thermostats is critical in understanding where some heating systems fail. For example, Dolan Hall has only two thermostats for the entire building. They are located at the north and south ends of the hall on the third floor. Both are positioned near windows, which when opened allow outside air to enter, which greatly influences the temperature reading. Because such fluctuations make the thermostats ineffective, Heat Plant personnel have adjusted the HVAC system to respond to outdoor temperatures, as opposed to indoor temperatures. The heating system is activated when the outside temperature is below 55° F, and may increase in intensity at lower temperatures. However, due to the imprecision of this control system, excessive overheating can occur.

To fully understand the extent that residence halls are overheated, we conducted a study in Dolan Hall. Although Dolan Hall is not the only building where overheating occurs, it was chosen as a model to illustrate the inefficiency of some residence hall heating systems at IWU. Before collecting any specific temperatures within the building, we determined the temperature settings of the thermostats. In the north and south zones, the thermostats were set at 75º F. The university heating systems, however, cannot be set to temperatures above 72º F, and a thermostat set above 72º F will only regulate the indoor environment to 72º F. (Tanner, p.c., October 17, 2001). Our investigation revealed that internal temperatures consistently exceed this limit in Dolan Hall. We recorded the actual air temperatures in the lounges, hallways, and in each individual room throughout the building. These temperatures were then averaged for each floor (Table 2.A). We obtained the temperature readings using an instantaneous thermometer, which uses infrared technology to measure the surface temperatures in a room.

Table 2.A: Average Floor Temperatures in Dolan Hall

On every floor surveyed, the average floor temperature in rooms with closed windows exceeded the limit of 72.0ºF. The range of overheating was 1.5ºF to 5.6ºF. It might be surprising that lower floors of Dolan Hall are hotter; we believe this is because of the location of the boiler room on the first floor. The boilers and the pipes that bring steam into the building emit heat into the hallways of the first floor and through the walls. Also, it is possible that the upper floors lose more heat to the outside environment because the ground does not insulate them, as is the first floor.

We also conducted a survey of Munsell Hall, Illinois Wesleyan’s largest residence hall, to determine if overheating occurs in other residence halls. The results of this survey revealed that overheating is a significant problem in Munsell Hall as well (Table 2.B).

Table 2.B: Average Floor Temperatures in Munsell Hall

The high temperatures seen in Table 2.A and Table 2.B show that overheating is a problem that likely exists in residence halls across campus. Therefore, the building thermostats, which should maintain the temperature in the buildings at or below 72º F, are not effectively regulating temperatures. In the majority of University residence halls, students are not able to adjust uncomfortable room temperatures by turning down the thermostat. In fact, in a survey of 198 students, 59% reported that they are not satisfied with the temperatures of their rooms. Specifically, 82% of these students replied that it is too hot when the heat is on. Many students (89%) have attempted to adjust the temperatures themselves by opening their windows (84%) or covering their heating vents (14%), which could prove to be a potential fire hazard. As a result, a large amount of energy is wasted as students leave their windows open, while the University’s heating system continues to produce too much heat.

Our results show that the thermostats are not effectively regulating the temperatures in some residence halls. Fortunately, the solution to overheating in University residence halls is simple and costs nothing. This can be done by simply adjusting the thermostats. In our study we found that the average residence hall temperature was 75.5ºF. If the University would lower the thermostat settings so that the average residence hall temperature was 70.0ºF, the annual average building temperature would be 5.5ºF lower, based on the residence halls we surveyed. This would save the University approximately $435 per year, per residence hall. If further studies showed that overheating occurs in all major residence halls (excluding Harriett Fuller Rust House), the University would annually save approximately $3,045 by making similar changes. It is important to note that there is no pay back time because this proposal only requires an adjustment of the thermostats. In addition, by reducing the average indoor temperature of IWU residence halls by 5.5ºF, the University would be consuming approximately 6,548 fewer therms per year. This reduces CO₂ production by 76,616 pounds (38 tons) per year.

As suggested above, one significant problem with HVAC systems is the inefficiency of temperature regulation. Rooms or entire buildings may be overheated in winter or overcooled in summer for reasons ranging from inappropriately placed thermostats to residents not knowing how to adjust temperature controls.

Some of the buildings on Illinois Wesleyan’s campus are very easy to monitor and regulate because every room has an independent thermostat; this is the case for CNS and Harriett Fuller Rust House. Other buildings, such as Pfeiffer Hall, do not have thermostats, but students can still effectively adjust room temperature by turning a valve to open or close the flow of steam or hot water through the radiator. Finally, some buildings such as Magill Hall are monitored with only two thermostats, both located in common areas, and have no heat controls that residents are able to adjust.

A second component of our HVAC assessment was to determine the relationship between overheating and the presence of independent temperature controls in residence hall rooms. We believe that residents who can control the temperature of their rooms via thermostats or radiator valves are less likely to have overheated rooms, and are therefore less likely to “waste” heat by opening windows during cold winter days. Unfortunately, the remarkably warm weather this fall has made it impossible to conclusively determine that there is a significant difference in window use between students who have individual controls and students who do not. Still, from our experience living on campus for the past three and a half years, and based on informal communications with students who have lived in Magill Hall, we believe that radiator valves would greatly reduce overheating, and therefore save money and reduce the University’s environmental impact.

We have attempted to estimate the costs due to excess energy consumption of not providing students in Magill Hall with individual controls. In our calculation, we assumed an average winter (November-March) outdoor temperature of 32ºF, an average indoor temperature of 72ºF. By estimating window usage and indoor-outdoor air exchange, we determined that installing individual temperature controls in Magill Hall would save Illinois Wesleyan $800 per year and reduce carbon dioxide emissions by 10 tons through the unneeded combustion of 1,720 therms of natural gas. The Heat Plant has radiator valves, which can be installed, in each room at a cost of $180 per room (Tanner, p.c., October 17, 2001). These values translate into a payback time of 12.8 years. This proposal may not be as financially compelling as others; however, the benefits are still significant and should not be disregarded.

While policy changes or thermostat adjustments may provide substantial energy savings for the university, it will be necessary to make more substantial investments in order to maximize the University’s energy efficiency, and thereby minimize annual energy bills and decreasing the environmental impact. One logical proposal already being considered is replacing two out-dated Heat Plant boilers.

The Illinois Wesleyan Heat Plant currently operates on four boilers to meet its heating requirements: two 40,000-lb/hr Keeler boilers, one 15,000-lb/hr Erie City, and one 5,000-lb/hr Kewanee boiler (BBA Engineering, 2001). “Pounds per hour” refers to the amount of steam generated by the boiler during one hour of operation. Detailed statistics for these boilers can be found in Appendix 2A. While the four boilers combined can produce 100,000-lb/hr, it is estimated that the University’s maximum heat requirement during subzero weather is approximately 38,000 to 50,000-lb/hr (Nicor, 2001). With that in mind, it is inefficient to activate one of the 40,000-lb/hr boilers when it will not be operating at 100%, which is often the case when the weather is not extremely cold.

The University Heat Plant is currently operating at 70% to 75% efficiency. If two new Universal brand water tube boilers are installed as suggested, this would increase the plant’s efficiency to at least 83% when the boilers are operating at capacity. If two boilers are kept on-line modulating together, with a third boiler on standby, thus minimizing its heat loss, the overall efficiency could approach 85% or 86% (Nicor, 2001). An increase to 85% efficiency would create a 21.4% reduction in fuel requirements. Considering the Heat Plant consumed 1,072,011 therms of natural gas last year (Brucker, p.c., September 28, 2001), this would result in an annual energy savings of 229,410 therms. At the current rate of 46.5 cents per therm, this savings is approximately $106,676 per year.

Two new Universal boilers will cost approximately $1,045,998 for both equipment and installation (Koch, 2001). Koch Financial Corporation of Arizona has agreed to finance this acquisition at $11,352 per month (5.50% interest) for 10 years. At this rate, the total cost to the university will be $1,362,220. Considering an annual energy savings of $106,676, this purchase will pay for itself in 12.8 years, at the current cost of 45.6 cents per therm. This cost per therm is only in effect until April, at which time a new rate will be up for negotiation. The higher the cost of gas, the quicker this project will be paid for. A summary of these calculations can be seen in table 2.C below:

In addition, the annual savings of almost 230,000 therms would prevent the emission of over 2.6 million pounds (1,350 tons) of carbon dioxide.

Although this investment may initially appear to be a substantial and currently unnecessary cost to the University, the need for new boilers is becoming urgent. Both Keeler boilers are in desperate need of replacement. Should one or both of these boilers become inoperable, the consequences could be disastrous, especially if parts can not be found to repair them. These boilers were installed in 1966 and 1974. Due to their age, replacement parts are becoming almost impossible to obtain (Nicor, 2001). Replacing the out-dated boilers with smaller, more efficient models would be pragmatic, financially sound, and environmentally beneficial.

Building renovation and construction are inevitable on a college campus, and Illinois Wesleyan is no exception. In fact, it is difficult to remember a time when construction work was not taking place. Renovations and new construction should not be viewed as a burden on faculty and students, but rather as an opportunity to implement more efficient energy systems and, in some ways, “boldly go where few campuses have gone before.”

Illinois Wesleyan relies almost entirely on natural gas and electricity to meet its energy requirements. As discussed in Chapter 1, such a dependency has an incredibly negative impact on the environment, especially over an extended period of time. In an age when environmental concern is at an all-time high, the university should use this opportunity to show the community, prospective students, current students, and alumni that it acknowledges this problem and is searching for an effective and innovative solution.

Alternative forms of energy, such as solar and wind power, have been available for quite some time, although their implementation has not been widespread. One alternative source that is rapidly increasing in popularity is geothermal energy. According to the Environmental Protection Agency (EPA), geothermal is the “most energy-efficient, environmentally clean, and cost-effective space conditioning system available” (GeoExchange, 2001). Although geothermal use is becoming more popular in residential homes, it is most cost effective when implemented in larger buildings, such as schools (Detweiler 1999).

Geothermal systems work by taking advantage of the natural heat that is stored just below the earth’s frost line, where the temperature remains constant at 55 degrees F year-round at our latitude. This is most often accomplished by installing a closed-loop heat pump, which pumps an anti-freeze solution through a buried loop of pipes. This solution is heated to a basal temperature of 55 degrees, and pumped into a heat exchange coil (a small radiator) in the house where it is transferred to an air conditioning gas. This gas is run through a compressor and the heat of compression raises the temperature to about 120 degrees. The heat is then introduced very slowly into the house. The solution then continues the circular path, heading back underground to absorb more heat and once again bring it to the surface. This system is not only capable of heating the air of a building, but also the water (Corn Belt Energy, 2001).

One enormous advantage to geothermal systems is that they are not only capable of providing a building with heat, but they also have the ability to cool a building in warmer weather. This is done by setting the indoor unit to extract heat from the air and transfer it to the loop, which will then return it to the earth. It is far less energy intensive to return heat to the cooler, upper layer of the earth, rather then expelling it into an 80 or 90 degree outdoor air temperature, as most current air-conditioning systems are required to do. Moreover, during the summer, when heat is being removed from the air of the building, it can be directly used to heat water in the building, with no energy cost at all (Corn Belt Energy, 2001). This change from heating to cooling mode can be done by simply flipping a switch on the thermostat.

The heat stored in the earth is essentially inexhaustible, and a typical geothermal system is 400% efficient, producing over four units of energy for every one unit of energy that it consumes in the process of circulating the solution. Also, because the loop is buried in the ground, the outdoor temperature does not adversely affect the efficiency of the system, and it will therefore perform equally well in all seasons.

Although it may initially seem that a geothermal system would require a significant amount of construction, the installation is simple. The loops can be constructed in either a vertical or horizontal configuration. A horizontal loop consists of two pipes buried in trenches approximately 6 feet deep, for a distance of 100to 400 feet. These trenches are usually about 6 inches wide, and therefore cause little or no disturbance to the landscape.

If land space is limited, a vertical configuration may be constructed, which includes multiple small diameter pipes placed 75 to 300 feet deep. When installed correctly, the pipe in this system should last 50 to75 years, as they are inert to chemicals found in soil.

The benefits of a geothermal system in an educational building are numerous. In addition to eliminating the emissions created by fossil fuels, geothermal also prevents the release of indoor pollutants, such as carbon monoxide, because there is no combustion system. Geothermal systems include a thermostat in each room, which allows faculty and students to adjust the temperature to their comfort level, and also assures that the temperature will be recorded accurately. These adaptations help to provide both a safe and comfortable learning environment.

Finally, geothermal systems allow for more liberty in building design and space distribution. The indoor unit requires little space and can reduce the size of a building 3 to 5 percent by leaving out the boiler room (GeoExchange, 2001). These systems eliminate the need for large ductwork to distribute air throughout the building, thereby reducing the height necessary. For example, one project in Toronto saved more than one million dollars in construction of an 180,000 square foot school. This system also eliminates the need for flat roofs, which will allow for better architectural design and reduce the possibility of leaking for which flat roofs are prone.

Olympia High School in Olympia, IL, was the first school in Illinois to install a geothermal system in the summer of 2001. In this instance, an open loop system was installed to take advantage of the heat produced from an underground aquifer, as well as the ground heat. The initial investment was approximately $1.5 million for a 300-ton capacity system. Although this may initially appear to be a substantial investment, this system will reduce annual energy costs by approximately $150,000, creating a payback time of only 10 years (Albertin, p.c., November 29, 2001; Bratcher, p.c., October 29, 2001).

The incredible energy-saving potential of geothermal systems has led to an amazing growth in popularity during the past few years. To date, over 540 US schools have installed geothermal systems; however, only 39 of these are colleges or universities (GeoExchange, 2001; Appendix 2.B). This setting will allow Illinois Wesleyan to pave the way as an environmental leader, both among Illinois schools and national universities. The proposed Sheean Library renovation (see Chapter 5) would provide a logical opportunity for Illinois Wesleyan’s entry into the realm of geothermal energy. Installation of a geothermal system into Sheean Library, or a replacement building of similar size (37,000 sq. ft), would require a closed-loop system of approximately 75 tons. Currently, most commercial systems are installed at a cost of $4,500 per ton. Therefore, a project of this size would cost approximately $340,000 for parts and installation. Most previous natural gas supplied residential homes outfitted with geothermal systems have a 6 to8 year payback time. The payback time for commercial buildings, such as the project we suggest, is usually shorter (Bratcher, p.c., October 29, 2001).

Installation of a geothermal system at Illinois Wesleyan would also create a significant reduction in the emission of fossil fuels and their environmental effects. A system the size we are suggesting would eliminate the annual emission of approximately 50,000 pounds (25 tons) of carbon dioxide, 375 pounds of sulfur dioxide, and 175 pounds of nitrous oxide. This would also present a marvelous educational opportunity to publicize the reduction in pollution due to the use of a geothermal system.

By implementing the proposals we have suggested (thermostat temperature reduction, radiator valve installation, boiler replacement, and geothermal installation) Illinois Wesleyan will accumulate an annual savings of over $260,000, while reducing its emissions of carbon dioxide by over 1,400 tons.

Bratcher Heating and Air Conditioning. Personal communication. October 29, 2001.

Cunningham and Saigo, 2001. Environmental Science: A Global Concern. McGraw Hill.

Detweiler, H. Tribune article on geothermal technology for Illinois. Online. August 1999. http://www.elpc.org/lists/il-energy/msg00015.html

Geothermal Heat Pump Consortium Inc. GeoExchange. Online. 2001. http://www.geoexchange.org/home.htm

Koch Financial Corporation. Re: RFP for Illinois Wesleyan University. May 21, 2001

Nicor Energy Solutions. Re: New Boilers for Illinois Wesleyan University in Bloomington Illinois. May 16, 2001.

Rachel Eichelberger, April Guthrie, Tracy Quinn

Lighting and electrical appliances account for a significant portion of the energy budget in most houses and institutions. In the United States, it was estimated that lighting alone accounts for 20-25% of all electrical use, while for commercial buildings, lighting accounts for more than 41% (Rabon et al, 2000). Moreover, in households as well as campuses across the country the number of personal appliances is increasing. For this reason, we decided to focus our study on the efficiency of lighting in campus buildings and the ownership and use of personal electrical appliances by Illinois Wesleyan University students. We investigated the lighting systems and exit signs on campus by sampling seven buildings, and we surveyed students and faculty regarding their ownership and use of lighting and appliances. In this chapter, we summarize our findings and propose changes to decrease Illinois Wesleyan University’s energy use. These changes will not only reduce our campus’ environmental footprint but reduce energy costs as well.

New lighting technologies, such as simply switching from incandescent to fluorescent light bulbs, can yield significant energy savings; in fact, certain types of fluorescent light(s) are up to 75% more energy efficient than standard incandescent bulbs of comparable light outputs (Energy Resources, 2001). Using energy efficient products will save money on energy costs, and investments in lighting retrofits offer very attractive rates of return with very little risk (Energy Resources, 2001). In addition to cost savings, upgrades lead to an increase in light quality and a decrease in heat given off by energy inefficient bulbs. Approximately 95% of the energy used in incandescent bulbs is wasted as heat (Cunningham and Saigo, 2001). Reducing the amount of heat given off by lights leads to a reduction in the energy used to cool a building, which in turn can save money.

There are various different types of fluorescent bulbs such as the T-5, T-8, and the T-12. The numbers refer to diameter lengths in eighths of an inch. The smaller diameter lamp allows more light to exit the fixture. The T-5 is rated at 28 watts, the T-8 at 32 watts, and the T-12 at 40 watts. In the United States, contractors performing renovations and new building construction usually choose a T-8 system because less electricity is used to generate the light, which results in cost savings. Labor costs incurred by using the T-8 bulbs are also reduced because of the bulbs’ long life of 20,000 hours, which requires them to be changed less frequently. They also require fewer fixtures than a T-12 system, which reduces project costs (The Energy Depot, 2001). A T-5 system would be even better; however, fixtures are currently difficult to find in the United States (Jorgenson, p.c., fall, 2001).

In order to start and operate all fluorescent bulbs, a ballast is required. A ballast is an electrical device that converts line current into the proper voltage to operate the fluorescent lamp. It limits current to the lamp and provides a starting voltage to create an arc of ultraviolet energy. There are two types of ballasts that control fluorescent bulbs: magnetic and electronic. Electronic ballasts use solid-state technology to operate lamps with high frequency current, and are considered much more efficient than magnetic ballasts in terms of energy use. When compared to a magnetic ballast with standard T-12 lamps, an electronic ballast with T-8 lamps will provide similar light output with up to 40% less energy consumption (The Energy Depot, 2001).

Illinois Wesleyan University’s older buildings, including Sheean Library, Buck Memorial Library, Stevenson, Presser Hall, the Merwin Art Gallery, and Shaw, all use a T-12 system. However, newer buildings and buildings that have been renovated recently have a T-8 system. These include Munsell, Ferguson, the Center for Natural Sciences, the Center for Liberal Arts, the new Ames Library, and the new Hanson Student Center. In the Memorial Student Center, the areas that have been retrofitted, the Dugout and the Commons, have T-8 fluorescent bulbs; however, the Davidson Room, and the Henning Room contain all T-12s and fixtures with incandescent light bulbs. All the newer buildings on campus, such as the Center for Liberal Arts, Center for Natural Sciences, the Shirk Center, Harriett Fuller Rust House, the Hansen Student Center, and the Ames Library have only electronic ballasts. The older buildings are slowly being converted from magnetic to electronic ballasts.

Exit signs are not usually thought of as big energy wasters; however, they are never turned off, and they are found in great numbers throughout every building on campus. This means that they are using energy 24 hours a day, 365 days a year! Considering their constant use, it is important to choose energy efficient models. Our study found that standard exit signs with incandescent bulbs use approximately 40 watts; some models have fluorescent bulbs that use 14 watts; however, newer exit signs use Light Emitting Diodes, or LEDs, which use only 5 watts of electricity or less. We also found that one type of Energy Star exit sign contains an LED that uses under 1 watt. In addition, to differences in energy consumption, incandescent light bulbs also need to be replaced often, whereas LEDs last 25 years, because they do not have filaments that break or burn out. They also generate very little heatThere are a wide variety of exit sign models on our campus. However, the only way to know exactly what types of light bulbs they contain would be to open and examine each one. No one on the physical plant staff has conducted such an inventory; they simply replace them as needed (Shires, p.c., fall, 2001). Therefore, quantifying the number of incandescent models compared to fluorescent models proved to be very difficult. However, our study did reveal that IWU currently has 115 exit signs that are not LED. These include 21 incandescent models in Stevenson, Magill, Shaw, and Presser (The exit signs in Magill contained two 15 watt bulbs, whereas the ones in Stevenson had two 11 watt bulbs each) and94 fluorescent models in Blackstock, Buck Memorial Library, Holmes Hall, Sheean Library, and the Memorial Student Center (These signs varied from one to two bulbs with 25- 40 watts.) LED exit signs are located throughout Ferguson, Munsell, Gulick, Pfeiffer, the Memorial Student Center, the Center for Natural Sciences, the Center for Liberal Arts, Health Services in the basement of Magill, and Harriett House. (See maps for locations of incandescent and fluorescent exit sign models- Appendix 3A)

According to a report by Green Seal, simply turning off unneeded lights can reduce direct lighting energy consumption up to 45% (Green Seal, 1997). Currently, there are no set lighting operating schedules for the older buildings that rely simply on switches to turn lights on and off. Consequently, lights are left on for extended periods of time when no one is in the room, which means great opportunities exist for reducing energy use and energy costs by simply turning lights off when and where they are not needed. Some of this can be achieved through energy conservation education (See Chapter 5). However, a more efficient and effective way to reduce the waste of energy involves making minor technological changes. The Shirk Center and the new Ames Library have a central lighting control panel from which all the lights in the building can be turned off. However, in many cases lighting control systems that utilize occupancy sensors are more effective. This type of technology is already used in the CNS, the Ames Library, and Hansen Student Center.

Occupancy sensors employ a variety of technologies that can detect heat, motion, sound, or a combination of these. The primary types of sensors are infrared, which detect motion of a heat source (most often a person), and ultrasonic, which detect motion of an object using a form of radar (Federal Energy Management Program, 2001). Most are adjustable in the amount of motion/heat/sound necessary to trip the switch and turn lights on, as well as setting the period without sensing motion before the lights are turned out. The sensors in CNS, for example, are set to turn the lights off 15 minutes after the last movement.

Frequent switching of equipment on and off may shorten lamp and ballast life, but generally the more a lamp is off, the longer its useful existence in the future. The U.S. Environmental Protection Agency and the Electric Power Research Institute predict that energy savings with the implementation of occupancy sensors will be 13-50% for private offices; 40-46% for classrooms; 22-65%for conference rooms; 30-90%for restrooms 30-80% in hallways (Federal Energy Management Program, 2001).

Another technological option to decrease energy consumption by lights is a daylight sensor that detects room daylight levels and only turns the lights on if the amount of light is less than a minimum level. This technology works well with regular motion sensors. Many aspects of the system are customizable: you can select the amount of minimum daylight needed before the lights switch on (if people are in the room). The time interval for turning off the lights, 3-18 minutes, can also be chosen according to preference. A Swedish housing company, Svenska Bostädor, implemented these types of sensors and found that the system saved 80-90% of the electricity required for a conventional lighting system (Laurén, 2000). Currently, the CNS and the outside quad lights have a similar device, the photocell, which turns the lights on or off depending on the amount of light.

According to the EPA, 90% of the energy used to power audio products and other electrical appliances, including computers, is consumed when the products are turned off— energy is used to maintain features such as the clock, remote control, and channel/station memory (Environmental Protection Agency, 2001). Using power strips that, in effect, unplug these appliances can save much of this energy. However, most people do not take the time to switch off their power strips, and, additionally, there is a problem with certain electronic equipment that needs to be plugged in at all times. That is why smart power strips are important. These power strips incorporate an occupancy sensor into the power strip, which turns off the power strip when no one is around. Some brands of these power strips provide two sets of outlets; one controlled by the occupancy sensor, the other uncontrolled. This allows equipment that needs to be plugged in at all times to be plugged into the same strip (LA DWP Energy Efficiency, 2001).

Illinois Wesleyan University recently purchased 40 Vending Misers, which power down vending machines when the area surrounding them is unoccupied and automatically repowers the machine when the area is occupied (Bayview Technology, 2001). The Vending Miser measures ambient temperature and compressor current, repowering the vending machine as needed to ensure that cold product temperature is maintained in the cans closest to the dispenser. The Vending Miser reduces energy consumption by an average of 47% without compromising the shelf life of the product or the temperature of the purchased beverages (Electric America, 2001). The Coca-Cola Company and The Pepsi-Cola Company have concluded that the Vending Miser has no impact on product quality or on the vending machine, and it actually extends the life of the vending machine by reducing the number of compressor cycles. The Vending Miser may also increase sales because it spontaneously turns on the machine when the area is occupied, therefore bringing attention to the vending machine. There are currently 40 vending machines on the Illinois Wesleyan campus. A vending machine on average consumes 3,373 watts per year, and powering down can result in savings up to $140 or more per year per machine (Electric America, 2001). On the Tuft’s Medford Campus, there are 75 vending machines that have been or are in the process of being equipped with the vending miser. They also include a sign on each machine that it is installed on explaining how much energy it saves.

In an energy analysis prepared by Bayview Technology for Illinois Wesleyan University, it was estimated that Vending Misers would have a payback period of only 18.19 months. (Appendix 3B) For IWU, this translates into a 132% return on investment, or $2,044 in savings, after two years and an astounding 198% return, or $6,267 in savings, after three years. However, these savings will only be seen after the Vending Miser is installed in campus vending machines, something that has not yet happened due to labor crew time constraints.

Each year in the U.S., home audio, video, and DVD products alone consume 7 billion kWh of electricity when turned off. This is enough electricity to power New York City and Westchester County, with a population of approximately 9 million people, for more than two months. In addition, this could provide Bloomington/Normal with electricity for 15 years, or it would provide Illinois Wesleyan with electricity for 572.25 years. When turned on, these consumer electronics only use about 10% of their overall energy consumption. Therefore, 90% of energy consumed by audio products is after the products are turned off to maintain memory. (Environmental Protection Agency, 2001)

Appliances and electronic equipment in student residence halls at Illinois Wesleyan University consume a significant portion of the electricity on campus. Students own refrigerators, TVs, VCRs, DVD players, microwaves, and stereos that contribute to this consumption. We conducted a study using a Brand Electronics Digital Power Meter. With this device we plugged in an appliance and were able to determine how many watts it was consuming at that moment, and how many kilo-watt hours if the appliance was left plugged in for an extended period of time. The meter would also calculate the cost to run the appliance.

Using the energy meter, we monitored 20 residence hall rooms to find out how much energy each of the appliances used, including stereos, TVs, VCRs, DVD players, refrigerators, and microwaves. By monitoring these appliances, we determined the amount of energy consumed with the power turned on and off. Refrigerators consumed the most energy in residence hall rooms (See table 3.A). On average, a small Sanyo refrigerator consumed 85.6 watts of energy while the compressor was on. In contrast, the larger residence hall room refrigerators used 326 watts while the compressor was on. The smaller Sanyo refrigerator was monitored over a 5-day period, and it consumed .51 kilowatt-hours per day, therefore it would cost $12 dollars to run for the entire school year, emitting 254 pounds of carbon dioxide.

Table 3.A Average Instantaneous Energy Consumption in Residence Hall Appliances

Our study showed that refrigerators are the single largest electricity consumer in residence hall rooms, because they are constantly on. Therefore, they used 75 % of the electricity used in a room during one day. A typical household refrigerator uses over 900 kilowatt-hours per year, which is equivalent to leaving a 1,250-watt hair dryer on for a month. (Environmental Protection Agency, 2001) There are approximately 25 large capacity refrigerators across campus in residence hall kitchens. Therefore, the university is spending about $1,462.50 on electricity for these refrigerators alone, including these large refrigerators and residence hall room refrigerators.

Our visual inspection showed that a surprising number of students actually owned Energy Star appliances, although this was more by chance because they did not know their products were Energy Star rated. There were five Energy Star TVs that used the same amount of energy turned on as similar sized televisions that were not Energy Star. Although surprising, the energy savings are seen when televisions are turned off, since televisions are off a great deal of the time. The microwave by far used the most electricity while it was on; however, students would only use it to heat food for 10 minutes. Thus it is not the biggest energy consumer in the room due to its infrequent use.

Using these figures, one might think that 90% of the energy couldn’t possibly be consumed when the products are off. However, these products are off most of the time, so the small amount of energy consumed when the products are off is multiplied by approximately 24 hours a day, 300 days a school year, so this amount adds up. This is especially true because almost no one unplugs appliances when they are not in use.

Using a written survey, 198 students were questioned about what appliances they have in their rooms. We found that about 91% of students have televisions, 94% own refrigerators, 71% own microwaves, 80% own stereos, 76 own VCRs, 28% own DVD players, and 87% own lamps. On average, each residence hall room has 6.7 student-owned appliances, excluding computers. Assuming each student brings a computer and printer (see chapter 4), the average is 10.7 appliances in each double-occupancy room. According to student responses, approximately 63% of students turn these appliances off when they leave their rooms. Taking this into account, we found that each room uses approximately 3.8 kWh per day, costing the University $75 per room per school year. This results in 1,907 lbs. of carbon dioxide emitted annually or 5 lbs. of carbon dioxide emitted per room per day. A study conducted at Tulane University found that residence hall rooms there contained an average of 11.3 appliances and that each room emitted 3 lbs. of carbon dioxide per room per day. This discrepancy can possibly be explained because Illinois Power uses a significant amount of coal to produce electricity, which emits more carbon dioxide than other forms of energy (SafeClimate, 2001).

On the basis of our findings, we suggest that certain measures be taken to reduce our campus’ energy consumption and thus our ecological impact. Many campuses have implemented some of these changes and have had success. These suggestions would help demonstrate that Illinois Wesleyan is concerned about the environment and ready to be a leader concerning these issues.

We recommend that Illinois Wesleyan replace the current T-12 systems that remain on campus with T-8s. This change to from T-12 to T-8 bulbs will be paid back for in approximately 3-4 months (.28 year). The payback is fast due to the fact that all that must be purchased is the bulbs, since the T-8 bulbs fit into T-12 fixtures (Menards, p.c., fall, 2001). Not only will the University be saving energy and money, it will be contributing less to global warming. In saving only $2.61 per bulb, we will emit 55 less pounds of carbon dioxide yearly per bulb replaced (Environmental Law and Policy Center, 2001). The money from energy saved would be $10.40 over the life of the bulb, and the total savings would be $9.66 over the life of the bulb (See Table 3.B). Many campuses have found large savings in changing from a T-12 system to a T-8 system. Brown University saves $15,537 yearly now that they have upgraded their Geo- Chemistry Building, and the payback was about 3 years (Brown is Green, 1996). Furthermore, we suggest that once T-5 technology becomes more available that IWU be a leader and install the system into new buildings or consider it for retrofit. It is very difficult to find fixtures for T-5 bulbs in the U.S., thus they have not been considered here at Wesleyan. However, T-5s are becoming popular in Europe and are used more frequently in the United States for new construction (Federal Energy Management Program, 2001).

Table 3.B: Lighting Savings for Changing from T-12 to T-8 Bulbs

Although Illinois Wesleyan already has seven buildings that have only LED exit signs, it would be beneficial to convert the rest to LED models. Energy Star Series Exit signs are available that use .81 watts. They cost $88 for a double-faced sign, which is currently the model that is purchased for new buildings on campus. However, the easiest and cheapest way to convert non-LED exit signs is to simply purchase the QUICK-FIT (LED) series bulbs. Each QUICK-FIT replacement uses only 1.2 watts and fits into both incandescent and fluorescent bulb sockets. They cost $11.95 for a set of two, which is the number needed per fluorescent or incandescent exit sign (See Table 3.C). Therefore, an exit sign previously containing two incandescent bulbs at approximately 30 watts will now only be consuming 2.4 watts of electricity. Using the QUICK-FIT instead of fluorescents would save $21.38 per year and $1,336.25 over the life of the bulbs. Changing from incandescent to QUICK-FIT will save $29.39 per year and $1,836 over the life of each sign (See Table 3.D). The major factors that cause the Energy Star exit sign and the QUICK-FIT replacements to be so efficient and cost effective are their long lives of 25 years and their low watt consumption. Switching from an incandescent bulb in an exit sign to a QUICKFIT will also reduce our pollution emissions. We would emit 602 pounds less of carbon dioxide, 2 pounds less of nitrous oxide, and 11 pounds less of sulfur dioxide, per year, per sign. It would take 40 trees planted in a year to capture that amount of carbon dioxide! In changing from fluorescent to QUICKFIT LED replacements, we would still considerably reduce our impact by 439 pounds of carbon dioxide, 2 pounds of nitrous oxide and 8 pounds of sulfur dioxide (which is equivalent to 29 trees to capture that amount of carbon dioxide).

Table 3.C Energy Costs of Exit Sign Bulbs

We propose that the university place motion sensors in all public areas and classrooms, as well as faculty offices, corridors, and restrooms. This will cut down on instances of lights being on when no one is in the building, which happens often now. Our survey results found that only 33% of students turn off the lights when they leave a classroom. Therefore installing more motion sensors will save as much as 60% of the energy used for lighting. We also propose that the university consider installing daylight sensors as well, insuring that lights will not be on when there is sufficient daylight. Not only will this save electricity and thus money, it will also enhance the aesthetic appearance of the campus if we use less artificial lighting. Acoa Composites in Monrovia, CA enjoys a $26,000 annual electricity savings as a result of installing ultrasonic sensors in offices, work areas, and hallways. The installation paid for itself within one year (Federal Energy Management Program, 2001).

We also propose that the university install smart power strips in residence hall rooms as well as faculty and administrative offices. These power strips can be bought from Watt Stopper Inc., through a special office equipment efficiency program, for $20 each (Watt Stopper, 2001). This would allow us in effect, to unplug appliances which do not need to be plugged in at all times when not in use. At the same time, it allows us to plug in appliances that need to be plugged in at all times such as fax machines, alarm clocks, etc. in the same strip. This would save us some of the 90% of the energy used to power the appliances when the products are turned off (LA DWP Energy Efficiency, 2001). Considering the cost to power appliances while they are off, the payback time for the Smart Power Strip will be approximately 4.5 years. This was determined by using the average kilowatt- hours consumed for all appliances while off per residence hall room. Then we multiplied the figure by the percentage of the day that students are generally not in their rooms or asleep. We approximated this number to be 2/3 of a day. Then we multiplied by the electricity rate of $.065 and divided $20 by that number ($4.44) to get a payback of 4.5 years.

To realize the savings from the Vending Misers, they must first be installed. Bud Jorgenson and all the physical plant staff have been extremely busy with new construction, cleaning up the Memorial Student Center etc. Therefore, we propose that Alpha Phi Omega (APO), Illinois Wesleyan University’s service organization, install the Vending Misers. They have agreed to assist with this effort. Vending Misers are a simple external plug and play product, typically requiring fifteen minutes or less for installation (Electric America, 2001). Therefore it would be possible for students to receive their service hours through the installation of the Vending Miser, which would cut down on labor costs significantly for the university. To ensure proper installation students in APO should be chosen and only they should be allowed to install the Vending Miser. The student(s) would then contact the vending machine company (Canteen or Coca-Cola) to have the vending machine moved for the completion of installation. If planned and executed properly the university could see savings of $4,222 per year and 70,367 watts in simply installing these vending misers. This also results in reducing our environmental footprint. Our campus would emit 86,592 pounds less carbon dioxide, 338 pounds less nitrous oxide, and 1,616 pounds less sulfur dioxide, per year. This is equivalent to the emissions resulting from taking a trip by automobile from Chicago to New York 132 times!

*Yearly Energy Analysis – All Vending Machines (for Entire Energy Analysis, see Appendix 3B)

Based on our results with the energy meter, we conclude that Energy Star appliances are the most energy efficient (including when turned off), and therefore, they should be purchased by students. In 1992 the US Environmental Protection Agency (EPA) introduced Energy Star as a voluntary labeling program designed to identify and promote energy-efficient products to reduce greenhouse gas emissions. Computers and monitors were the first labeled products. Through 1995, the EPA expanded the label to additional office equipment products and residential heating and cooling equipment. In 1996, the EPA partnered with the US Department of Energy for particular product categories. The Energy Star label is now on major appliances, office equipment, lighting, consumer electronics, and more. EPA has also extended the label to cover new homes and commercial and industrial buildings (EPA 2001). Last year alone Energy Star helped save enough energy to power ten million homes and reduce air pollution equivalent to taking ten million cars off the road, while saving Americans $5 billion on their energy bills (EPA 2001).

We propose that since refrigerators are the highest consumers of energy, Illinois Wesleyan should instigate a policy to encourage students to purchase energy efficient models. Before this policy is implemented we propose that an investigation is done to find the most energy efficient model. This can be implemented for incoming freshmen that might purchase one.

We propose that along with the rug ordering forms Illinois Wesleyan sends out over the summer to new students, they send information regarding Energy Star appliances. In addition to these order forms, a list would be included indicating where Energy Star appliances can be purchased. This list can be obtained at http://www.energystar.gov/stores/storelocator.asp by using the Energy Star Appliance Store Locator. The Store Locator indicated that in the Bloomington/Normal area 5 stores carry Energy Star appliances (for list of Bloomington/Normal stores see Appendix 3C), and in the Chicago area there are approximately 200 stores that carry Energy Star appliances (EPA, 2001). Freshmen and their parents read all information mailed to their homes at this crucial part of the summer, and after reading about these energy efficient appliances they would be more inclined to buy them. This would begin the energy awareness program for incoming freshmen. If accompanied by a brief message concerning the relationship between energy and the environment and facts that introduce the Green Task Force, the Environmental Concerns Organization, and the Environmental Studies Program on campus this would project the image that Illinois Wesleyan University cares about the environment.

Laurén, Claus; “Illumination controlled by passive infrared sensors provides energy savings of around 85%,” Energy Efficient Lighting, 2000; pgs 18-19.

Watt Stopper, Inc. 2001. http://www.wattstopper.com/cgi-bin/2/webc.cgi/home.htm!

Kylee Billings, Amy Cline, Chris Lyons

In May 2000, Illinois Wesleyan University was ranked 8^th among the “Most Wired Colleges” in the nation by Yahoo! Internet Life Magazine (2001). Since technology is such an integral part of Illinois Wesleyan University, it is important to address the most cost-effective methods of consuming energy. By examining energy usage of computers, printers, copy machines, scanners, and audio/video technology, in turn we can identify ways to reduce needless energy consumption, reduce negative environmental impacts, and save money. Significant technological renovations are not immediately necessary since small changes in behavior and policy can substantially reduce the amounts of energy consumed. More drastic technological changes may be made in the future with larger financial expenditures, but the most pressing issues can presently be addressed relatively easily.

The following section (4.2) provides general information on issues related to the aforementioned forms of technology. Section 4.3 provides an inventory of the specific technologies owned by Illinois Wesleyan, while Section 4.4 describes the university’s current policies and procedures with regard to purchase and use of campus technology. After evaluating the current policies, section 4.5 proposes energy and cost saving suggestions that will lessen Illinois Wesleyan’s environmental footprint and save money.

A conventional personal computer (PC) system is composed of the central processing unit (CPU), a monitor, and a printer. A CPU may require anywhere from 40 watts to 150 watts per hour of electric power, and a typical 14-inch color monitor uses at least 35 watts per hour to 130 watts per hour of power. Combined, a conventional PC system uses anywhere from 115 watts per hour to 360 watts per hour of energy (UM Guide to Green Computing, 2001). Examples of such conventional PC systems include: an Omni Tech CPU with CRT monitor which uses approximately 235W per hour (Short, p.c., November 7, 2001); a Macintosh G3/G4 with a CRT monitor which requires approximately 360W per hour of power; and an iMac, an Apple PC that has the CPU and monitor combined into one unit, which uses approximately 150 watts per hour of electricity (Apple.com, 2001). In contrast, laptop computers use about a quarter of the energy that a conventional PC uses.

There are currently two main types of monitors available on the market: the CRT (cathode-ray tube) monitor and the LCD (liquid crystal display) monitor. The CRT monitor is the more common of the two monitors. Though previously much more expensive than CRT monitors, LCD monitors have drastically decreased in price over the past year. They use approximately 50W of energy in comparison to CRT screens, which use 100W (See Appendix 4A for specific info).

There are currently two main types of printers available: laser printers and ink jet printers. Laser printers differ from ink jet printers because they operate by heating up to 180 degrees in order to burn the toner onto the paper, which is a very energy-consuming process. The power requirements of conventional laser printers can be as much as 200 watts while printing and at least 50 watts while idling, which is up to 30 or 40 % of their peak power requirement. Ink jet printers use 80 to 90 % less energy than laser printers and have excellent print quality. Ink jet printers use only 12 watts while printing and 5 watts while idling (Simpson, 2001). In addition to consuming less energy than laser printers, ink jet printers are also much less expensive to purchase (Energy Efficient Office Equipment, 2001).

Several different types of photocopier systems are currently available on the market. In general, newer multifunction machines that copy, print, fax, and/or scan, typically consume less energy than individual copy machines (Xerox, 2001). Due to recent advances in low-temperature fusing and new electronic architecture, one product can now replace the need for several, while still reducing energy consumption. For example, the annual energy consumption for one copier, two laser printers, and one fax machine is approximately 1070 kWh, while one multifunction machine uses only 750 kWh (Xerox, 2001).

Scanners are one of the fastest growing sectors of the office product market and can be purchased from most computer and office equipment companies. Most scanners sold today are used for personal computing needs by converting information into electronic images that can be stored, edited, or transmitted. Therefore, most companies are primarily focusing on improving the energy efficiency of the desktop models of scanners. These models include flatbed, sheet-fed, and film scanners, of which the flatbed scanner is probably the most common on college campuses. A conventional flatbed scanner uses about 50 watts of energy per hour when in “on” mode (Energy Star, 2001).

Some of the same companies that manufacture computers and office equipment also produce other forms of audio/video equipment including televisions, VCRs, and projectors. While conventional energy use for projectors varies with the size and bulb types, conventional televisions require up to 12 watts of energy per hour when turned off, and conventional VCRs use about 13 watts per hour when turned off (Energy Star, 2001).

Energy Star is a title granted to a range of technological equipment (computers, copiers, printers, and all technologies discussed here) that meets the Environmental Protection Agency’s (EPA) set criteria for minimal energy usage and cost-saving status (Energy Star, 2001). When Energy Star capabilities are included in a product, prices do not increase and the performance of the equipment does not decrease. In fact, the only noticeable difference with Energy Star equipment is a lower electricity bill (Energy Star, 2001). The reduced energy consumption of Energy Star equipment also helps to combat smog, acid rain, and long-term climate changes by decreasing the emissions that result from the electricity generated (Ecolabel Programs, 2001).

One feature that leads to a reduction in energy consumption is the power management feature. Leading computer manufacturers are now producing computers, monitors, and printers that can automatically power down to a "sleep mode" to save energy when not in use. These types of power management capabilities are available on all Energy Star certified computers as well as other non-certified brands. There are various forms of power management available on the different brands of computers. Standby is one of the most prevalent sleep modes available. It has been stated that this mode could cut a product's electricity use by one-half. The EPA predicts that, if applied to all the PCs in the U.S., this reduction could save enough electricity to power Vermont, New Hampshire, and Maine, cut electricity bills by $2 billion, and reduce carbon dioxide pollution equal to the emissions from 5 million automobiles (UM Guide to Green Computing, 2001). While on standby, the monitor and hard disks turn off, and the computer uses less power. An advantage to using standby mode is that the computer comes out of standby quickly, and the desktop is restored exactly as it was left. Since standby uses less energy, it is particularly useful for conserving battery power in portable computers. A second sleep mode to conserve energy is hibernation, which turns off the monitor and hard disk, saves everything in memory on disk, and turns off the computer. When the computer is turned back on, the desktop is restored exactly as it was left. (See Appendix 4B Screenshots to enable power management features.)

If standby mode on Energy Star computers is enabled, they use up to 30% less energy than conventional non-Energy Star computers (Energy Star, 2001). Additionally, by purchasing Energy Star rated computers and turning them off during periods of non-usage, the life of the computer will be lengthened up to 10 times due to the lower power flow (Energy Star, 2001).

A common misperception occurs when people install screensavers, thinking they are saving their screen and saving energy, but while a screen saver is running, the monitor is not saving energy. Energy Star monitors, however, consume up to 90 % less energy than models without power management features. When not in use, Energy Star monitors require less than 15 watts when in sleep mode. In addition, they emit less heat than conventional monitors (Energy Star, 2001)

Energy Star printers can cut electricity use by over 65%; additionally, choosing a printer with a double-siding mode will save twice as much paper, cutting both the cost of paper and the amount of energy required to produce the paper in half (Energy Star, 2001). Lexmark manufactures a variety of different Energy Star laser printers that automatically power down to less than 10 to 100 watts, depending on the number of pages per minute produced and the paper type (Energy Star, 2001).

Energy Star rated copy machines can power down to low power after 15 minutes of non-usage, and to off-mode (using only 5 to 20 watts) after 120 minutes without usage. This feature is capable of reducing a copier’s annual electricity costs by over 60% (Energy Star, 2001). If the cost of paper is considered, it is much cheaper to make a double-sided copy. Using less paper saves energy because it takes ten times more energy to manufacture a piece of paper than to copy an image onto it (Energy Star, 2001). The Xerox company is also associated with an Energy Star program to promote energy-efficient office equipment. It now sells copiers that automatically shut off or power down when not in use, saving customers up to 50% on electricity costs! In 1999, Xerox Energy Star products enabled savings of over 387 million-kilowatt hours. This is enough energy to light more than 300,000 homes in the U.S. for a year, and translates into an avoidance of approximately 300,000 tons of carbon dioxide emissions (Ecolabel Programs, 2001).

Energy Star scanners are capable of entering a sleep mode after 15 minutes, which helps them avoid wear and tear and also prolongs their usage (Energy Star, 2001). While in sleep mode, Energy Star scanners use only 12 watts of energy per hour as opposed to 50 watts per hour when left on. By using Energy Star scanners, at least $20 per scanner per year could be saved (Energy Star, 2001). On a sidenote, if all scanners in use in the United States today were Energy Star rated, Americans would save over 60 million dollars on their utility bills (Energy Star, 2001).

Energy Star qualified televisions and VCRs consume 75% less energy when switched “off” than conventional models. These energy savings are important considering Americans spend over $1 billion per year to power televisions and VCRs even when they are switched off. Energy Star televisions use 3 watts or less when switched off, as opposed to the conventional model, which requires up to 12 watts. Energy Star VCRs require about 4 watts of power when turned off, whereas conventional models require about 13 watts (Energy Star, 2001). Many new models of projectors also have “Ecomodes” that meet Energy Star standards. Some models can cut energy use in half by decreasing excessive brightness. Not only does this decrease power consumption, but also depending on the size of the projector and bulb, the lamp life can be extended up to 2000 hours (NEC Viewtechnology, 2000).

This section provides an inventory of the computers, printers, copy machines, scanners, and audio/video equipment owned by Illinois Wesleyan University.

Illinois Wesleyan University generally purchases five basic types of computer systems: Omni Tech, iMac, Sun, and Macintosh G3 and G4 systems. Power Macs were purchased in previous years, but are not any longer. The faculty or staff member who will use the system normally decides upon the type of computer purchased. If the computer is for use in a student computer lab, the corresponding department may make the purchasing decisions. University owned computer systems purchased for public use, and those used by faculty and staff are totaled in the table below.

Building	Departments	Number of PCs	Types of PC's
			Toshiba	Omni Tech	Sun	Power Macs	Macintosh G3 or G4	IMAC	Laptop
Ames Library		200		X*			X	X	Approx.8
Art Building		4				X
Buck Memorial Library		142		X				X
Career Center		4		X
Center for Liberal Arts		35		X		X		X
Center for Natural Science	Biology	12					X
	Chemistry	8						X
	Computer Science/Math	60			X
	Psychology	17		X
Current Student Center		5						X
Faculty/Staff of all buildings		»300		X	X	X	X	X	X
Hansen Student Center		3							2
Presser		17				X
Residence Halls		»20	X			X
Sheean Library		95		X				2	3
Stevenson		8
Total
X = equipment present

The majority of monitors on campus currently are the CRT monitors that consume much more energy. Due to the recent decrease in the cost of LCD monitors, more of these are currently being purchased (Short, p.c, Nov. 7, 2001). The buildings that contain these updated LCD monitors are identified in the table below.

Building	Departments	Monitor
		LCD	CRT
Ames Library			X
Art Building			X
Buck Memorial Library		X	X
Career Center			x
Center for Liberal Arts			X
CNS	Computer Science/Math		X
	Chemistry		X
	Psychology	X
	Biology		X
Current Student Center			X
Faculty/Staff of all buildings		X	X
Hansen Student Center			X
Presser			X
Residence Halls			X
Sheean Library			X
Stevenson			x
X = equipment present

Illinois Wesleyan normally purchases HP Deskjet (ink jet) printers, models 840C and 940C, for use in faculty offices on campus (Short, p.c., Nov. 7, 2001). The 940C is now the most popular choice because it has the ability to print double-sided. All laser printers are currently purchased from Lexmark and are various models of the Optra series (See Appendix 4C). Only printers available for student use were inventoried because it was too difficult to obtain individual information on faculty/staff use. Although there are many printers used across campus, student printers consume a significant amount of energy.

Building		Departments	Printers
			Laser		Ink Jet
Ames Library			16		X
Buck Memorial Library			4		X
Career Center			1
Center for Liberal Arts			» 4		X
CNS		Computer Science/Math			3
		Chemistry			2
		Psychology			1
		Biology	1		1
Residence Halls
	Sheean Library			3
Total			29
X = equipment present

Currently there are four laser printers available for student use in Buck and also four in the Center for Liberal Arts. Sheean Library has three laser printers, but when the new Ames Library opens, there will be sixteen laser printers located there for both student and faculty use.

Currently, Illinois Wesleyan has a contract for copiers with Xerox; however, this contract will be up for renewal in 2002. All of the copiers on campus are one of the following models: Bookmark 35, Xerox 5750, Xerox 5837, DC440, DC220, or DC230 (Archer, p.c., Oct. 12, 2001). The first three models are individual copy machines, while the last three are Document Centers which means they may include fax machines, printers, and/or scanners (Dempsey, p.c., Oct., 2001).

Xerox Copy Machines
Location	BK35	5750	5837	DC220	DC230	DC440	Total
Athletic Department						1
Business and Economics					1
Business Office					1
Career Center				1
Development Office					1
English					1
Foreign Language					1
Holmes Hall				2
Information Technology					1
Library	2		1	1
Mellon Center				1
Memorial Student Center	1
Multi-Programs					1
Music School	1				1
News Services					1
Nursing School					1
Office of Residential Life				1
Physical Plant				1
Printing Services		1			1
Registrar Office				1
School of Art				1
Science Building					1
Social Science					1
Theatre Arts				1
Wellness				1
Total	4	1	1	11	13	1	31

While scanners are somewhat less energy-intensive forms of technological equipment used on campus, they are important to consider nonetheless. The scanners available for student usage on campus are models HP5300C, HP3300C, and HP6100C (Short, p.c., Nov. 7, 2001). The five scanners primarily used by students are located in Buck. Because of the difficulty involved in accounting for all faculty and staff scanners, only the scanners available to students were inventoried.

Out of a total of 58 classrooms, 33 are equipped with projectors, 31 have VCRs, and 22 are equipped with both computers and VCRs (Instructional Technology, 2001). The majority of the projectors used in classrooms are Panasonic, but there are also a couple of large Sony projectors in use (Short, p.c., Oct., 2001).

4.4 IWU Current Policy and Practices

Currently on Illinois Wesleyan’s campus, the amount of energy consumption due to the operation and use of technology varies between buildings and laboratories. Our campus computers operate as a network, which is extremely important for file sharing among faculty, students, and the administration. Due to this situation, all classroom computers are currently left on throughout the night to accommodate anyone who may need them for file sharing (Short, p.c., Oct., 2001).

In Sheean Library, computers are left on at all times, but are set to go into standby after a 45-minute period. Buck computers are turned off at around 11:30 p.m. and back on at 8:00 a.m.; they also have a sleep mode that is enabled after 45 minutes without use. Computers in classrooms and residence halls remain on at all times. The computers in the chemistry department and the computer science department also remain on around the clock, but computer science computers go into sleep mode after 5 minutes. Computers in the biology and psychology labs are turned off after use. Computers in the Memorial Student Center remain on at all times.

Some of the computer laboratories at Illinois Wesleyan have already taken steps toward reducing energy costs and consumption. For example, the laser printers on campus are updated approximately every four years, and all of the printers surveyed are new enough to have power saver modes. In many cases, these printers are Energy Star rated and therefore more efficient. In Buck, there are four laser printers, which do have power saver modes that are activated after 45 minutes. Energy efficiency would increase if all of the laser printers on campus had their power saver modes activated. Printing costs for all these printers also depends on the cost for paper and the amount being printed. For example, at IWU, the cost for printing is about three cents per page for paper and toner. By double siding the page, the cost only increases by a penny in comparison to printing on two separate sheets of paper, which costs six cents (Short, p.c., Nov. 7, 2001).

Buck is one of the few buildings where all of the printers are turned off for approximately 8 hours each night (K. McKeown, p.c., Oct. 25, 2001). In Sheean Library and other campus computer laboratories surveyed, the printers are typically left on 24 hours/day. Though these 29 printers are only active a small percentage of that time, they consume approximately 4,005 kWh of electricity per year even with the low power mode activated overnight. This is an annual cost of at least $260 that could easily be reduced simply by turning the printers completely off each night. The workers in these buildings are paid the same amount of money whether they turn the printers off or not, so by adding one additional task, it saves the university money.

When the university buys new copy machines, the energy efficiency is not specifically considered (Archer, p.c., Oct. 12, 2001). Currently, the university has a contract with Xerox where the maintenance and machine itself, is paid for on a pay per copy or “per click” basis. The University is still responsible for providing paper for the machines. Right now, the departments pay 4 cents per click, and students in the library pay 5 cents per click (Archer, p.c., Oct. 12, 2001). Also, almost all of the copiers have a power saver mode that can be activated to come on anytime between 15 and 120 minutes (Energy Star, 2001). Because the copiers on campus need to be used throughout the course of each day, they are never turned completely off (Archer, p.c., Oct. 12, 2001). According to Xerox, the 5837 and 5750 models on campus consume about 195 watts of energy in low power mode and 0.6 watts in off mode. Although both of these models are discontinued, the energy consumption for the newer models is not substantially different. Similar data are no longer available for the Bookmark 35 series, as it has no power saving modes. However, the Document Center series, or multifunctional machines, can save significantly higher amounts of energy than the individual copiers. The one DC440 machine on campus consumes 123 watts in low power mode and 2.8 watts in sleep mode (Dempsey, p.c., Oct., 2001).

The scanners available for student use are all located in Buck. As is the case with all of the other equipment used in that building, the scanners are typically turned off for 8 hours each night. The Scanjet 3300C does meet the Energy Star requirements of powering down to 12 watts or less in sleep mode (Energy Star, 2001). The remaining types of scanners are now obsolete so energy efficiency data is not available.

Although it was impossible to survey every television, VCR, and projector on campus, all newly purchased televisions and VCRs in use should meet the Energy Star qualifications (Short, 2001). The Panasonic projectors used in the majority of the classrooms have standby modes to help conserve energy. However, there are still a couple of large Sony projectors that do not go into standby mode (Short, p.c., Oct., 2001). Specific information on the energy consumption for each of these types of projectors was not available, but projectors that go into standby mode can cut power consumption by up to 50%, thus reducing electricity costs (NEC Projectors, 2001).

Though not all technology currently available on campus meets the Energy Star standards, Trey Short at Information Technology does keep the importance of these qualifications in mind when making purchasing decisions. As stated above, all new televisions, VCRs, and projectors being purchased are Energy Star rated. In general, the new printers meet the Energy Star standards as well, although this is not a university requirement. All of the new computers purchased have power management capabilities. LCD monitors are purchased whenever it is possible to fit them into the budget, as they have been more expensive in the past. However, most of the decisions about computer and monitor purchases are made according to department preferences and the amount of money available in the budget (Short, p.c., Oct., 2001). Currently, IWU has no specifications for Energy Star requirements in the copier contract with Xerox (Archer, p.c., Oct., 2001).

4.5 Energy and Cost Saving Suggestions

Small modifications could drastically reduce the energy consumption of campus technology. Long-term changes could also be implemented to save energy and reduce costs. The most important consideration to note with each form of technology is that purchasing Energy Star equipment DOES NOT cost more money.

Overall, the best way to improve the school’s usage of computers would be to follow more guidelines regarding energy use than we currently do. According to the EPA, personal computers account for approximately 10% of commercial electricity consumption. The EPA also claims that most computers are not in use most of the time that they are running, and 30-40% are left running in academic and business settings on weekends when not in use (UM Guide to Green Computing, 2001).

There are a number of daily things our campus can do to reduce the environmental and energy costs of computers. These include not leaving the computer running overnight and on weekends, not turning the computer on until it is ready to be used, and turning off the computer if it is not going to be in use over a span of time longer than 16 minutes. After this time, the energy it takes to run the computer is more than the initial surge of energy used to turn the computer on (UM Guide to Green Computing, 2001). Turning the computer on and off will not harm the computer (Tufts Climate Initiative Pamphlet, 2001). A change that would have the most impact is to enable the computer power management capabilities of all the computers throughout campus.

The majority of computers on campus have a power management feature. Unfortunately, this feature not enabled throughout all computers across campus. To enable power management on a computer, a how-to guide for any system can be found at the Energy Star Website at http://www.energstar.gov. See also Appendix 4B. Instead of leaving computers on at all times, in each location, the usage of the computers should be evaluated to see if it would be more practical to turn them on and off throughout the day or to enable a power management mode. The usage of computers overnight must be analyzed to determine if a power-saver mode should be enabled, or if it should be shut off. Assuming a computer is used overnight, standby would most likely be the best option for that computer; however, if the computer is in a lab and is only accessed during lab hours, hibernate would be a much better feature.

If one computer were set to go into standby mode sooner (decreasing the time of inactivity from 45 minutes to 30 minutes before the computer entered standby mode) and its time in standby increased by one hour, it would save $1.60 per year. This sounds like a small number, but when applied to all computers across campus (including the Ames library computers because they will be a significant source of energy consumption) the savings would total $1410.00. These savings would also entail a significant reduction in environmental impact. It would prevent the emission of 29,000 lbs of carbon dioxide (44 trips from Chicago to New York), 113 lbs of nitrogen oxides, 539 lbs of sulfur dioxide, and nuclear waste and mercury emissions (Pollution Calculator, 2001).

Currently in Sheean Library, computers are left on at all times, but are programmed to enter standby mode after 45 minutes. If these computers were shut off at night for 7 hours, it would save $1822.01 dollars per year. This would prevent the emission of 37,000 lbs of carbon dioxide (57trips from Chicago to New York), 146 lbs of nitrogen oxides, 697 lbs of sulfur dioxide, and mercury emissions and nuclear waste. If these computers had the time spent in standby increased by an hour and were shutoff at night, there would be savings of $1969.14. This would also prevent the emission of 40,000 lbs of carbon dioxide (61 trips from Chicago to New York), 158 lbs of nitrogen oxides, 753 lbs of sulfur dioxide, and mercury emissions and nuclear waste (Environmental Law and Policy Center, 2001).

The current turnover rate of computers at Illinois Wesleyan is approximately four years, but actually they are then passed down through student workers and dormitories until they are finally recycled. Because the computers continue to be used for several years, they become obsolete before they are discarded. This needs to be evaluated more frequently; possibly upgrading their hardware and software or just discarding them earlier would enable the campus to decrease the amount of wasted energy.

Some computers can become too obsolete to run newer programs and therefore are so incompatible with current technology that they are useless to even have. Due to how quickly computers become obsolete, we believe that the University should decrease the amount of years computers are used. Many computers in residence halls are so out-dated that they do not have power-saver modes, nor can they be upgraded. In fact, a student survey revealed interesting results, which support our recommendations. Ninety percent of students have their own computers in their rooms. In addition, 94% of these students own IBM-compatible Windows-based computers, while a mere 4% own Macintoshes.

It is our recommendation that the University buy all future computers with flat-screen LCD monitors. Last year, due to the decrease in price of LCD monitors, they were able to be purchased within the budget previous allocated for CRT monitors. For energy saving reasons as well as long term cost savings, this practice should continue. Also, they look much more aesthetically pleasing and may be a draw for prospective students. If 15” LCD screens were purchased the next time Buck computers were replaced, a savings of $1351.92 would occur. This would prevent the emission of 28,000 lbs of carbon dioxide (42 trips from Chicago to New York), 108 lbs of nitrogen oxides, 517 lbs of sulfur dioxide, and mercury emissions and nuclear waste (Environmental Law and Policy Center, 2001). A more in depth example of how LCD monitors can save energy is located in appendix 4A.

The length of time the monitor is used determines the life span of the monitor, not the amount of times it was turned on and off (UM Guide to Green Computing, 2001). A large myth in the computer world is that the screen saver actually saves energy. Initially screen savers were used to lengthen the life of the monitor and to stop the picture from being “burned” onto the screen. This was necessary with the old monitors, but not those of today. Instead of saving energy, the moving screen savers actually take more energy to run than the actual computer programs. Moreover, screen savers with moving images may actually prevent the computer from entering a "sleep mode", not only canceling out the energy-saving features, but also consuming excess energy. The best screen saver is no screen saver at all. Rather than using screen savers, power management features should be enabled on all campus computers to have the monitor turn off after a certain length of non-use. If the computer is not going to be used for an extended period of time, both the monitor and the computer should be turned off.

Although all printers currently purchased by Illinois Wesleyan are Energy Star rated, it is necessary to ensure that all of the power saver modes are activated and being used. First, it is recommended that ink jet printers continue to be the type purchased for faculty and offices whenever possible, since they consume less energy. It is also recommended that to save the most money on energy costs, the power controls on all laser printers should be set to go into standby mode after a 45 minute time period if they are located in a heavy use building. If these laser printers are used less frequently, they can be programmed to go into standby mode after a shorter time period. All printers should also be turned off overnight. The University should continue to purchase Energy Star printers, as they produce less heat, and therefore save the University money on cooling costs. Since all 29 laser printers surveyed at Illinois Wesleyan are Energy Star rated, the university is consuming 4,005 kWh of energy instead of the 9,226 kWh that would be consumed if the printers were not Energy Star rated. This is an annual cost savings of $260, which could be continuously increased if the equipment purchased to replace older models is more efficient. The university is actually saving $1,231 over the lifetime of these printers by ensuring that they are Energy Star (Energy Star, 2001). However, while it is good that the university has Energy Star printers, these calculations assume that the power saving modes are being used. The amount of carbon dioxide produced annually just by these 29 printers under Energy Star conditions is 5,331 pounds, or the equivalent of driving six trips from Chicago to New York. There are also emissions of 21 pounds of nitrogen oxide, and 100 pounds of sulfur dioxide, as well as nuclear waste and mercury from the coal used in the energy production process. (Environmental Law and Policy Center, 2001).

A final printer recommendation is that students should be charged for printing materials in the computer laboratories. Despite the extra work this might require for computer laboratory staff, this policy would significantly reduce energy consumption while decreasing the amount of paper that is wasted. Many other campuses currently charge students a small price for printing as a policy to save money and encourage energy conservation. For example, Illinois State University has established costs for printing that apply to both students and faculty. With an ISU identification card the cost is 8 cents per page; however, the cost per page increases to 10 cents if paid with cash. A system such as this could improve the energy efficiency on Illinois Wesleyan’s campus and save money too. The University could also provide students with a given amount of copies on the card as well, which would cause students to carefully watch the papers copied or printed, and still decrease the amount of waste generated.

The 5-year copier contract with Xerox will expire in 2002, and a new contract will need to be established (Archer, p.c., Oct., 2001). This would be an opportune time to reevaluate the new copiers being purchased and insure that they all have the most efficient Energy Star rating. All new copiers should also have the ability to make double-sided copies, and an incentive, such as a slightly lower rate per copy, should be given to encourage people to utilize this function and save energy. This type of a program would need to be discussed with Xerox and included in the contract.

At this time, 27 of the 31 copiers on campus are Energy Star efficient, though some are more efficient than others. Unfortunately, three of the four copiers that are available to students are Bookmark 35 models with no double-siding capabilities and no Energy Star efficiency. There is a total of four Bookmark 35 copiers on campus. If these four copiers alone were changed to Energy Star efficiency, the university would save 1,030 kWh of electricity per year and at least $67 per year (Energy Star, 2001). Even if all of the copiers on campus were Energy Star efficient, the university would produce 29,766 pounds of carbon dioxide per year, the equivalent of 45 trips from Chicago to New York. There would also be 116 pounds of nitrogen oxide, and 556 pounds of sulfur dioxide produced, as well as nuclear waste and mercury (Environmental Law and Policy Center, 2001). Illinois Wesleyan needs to specify in the contract that Xerox provides the most energy efficient models they have available to this campus. It would also be advisable to request multifunctional systems wherever applicable, as these systems currently save more energy, and therefore money, than individual copy machines when left on at all times.

All future scanners purchased need to be Energy Star rated with the most energy efficient features available. Also, all current scanners on campus need to be programmed to go into sleep mode after 15 minutes. By calculating the energy consumption and costs for the 5 student use scanners surveyed in Buck, it was found that Illinois Wesleyan could pay $38 for annual operating costs with all Energy Star scanners, as opposed to $120 with all non-Energy Star scanners. The energy consumption is reduced from 1,859 kWh with no Energy Star scanners, to 584 kWh with all Energy Star scanners. This would result in an approximate savings of $300 over a four year period (Energy Star Calculator, 2001). Five Energy Star rated scanners produce 779 pounds of carbon dioxide, the equivalent of a trip from Chicago to New York. There is also 31 pounds of nitrogen oxide, and 15 pounds of sulfur dioxide produced, as well as nuclear waste and mercury (Environmental Law and Policy Center, 2001).

When projectors are left on for extended amounts of time, their bulbs burn out much more quickly. Since new bulbs for the projectors cost about $300 to $400, the university will save money if students and faculty understand how to most efficiently use the equipment (McLane, p.c., Oct., 2001). Besides education of the faculty and students, the best recommendation for audio/video equipment is that future purchases should be Energy Star rated. If there are 50 televisions and 50 VCRs on campus that were all Energy Star rated, the university would save 2,189 kWh of energy annually. This would be a cost savings of $143 annually as well (Energy Star, 2001). Combined, even with energy efficient televisions and VCRs, they would produce 13,345 pounds of carbon dioxide annually, the equivalent of 20 trips from Chicago to New York. This would also mean the release of 52 pounds of nitrogen oxide, and 249 pounds of sulfur dioxide (Environmental Law and Policy Center, 2001).

Buck Library is notorious for its uncomfortable air and lighting conditions. Although the building was recently renovated (1989), the upkeep has been very minimal (K. McKeown, p.c., Oct. 25, 2001). First, the lighting is a large problem in the building. At night, the lights do not provide enough illumination and pose a problem for students trying to study at computers. Also, the air quality is very poor and does not provide a suitable atmosphere to house computers, printers, and other delicate technology. Moisture affects the overall life of computers and their accessories. Since humidity is not properly controlled in such a technologically sensitive building, there are very frequent paper jams in the printers due to the warping of paper. This not only wastes paper, but also wastes the energy for the printer to print multiple copies. To prevent the shortening in the lifespan of this equipment and to reduce excess energy consumption and paper waste, something must be done to correct the air quality. With proper maintenance and repairs, Buck could be kept in a condition that would improve the quality of the technology housed there.

Overall, by making some simple changes to the current usage of technological equipment, Illinois Wesleyan University could save a minimum of approximately $4,000 annually on electricity costs as well as a large amount of energy. By decreasing energy use, the university could decrease the amount of carbon dioxide emitted by about 147,000 pounds, the amount of nitrogen oxide emitted by about 575 pounds, and the amount of sulfur dioxide emitted by about 2,800 pounds annually. The upcoming opening of the Hansen Student Center and Ames Library will undoubtedly cause the university’s present energy consumption and costs to rise significantly, thus making it even more apparent that immediate action must be taken to reduce energy consumption in the most efficient ways possible. Fortunately, some of the easiest ways to save money and energy involve educating both students and faculty about the importance of turning off equipment and using standby modes. Simple changes in behavior can reduce costs in the short-run. Since computers and most of the other equipment is updated every few years, an immediate goal would be establishing a purchasing policy when purchasing new equipment or replacing existing equipment that requires that Energy Star rated equipment be bought. It will also be essential to add energy efficient policies into any contracts being renewed with various companies. If students, faculty, and staff all cooperate to make behavioral and purchasing changes, the improved technological equipment on campus will be cost-efficient and save energy.

Damschroder, Matt. Office of Residential Life. Personal communication. 18 October 2001.

Dempsey, Nancy. Corporate Public Relations. Xerox. Personal communication. 12 November 2001.

Dictionary.com. October 2001. http://www.dictionary.com

Energy Efficient Technology. 2001. Advanced Buildings Technologies and Practices.

Instructional Technology. 2001. Illinois Wesleyan Information Technology Webpage.

McKeown, Kerri. Information Technology-Buck. Personal communication. 25 October 2001.

McLane, Patrick. Information Technology. Personal communication. 16 October 2001.

Wilson, Suzanne. Sheean Library-Computers. Personal communication. 18 October 2001.

Julia Stock and Ericka Wills

The United State has only five percent of the world’s population but contributes approximately 26% of all greenhouse gases. Each American is responsible for about 22 tons of carbon dioxide per year; if we want to stabilize the climate, each person on the planet should only generate about two tons of carbon dioxide each year. The hottest year on record since reliable recording of temperature began in 1880 was 1998, which contributed to the 1990’s being the hottest decade ever documented. Before this the previous record was held by the decade of the 1980’s (Tufts Climate Initiative). An overwhelming majority of scientists agree that climate change is real and that it poses a very serious global threat.

We conducted a survey of 198 Illinois Wesleyan students and found that students were overwhelmingly unaware of what actually causes global warming. The survey asked students to fill in the blank with what they believed to be the major cause of global warming, and the responses were quite diverse. The most frequent response (22%) was that ‘pollution’ was the principal cause of global warming, while 17% responded that they did not know or had no idea what caused global warming. Only two students responded (1.69%) that the burning of fossil fuels (the correct answer) was the major cause of global warming; even 7.63% of students listed ‘cows’ as the major cause. Students need to understand that although greenhouse gases are forms of pollution, global warming is not caused solely by industry or entities that they have no control over; students need to realize that their own actions have important impacts on the environment and that they can change their own behavior to initiate positive change. When asked how serious of a problem they perceived global warming to be, 90% responded that they held it to be either a very serious of somewhat serious problem. Similarly, 91% of students responded that environmental issues were either very important or somewhat important to them; these numbers clearly indicate that education regarding global warming issues, and thus energy matters, is truly needed on campus.

Education regarding the natural world traditionally emphasizes theories instead of values and technical efficiency over social conscience; at Illinois Wesleyan, we need to raise education to a higher level, institutions of higher learning need to take the cue and integrate new types of learning. Awareness regarding energy issues must be heightened in order to affect change. Students at IWU need to become more conscious of what impacts their actions have on the environment and how they can alter their routines in order to become smarter energy users. It is easy to change a light bulb, but much more difficult to change a lifestyle. Raising awareness is the key to affecting change. More than ever, colleges and universities are expected to take an active role in creating and modeling solutions to environmental problems. Illinois Wesleyan can follow this trend and perhaps become a leading institution regarding energy use. This must, however, begin with education. Institutions of higher learning like Illinois Wesleyan University are the best places to begin the process of becoming better environmental stewards.

The motivation for implementing environmental programs transcends mere regulatory fulfillment. The National Wildlife Federation surveyed college campuses and cited their findings in a report entitled State of the Campus Environment: A National Report Card on Environmental Performance and Sustainability in Higher Education. They asked college presidents why they were adopting environmental programs in everything from curriculum to purchasing decisions. Most (64% of those surveyed) answered that environmental programs simply fit with the culture and values on America’s campuses. This is another way of stating that an environmental ethic has taken hold at these institutions where “tomorrow’s leaders are being trained.” Forty-seven percent of presidents cited public relations and cost effectiveness as important factors; 17% also noted that environmental programming was vital in recruiting new students.

As a result of the emerging commitment to environmental stewardship, almost one quarter of colleges and universities surveyed meet at least some of their energy needs through renewable sources. Most campuses have programs in place or are beginning programs to increase the energy efficiency of lighting, heating, ventilation, and air conditioning systems. More than half of schools have developed new, more efficient, designs for new buildings or for building renovations (State of the Campus Environment). The mere fact that 891 campuses responded to this survey is a clear indication that environmental issues are taken very seriously by educational decision-makers. In this chapter we will propose different ways in which both students and faculty may be educated regarding these issues.

One simple way to raise awareness regarding energy issues is through signs and brochures. They are not expensive nor do they require large amounts of time to create, but if placed in the right locations, students and faculty as well will see them and an impression can be made. There are various types of print materials that can be utilized. Signs can be placed in public areas providing information about changes on campus and how individuals can help. For example, one sign can tell students new policies and provide contact information for individuals who want to get involved with environmental programs. (example 5F in Appendix) Signs will both make students aware of the positive steps the campus is taking as well as serving to raise interest in what the university plans to do in the future. These signs may also take the form of table tents, which may be placed in Marriott and the Dugout; as a result, large numbers of students will see these facts. (examples 5AF-5AI in Appendix)

In classrooms with audio-video equipment, the projector and computer are often left on. A sign on the front of the computer desk may effectively remind those who use the room to turn off the equipment when they are finished. (example 5C in Appendix) Above light switches in classrooms, bathrooms, and other places used by a variety of students or faculty, signs or stickers with the slogan “Save Energy…Please Shut Off The Lights” can serve as a friendly reminder to conserve electricity. (examples 5G-5I in Appendix) Similarly, Cornell University has chosen a student team of energy auditors to cover the entire campus in posters and light switch labels asking them to be turned off when not in use (Cornell News Service 2001). Colorful signs that reading “100% Natural Sunlight” may also be used to suggest that window shades be opened to let in natural outside light on a bright day. (example 5B in Appendix)

Brochures that contain Illinois Wesleyan’s energy use and include tips for reducing energy consumption may also serve to boost students’ understanding of energy issues. The brochures may be available for visiting students at in the Admissions Office, incoming students through the Office of Residential Life, and enrolled students in residence halls and academic buildings. A brochure entitled, “Illinois Wesleyan Energy Usage: What You Can Do To Help” can provide IWU energy statistics and tips on how students can conserve electricity. For example, one tip may ask students to remember to shut off their computers when they are not going to be using them for an extended period of time. (example 5A in Appendix) All students begin their years at IWU living in the residence halls; these are also places in which energy education may be addressed.

Programs that promote general energy education as well as programs that familiarize students with the environmental impacts of certain actions may be incorporated through the Office of Residential Life. Residential Advisors and First Year Residential Advisors (throughout this chapter we will address both, but call them simply residential advisors or “RA’s”) need to make students in residence halls aware of both general energy saving tips and other energy information that may be unique to that living unit, as many students living in the residence halls are unaware how they are able to control the temperature in their rooms. General energy saving ideas, programs, games and contests are examples of ways to raise student awareness about actions that may be taken to reduce energy consumption. These activities should also include information about how certain behaviors have environmental impacts in order to make students aware that their actions do contribute to environmental degradation. IWU Director of Residential Life, Matt Damschroder, stated that residential advisors are always open to new ideas and formats for their programs; he believes that providing residential advisors with material and information to conduct programs on energy education would aid them with their job of designing their quota of programs per semester.

This year October has been deemed ‘National Energy Awareness Month;’ during this month, RA’s can post energy materials, give presentations, and plan energy activities. By participating in National Energy Awareness Month, all of the RA programs may be coordinated and the same time and some larger programs may take place that involve several residence halls. All of the following proposals are for elements of the ‘energy awareness’ month of October, but some proposals exist that may also be permanently incorporated throughout the rest of the year.

Residential advisors should be responsible for making students aware of energy facts, technologies, or programs that may be specific to their residence hall. Every hall’s HVAC system may be different, and students living there need to be aware of the system For example, a sheet may be permanently placed in residence hall rooms in Pfeiffer instructing students of the steps to take if their room is too hot or too cold. Before they resort to opening the windows in the winter, residents need to know that they are able to adjust a valve on their radiator to control the amount of heat coming into the room. (example 5D in Appendix) Cooling the room by reducing the heat coming into it is much more energy efficient than opening a window to cool the room. By putting permanent signs in residence halls that explain technologies and procedures, many of the energy saving techniques that are in place will work even more efficiently because students will be educated about them.

Energy information can be permanently incorporated into public and private areas of the residence hall by posting signs and stickers. Above light switches in residence hall rooms and in public areas such as lounges and study rooms, there can be a sticker with a slogan on it again reminding students to shut off lights when they are not needed. In bathrooms there can be similar stickers and signs with fun, bright messages reminding students to conserve energy by simply shutting off lights or suggesting other behavioral changes that will have positive impacts. (example 5N in Appendix)

Signs that give general energy tips and statistics can be placed in hallways and other public areas. One sign may have the statistic that “The U.S. is home to 5% of the world’s population, yet consumes 26% of the world’s energy” and then contain the statement, “Isn’t it time we began to use more Energy Star appliances?” Along with these statistics would also be signs linking this energy use with environmental consequences. The hallways are also a good place for RA’s to advertise upcoming energy programs that they are hosting. (example 5L in Appendix)

Bulletin boards would be a way for RA’s to display energy information for “Energy Awareness Month.” Energy bulletin board materials that are ready to be put on the wall can be distributed in packets to RA’s. When environmental bulletin boards have been created in the past, they have increasingly attracted attention within the residence hall. The bulletin board may have energy consumption and energy reduction facts, all presented in creative and colorful ways. For example, the board can state, “If all the family vehicles in the United States were lined up bumper to bumper, they would reach from the Earth to the moon and back” and then state concrete actions that students can take to reduce Americans’ dependence upon automobiles, such as carpool, set up ride boards, ride your bike, or take public transit. (example 5Q in appendix) Maps of the Bloomington/Normal bus route can also be placed on the boards.

An active component of a Residential Life program may be a seminar that an RA would present to students on their floor. The presentation that we have created is centered on a jeopardy-style game relating to energy issues. The RA programs can occur sometime during National Energy Awareness Month. The presentation time is estimated at about one hour, but individual RA’s can adjust the program to make it best work for their group.

At the beginning of the presentation the RA should split their floor into two teams. Members of each team will then take turns selecting jeopardy energy answers and stating the question to them (see Appendix for full rule listing). Example categories are “Alternative Energies,” “Energy Consumption at IWU,” “Fossil Fuels,” and “Global Warming.” After each question the RA will have a paragraph or two to read about the specific energy issue. For example, a jeopardy answer can be “This environmental effect is caused by the top three gases released from the burning of fossil fuels.” The student when they have to state the question “What is global warming and atmospheric pollution?” After the question is answered, the RA can then explain that greenhouse gas emissions, such as carbon dioxide, cause global warming, and that electricity accounts for 29% of greenhouse gas emissions and transportation accounts for 26%. (see Appendix for question listing) Also, the effect of each gas may be explained, such as how NO_x causes smog and SO₂ causes acid rain. By incorporating the game into the presentation students learn about energy issues without feeling like they are merely being lectured to. Some of the answers to energy questions can be found on bulletin boards and signs throughout October and the RA may tell residents that by reading the information posted, they will be better prepared to win the game.

At the end of the program the RA may hand out energy information and brochures that will be provided to them. These materials are similar to those described above in section 5.2a. Finally, as an incentive for participating in the programs, RA’s can award the winning jeopardy team with a treat such as ice cream, pizza, or gift certificates. Hopefully, the prize incentive might attract more students and make the game more competitive and fun.

Active programs can also include more than one floor in larger residence halls or more than one small hall through competitions. RA’s can coordinate their efforts during National Energy Awareness Month and create a contest in which the group that collects the most aluminum cans wins. Throughout the time that this game is taking place there may be information presented relating to the idea that recycling aluminum saves a large amount of energy. For example, above recycling bins there may be signs posted that say, “Recycling an aluminum can takes 95% less energy than producing a new can from aluminum ore.” Statistics such as this may show how recycling is one way that students may reduce the amount of energy that they use. The program can involve an RA counting and recording how many aluminum cans their floor collects. Calculations can also be presented that give the amount of energy saved and the amount of pollutants that were not emitted. These numbers can be recorded throughout the month and the floor in each residence hall or the small hall that collects the most cans wins. The prize can again be pizza, gift certificates, or another treat that the RA chooses for the winning groups.

RA’s can also make their own contests on their floor. For example, the electricity that each room’s appliances use can be figured using an energy meter. The RA could designate one week in which he/she announces the contest and places signs informing residents of the event. The RA would then go around to all of the rooms during this week and keep track of which room’s appliances consume the least amount of energy; the room with appliances that use the least amount of energy would be the winners. The RA could then place signs or bulletin boards during the following weeks about the reduced energy consumption of Energy Star appliances, and even list or congratulate those residents who are currently using them.

All of the materials needed to implement these RA programs have already been developed and samples are included in the Appendix. We have designed signs, brochures, and stickers and bulletin board materials, which are ready to by copied and put into packets. The RA jeopardy game answers, questions, and explanations have also been developed, as have the rules for the aluminum can collecting game. Both the passive and active Residential Life programs can be implemented quickly and with very limited cost to the university. These programs can be implemented within the foundation that the Green Task Force has already begun to create through previous environmental programs.

5.3 Actions to Date

Illinois Wesleyan University has made progress in implementing environmental education programs; in the future some of these programs may be made to specifically address energy issues. The groundwork for future energy education programs has been laid by past efforts and these new energy education programs would be inexpensive and not difficult to implement.

Environmental speakers and presenters that have come to campus have often drawn large crowds. For example, when biologist and environmental writer Sandra Steingraber spoke in fall 2001, her evening lecture filled an entire lecture hall in CNS and had people spilling into the isles and out the doors. In the spring of 2000, approximately 400 people came to hear Lester Brown, the president of the Worldwatch Institute, speak in the Main Lounge in the Memorial Student Center. Also, environmental poet Gary Snyder drew a large, diverse crowd to his poetry reading in spring 2001. Part of the reason that all of these speakers drew considerable crowds was that they addressed environmental issues, but they did so in a manner that attracted people from different disciplines. In the future, if speakers on energy issues can be brought in with a message that is of an interdisciplinary nature, they will likely attract many individuals from various fields of study as well. The university has done a good job in bringing interesting people to campus to speak on environmental issues and this should be continued in the future with speakers on energy issues. A fund developed for the sole purpose of financing an environmental speaker about energy issues would guarantee that energy would be addressed each year.

Illinois Wesleyan has done an admirable job of incorporating classes that address environmental issues into a variety of disciplines such as biology, English, political science, and anthropology, just to name a few. In the future, classes can specifically address the effects of energy usage. An example of this would perhaps be a biology class that focuses on studying global climate change. These teach not only students of environmental studies about energy issues, but also reach students with majors in those disciplines. Another way to reach a large number of students is through creating a “green” campus atmosphere.

David Orr, professor of environmental studies at Oberlin College stated that, “The problem of education in our time is how to make ecologically intelligent people in an ecologically ignorant society.” Students at Illinois Wesleyan learn not only in classrooms, but from their environment as well; if they see the university striving to implement more sustainable architecture and transportation, it will make them more aware of energy issues. This increase in awareness is the first step, as mentioned previously, to initiating positive change. It is for these reasons that IWU needs to take the initiative and become a leader among small universities within these policy areas. Other universities have begun to implement projects regarding both sustainable architecture and transportation, and have received large amounts of positive publicity and praise for doing so. IWU can join this trend and set precedents for other institutions of higher learning.

As stated earlier, the notion of ‘green building’ and sustainable architecture is one that is becoming a popular trend among colleges and other institutions. David Orr and Oberlin College have constructed the Adam Joseph Lewis Center for Environmental Studies. The design philosophy was to create a building not just for classes but rather a building that would help to redefine that relationship between humankind and the environment; they wanted a building that would expand the sense of ecological possibilities. The building is more than just a demonstration, but also a part of the larger education of the Oberlin community. Some of the innovative environmental features include: collecting solar energy through the use of south-facing glass in the building’s atrium and workspaces; retaining and re-radiating heat through the use of thermal mass in concrete floors and interior masonry walls; deriving heating and cooling from closed-loop geothermal wells and reducing lighting loads by providing daylighting for all interior spaces (Oberlin College News, 2001) (see Appendix for a photo and facts about the building). Orr proposes a national effort to employ students in making colleges and universities models of ecological design that can easily be seen and experienced.

Middlebury College is another institution that is adopting the notion of responsible building. They have created what they call the “Project Review Committee,” which is a group in charge of developing a more responsible route for new building and construction on their campus. They state that when they consider a new building, they “strive to think outside of the box by assisting college decision-making to enable all new buildings and renovations to be more ecologically sound and efficient.” Dave Ginevan, Executive Vice President for Facilities Planning, has found that the committee has “helped to formalize for the college putting into practice what it teaches and believes it is the right way for an institution of higher learning to conduct business (Middlebury College Press Release A 2001).”

Ross Commons, which is a new residence hall/dining hall to be completed in January 2002, will include green certified wood, locally procured stone, and energy-efficient kitchen hoods. Middlebury is also getting a new library, to begin construction in the spring of 2002; this library will be constructed where the old science center once stood. The old science center is currently in the process of being demolished, and Middlebury plans to recycle 98 % of the entire six-story building. The cost of recycling the building is $800,000 but, according to Middlebury College Director of Environmental Affairs Nan Jenks-Jay, the investment is roughly comparable to removing the building in a more usual method and sending the waste to a landfill (Middlebury College Press Release B 2001). The new library at Middlebury is going to feature maximum efficiency standards, and is expected to receive a silver or even a gold rating with Leadership in Energy and Environmental Design (LEED), which is a new national standard for sustainable design that was created by the U.S. Green Building council. The library will contain triple-glazed windows, light-control blinds, green certified wood, interior bike storage areas, and efficient energy systems (Middlebury College Press Release C 2001).

We propose that similar ideas and notions be kept in perspective when IWU renovates Sheean Library. The building could be renovated using green architecture with meters and monitors placed in the front of the building so students can easily see energy usage at any given time. The master-planning architects seem open to ideas and suggestions in regard to green building and the firm also employs architects who are specially qualified to create environmentally-friendly buildings, as seen in the IWU 20-year master-plan discussion.

We think that another program that could be implemented in regard to students is through the promotion of “Energy Star” appliances. We propose that the first step IWU should take is to become an Energy Star partner; these ‘partners’ sign an agreement stating that they are publicly committed to helping the environment through improved energy performance. By signing this letter, IWU would be joining a network of leaders who support the principles of ‘Energy Star;’ DePaul University, the University of Illinois, Butler University, Columbia, Duke, Miami of Ohio, and Stanford University have all signed on to this agreement. State Farm Mutual Automobile Insurance Company has even signed on to the ‘Energy Star’ agreement. If IWU signs this letter, it could be the first step in a widespread educational process. There are two fairly local energy service providers: the Association of Professional Energy Consultants in Springfield and Illinova Energy Partners (Dynegy) in Decatur. We are proposing that the university work with one or both of these organizations in order to create an “Energy Star” residence hall room. This would be a room in which all of the appliances were Energy Star; these appliances could be donated and this room would be a way of learning for students by their environment. The contact people are Brett Small in Springfield, he can be reached at (800) 844-2732; Illinova can be reached at (801) 568-2114.

Transportation is the second largest contributor of greenhouse gases, accounting for 26% of total emissions. To reduce the emissions that Illinois Wesleyan produces from gasoline, alternative green transportation methods can be incorporated. Again these methods will also contribute to IWU students’ passive learning; if they see these new alternative transportation methods used by IWU they will become more conscious of energy issues. For example, the carts that Information Technology now uses run on gasoline. When new carts are purchased in the future, electric carts that do not emit greenhouse gases can be bought instead of typical gasoline powered carts. Electric carts generally run around $2,000 and are made by companies including Club Car, Yamaha, E-Z-Go, Truman, and Crushman. It may also be possible for batteries in the carts to be charged by solar collectors. Other schools are implementing new technologies as well. The University of Michigan’s School of Engineering has implemented a solar car and hybrid-fuel vehicle program; the University also has provided free bus passes for faculty and staff. All buses and trucks the University utilizes have been running on B20 (20% biodiesel, 80% regular diesel) since November, 2000. The University of Michigan is also proposing that all new cars, mini-vans and trucks that are purchased in the future will run on E85, which is 85% ethanol and 15% gasoline (The Sustainable University of Michigan 2001). Also, students at the University of Vermont are helping test biodiesel made from 100% virgin vegetable oil or recycled restaurant grease. This fuel is used on campus, and it will cut down on toxic emissions (NWF Campus Environmental Yearbooks 2001). Since February, 1999, Middlebury College has leased an electric pick-up truck and in August, 2000, Middlebury added an electric car to their fleet. These vehicles have also be incorporated into the academic curriculum at Middlebury, with a student intern conducting educational projects and outreach related to alternative fuel vehicles with the ones already leased (Clean State Program Plan 2001). IWU could take this cue and create a program that is similar, furthermore increasing education through students’ surroundings.

Illinois Wesleyan can also decrease the amount of emissions that the presently owned university vehicles produce by switching from regular gasoline to E85. University of Michigan now uses E85 in its vans and cars. The price of E85 is 85% is competitive with traditional high quality gasoline. E85 can be used in American made vehicles produced within at least the last five years without having to make engine modifications. (see Appendix for list of vehicles that can use E85) It works best in minivans, cars, and trucks with smaller engines. Since E85 is 85% ethanol, it produces 35% fewer emissions than traditional gasoline powered vehicles. The American Lung Association has labeled E85 as one of its “Clean Air Choices.” Locally E85 can be purchased at FS Farmtown 150 South, Bloomington (the phone number is (309) 662-9321).

While the above programs stress the physical campus environment, energy/environmental sustainability may also be addressed through the academic structure.

Energy usage is a global issue that affects every human living on our planet. The environmental degradation resulting from greenhouse gas emissions will increasingly continue to affect every part of the planet, and no person or place on earth is immune from the effects. Therefore, every student should be aware of the consequences of fossil fuel usage and how to reduce our consumption of these fuels. One way to make every student aware of this global problem is to require him/her to study it in some way. This can by done by making it a graduation requirement to have a ‘Sustainability’ general education flag. At present, only 8% of college campuses in the U.S. require their students to take environmental studies courses as a general education requirement, but the numbers are growing. If Illinois Wesleyan acts soon, we could be a leader in this area; not only would we better educate our students, but IWU may also receive positive attention for taking the initiative to require such a component in our general education policies.

A flag in sustainability would not deal solely with energy consumption, but would instead address this issue as well as many other globally important environmental areas, such as more sustainable living. The classes that qualify for the flag would present an emphasis on learning about environmental problems and possible solutions that could be implemented at global, national, and local levels. There would be an emphasis on the role that individuals can have in suggesting and implementing change. Many environmental tasks seem overwhelming, but when students learn that the university they are attending is taking positive steps to solve the problems, it reassures them that change can be made. Students would need to be able to track how successful campus energy programs are. For example, energy evaluations like the one that our class is conducting should be done every few years. Students can then analyze the data from these evaluations and see the progress the university has made at reducing energy usage and emissions.

There are specific goals that the environmental flag and classes that qualify for it would need to strive for. A ‘Sustainability Flag’ would follow the overall goals of the general education program. The flag classes may also focus on raising a student’s sense of social awareness by bringing to light the social consequences of environmental problems – which include environmental racism, policy change and implementation, and international trade, just to name a few. For example, this may be done by studying how waste from nuclear power plants is often shipped overseas to developing countries. The social effects of this North/South toxic waste trade can be examined in a flag class.

Flag classes would also allow students to analyze particular environmental problems and form ideas about possible solutions. Such a process would help the student develop critical thinking and problem solving skills; in using these real life examples students would have to reason and analyze how energy problems may be dealt with. More specifically, students may evaluate the possibility of limiting foreign fossil fuel imports, and the potentially positive or negative effects that this policy implementation would have on the United States.

Finally, flag classes would urge students to look at their own place in society and their views of nature. In this light, the interdependency of the society and the environment becomes evident, and students are prompted to assess their own values regarding both our environment and society. For example, students might have to decide if they are willing to keep the United States energy consumption level at its present rate while running the risk of depleting world resources, or to reduce consumption and deal with the ramifications of lifestyle changes and the possible reduction of available goods. The goal is for humans to live in a sustainable manner for many generations to come.

5.6 Summary of Policy Proposals

o Green Transportation - Electric carts can be used by IT and electric cars and/or hybrid gas/electric cars can be purchased for university vehicles

References

Clean State Program Plan. January 2001. http://www.evermont.org/PDFs/evdraft.pdf

Orr, David. 1994. Earth in Mind: On Education, Environment, and the Human Prospect. Island Press: Washington, D.C.,

Chapter 6: Conclusion

Over the last decade, universities around the country and around the globe have begun to make concerted efforts to stand as leaders for environmental sustainability. More than 275 university presidents and chancellors from over 40 different countries have signed onto the Talloires Declaration, committing their institutions of higher education to sustainability and environmental literacy in teaching and practice (See Appendix 6). Although Illinois Wesleyan University is not yet one of these schools, it is clear from our study that the university has demonstrated concern for the environment and has already implemented many improvements to reduce its energy consumption. We believe that by continuing in these efforts and adopting the changes recommended in this briefing booklet, Illinois Wesleyan can further reduce its negative effects on the environment and be a leader in environmental sustainability, while at the same time realizing significant cost savings. Pursuing these goals will work to make Illinois Wesleyan a more effective institution of higher education. Reducing energy consumption will provide financial savings that can be redirected to projects that improve the University’s profile (including other environmentally beneficial projects). Reducing Illinois Wesleyan’s environmental impact on the local and global communities and ecosystems is no less important. Finally, environmental concerns are growing internationally; demonstrating that Illinois Wesleyan is aware and responsive to these concerns will allow the university to attract high-caliber, impassioned students and receive recognition for its efforts

By implementing the HVAC, Lighting and Appliances, and Computer changes outlined in this energy use briefing booklet, Illinois Wesleyan University will be able to annually save an estimated $272,000, and decrease the University’s production of greenhouse gases by 1,560 tons—equivalent to planting 4,500 trees each year (American Forests, 2001). Some of the changes that we have recommended involve relatively small investments and can be achieved in a short amount of time; others may require a greater commitment of resources, but will have proportionally greater benefits in the long run.

These recommendations, however, are only one step toward the greater goal of environmental awareness and responsiveness. While it is our hope that the University will give serious consideration to our efforts, we also recognize that an understanding of environmental issues must become a fundamental concern for the entire Illinois Wesleyan community when making decisions for our campus and the biosphere in which it exists. For this reason, we advocate green architecture, green vehicle alternatives, energy education, and an environmental education general education flag.

The benefits to be reaped from the various technical and educational measures outlined in this briefing book are great. Investing in the environment, like investing in the education of students, aspires to create a better future. It would be shortsighted to expend great efforts as an educational institution without considering the world students enter when they leave Illinois Wesleyan. Moreover, we would be missing an opportunity to graduate students who have learned to lead by example and who will plant the seeds of Illinois Wesleyan’s ideals elsewhere. At this delicate time in history, it seems particularly relevant that we at Illinois Wesleyan give greater consideration to the ways in which we might be more responsible global citizens. As the first chapter in this report demonstrates, reducing our energy consumption is clearly one of these ways.

* Efficiency, in this instance, is defined as [(Heat energy absorbed by water)/(Heat released by fuel combustion)]*100%

Appendices

October 27, 2001	Average Floor Temperature (rooms with windows closed)	Number of Rooms	Average Floor Temperature (rooms with windows open)	Number of Rooms	Thermostat Setting
1^st floor	77.1ºF	14	N/A	0	N/A
2^nd floor	75.3ºF	7	70.5ºF	4	N/A
3^rd floor	73.5ºF	6	69.5ºF	4	72.0ºF
October 30, 2001
1^st floor	77.6ºF	13	N/A	0	N/A
2^nd floor	74.8ºF	10	70.5ºF	3	N/A
3^rd floor	75.8ºF	10	72.5ºF	7	72.0ºF

November 13, 2001	Average Floor Temperature (rooms with windows closed)	Number of Rooms	Average Floor Temperature (rooms with windows open)	Number of Rooms	Thermostat Setting
Basement	79.3ºF	4	N/A	N/A	72.0ºF
1^st floor	75.8ºF	4	N/A	N/A	72.0ºF
2^nd floor	73.0ºF	4	73.0ºF	1	72.0ºF
3^rd floor	76.0ºF	5	75.6ºF	4	72.0ºF
4^th floor	75.4ºF	5	73.0ºF	1	72.0ºF
5^th floor	77.3ºF	4	76.0ºF	2	72.0ºF
6^th floor	73.0ºF	3	75.0ºF	3	72.0ºF
7^th floor	74.0ºF	1	76.6ºF	5	72.0ºF

Cost of Boilers:	$1,045,998
Annual Energy Usage:	1,072,010.97 therms
Estimated Energy Savings:	1,072,010.97 therms x	21.4%	= 229,410.35 therms
Savings:	229,410.35 therms x	46.5 cents/therm	= $106,676
Payback time:	$1,045,998 /	$106,675.81	= 12.8 years

Appliance	Energy used while on	Energy used while off
Television	44.6 watts (J/s)	3.3 watts
Energy Star Television	43.9 watts	0 watts
Average Size Refrigerator	85.6 watts	0 watts
Stereo	21.7 watts	6.3 watts
Microwave	1305 watts	1.3 watts
VCR	11.4 watts	3.2 watts
Energy Star VCR	9.7 watts	3.8 watts

	(1)	(2)
Features	T-8	T-12
A. Life of Bulb	20,000 hrs	20,000 hrs
B. Price of bulb	$2.54	$1.80
C. Wattage	32 watts	40 watts
D. Annual Operating hours	18 hrs/day x 300 days/year = 5400hrs	5400 hrs
E. Cost of labor to replace 1 bulb	$12.50/hr x 15 min = $3.13	$3.13
F. Average Electric Rate	$.065/ kWh	$.065/ kWh
Annual Operating Costs
G. Bulb price (BxD/A)	$.68	$.49
H. Labor (ExD/A)	$.85	$.85
I. Electricity (CxDxF)/1000	$11.23	$14.04
J. Total (G+H+I)	$12.76	$15.37
Estimated Savings/bulb	T-8/T-12
K. Annual savings (J1-J2)	$2.61
L. Simple Payback (B2-B1)/K	.28 years
M. Energy $ Saved Over bulb life (I1-I2)xA2/D	$10.40
N.TOTAL SAVINGS over bulb life KxA2/D	$9.66

Features	Incandescent	Fluorescent	QUICK-FIT
A. Life of Bulb	8,000 hrs	20,000 hrs	547,500 hrs
B. Price of bulb	$9.58 for 2	$7.76 for 2	$11.95 for 2
C. Wattage	30 watts avg. for 2	32 watts avg. for 2	2.4 watts per sign
D. Annual Operating hours	8760	8760	8760
E. Cost of labor to replace 1 bulb	$3.13	$3.13	$3.13
F. Average Electric Rate	$.065/kWh	$.065/kWh	$.065/kWh
Annual Operating Costs
G. Bulb price (BxD/A)	$10.49	$3.40	$.19
H. Labor (ExD/A)	$3.43	$1.37	$.05
I. Electricity (CxDxF)/1000	$17.08	$18.22	$1.37
J. Total (G+H+I)	$31.00	$22.99	$1.61

	(1)	(2)
	Incandescent à QUICKFIT	Fluorescent à QUICKFIT
K. Annual savings (J1-J2)	$29.39	$21.38
L. Simple Payback (B2-B1)/K	.14	.11
M. Energy $ Saved Over fixture life (I1-I2)xA2/D	$981.87	$1053.13
N. Return on Investment (1/L x 100)	714%	909%
N.TOTAL SAVINGS over fixture life KxA2/D	$1,836.00	$1,336.25

Savings	$	Watts
Present Energy Costs/Yr	$9,057	150,950
Projected Energy Costs/Yr	$4,834	80,567
Vending Miser’s Energy Costs/Yr	$1.01	16.8
Total Energy Cost Savings/Yr	$4,222	70,367
Energy Cost Savings per Machine/Yr	$106	1,767
Total % Energy Savings	47%	47%

Thomas Hladish, Michael Morris, Jennifer Olson