Idea # 1 2

Net
Total Up
Down
Idea # votes votes votes votes Idea Title
Full Name
Primary Theme
Secondary Theme
-19 Off-Campus Student Energy Conservation Challenge
-4 The University of Vermont Energy Reps
Dan Fredman
Energy Education
Smart Grid
Finn Galloway-Kane
Energy Education
CEF-Related Ideas
1
2
40
78
59
3
11
7
3
30
92
61
-31 Let's replace UVM's two-stroke outboard engines with clean, efficient four-stroke engines
Douglas Connelly
Transportation
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
28
78
53
Douglas Connelly
Transportation
27
79
53
-25 Improve bicycling access at UVM with more racks, covered storage, commuter lanes, and more!
-26 GreenSpeed4
Emily Gutman
Transportation
11
41
26
Jeff Frolik
Transportation
10
22
16
-15 An Electric Vehicle for Off Road Patrol
-6 UVM Electric Vehicle Charging Station Feasibility Study
Michelle McCutcheon-Schour
Transportation
Ian LaPoint
Transportation
Molly O'Hara
Transportation
Rebecca Fox
Energy Conservation
4
12
8
-1
7
3
27
53
40
12
32
22
7
17
12
5
11
8
4
16
10
3
5
4
3
9
6
-3
5
1
0
0
0
-4 Electric Vehicle Charging Station on Campus
-4 Plug and Go Cars to Power the Grid
-13 Sheepscaping UVM
-10 Polar Power
Caylin McKee
Energy Efficiency
-5 Renewable Ice Rink Heat Recovery
-3 Campus Energy and Sustainability Map
Aidan Pellegrino
Energy Reuse
Katharan M Blofson
Strategic Reporting
-6 Solar Panels on the Davis Center!
-1 Rechargeable Batteries for a Brighter Future
Jonathan Lott
Installation
Luke Donforth
Material Reuse
-3 Getting to Climate Neutrality - the Johnson House Demonstration Project at UVM
-4 Freight Farms
Deidre Zoll
Climate Neutrality
Feasibility Study
Frederick Hall
Sustainable Ag
Renewable Energy
Gioia Thompson
Behavior Change
Driving
0 Eco-driving and No-idling Education
Research Projects
19
20
6
10
8
3
7
5
-2 Stirling Engine Research, Development and Integration
-2 Low Cost Light Trapping Photovoltaics
Seth Libby
Walter Varhue
Lecture, Workshop, Co-curricular Ideas
21
22
23
24
25
42
72
57
9
23
16
8
16
12
6
10
6
12
-15 Smart Grid Seminar Series
-7 Sustainability Field Trip Series
D. Curtis Saunders
Michelle McCutcheon-Schour
Mitchell Dundon
8
-4 6-Cycle Engine Senior Design Project
-2 Alternative Energy 1 Credit Lab
9
-3 Energy Action Seminar & Class -- Fall 2014
Richard Watts
Brian Bourque
Renewable Energy
Renewable Energy
26
27
28
29
30
31
32
33
34
35
6
12
9
6
14
10
5
9
7
5
11
8
4
6
5
3
7
5
3
7
5
3
13
8
0
6
3
-3
11
4
-3 Smart Grid
-4 Energy and Agriculture Lecture Series
Jordan Seim
-2 Analyzing Mitigation Attempts within Vermont
-3 Renewable Energy and Environmental Justice: Student Seminar
Xue Rosenberg
-1 Sustainable Living Workshops
-2 Climate Neutrality at UVM
Eleanor Auchincloss
-2 Clean Energy Futures Lectures & Workshops
-5 From Light To Flight: Creating A Solar Powered Lighter Than Air Craft
Katharan M Blofson
-3 Seminar Series: Biodiversity and its Rapid Decline
-7 Clean Energy Entrepreneurial Ventures
Michael Storace
Annalena Barrett
Julienna Brooks
Katherine Ward Murray
Peter (Ian) Benson
Alex Perkins
General Sustainability Ideas (not directly related to CEF mission)
Notes
36
37
9
9
19
19
14
14
-5 Converting Waste Cooking Oils from Dining Halls to Bio-diesel!
-5 CATS Route Change
Jack Hanson
kyle chu
Operational and coordinated by Recycling and
Waste Management.
Refer to TPS
38
39
40
41
7
6
15
14
11
10
Matthew M. Iacobucci
Kaylyn Blair
UVM Faculty Senate Sustainability Outcomes
Committee
Refer to Orientation Committee
6
6
16
12
11
9
-4 Sustainability/Clean Energy EDU
-4 Reducing Plastic Dependency with VSTEP and UVM Orientation
-5 UVM Go Green Get-Down
-3 Receipt Free
Emily Gluckin
taylor cook
Sustainability festival, not CE focused
Waste reduction. Refer to CAT Card
42
43
5
4
11
10
8
7
-3 Renewable Outside Lighting Research
-3 Eco Ware for Everyone
Alex Perkins
Enzo Cortet
Idea has been implmented via Energy Revolving
Fund
Refer to Dining Services
44
3
13
8
-5 Cycling Power: Retrofitting the cycling studio to help power itself
Kelsey jonat
Does not meet the intent of the CEF mission.
Staff do not have the capacity to turn this into an
educational opportunity.
45
46
2
10
6
Nick carson
Refer to Grounds and Landscape Advisory
Committee
2
6
4
-4 Trees for Freshies
-2 Clean Energy Fund Month
Lida Benson
Will ask CEF GA to talk to Student Life
47
1
7
4
-3 Green Space in L/L Research
Lucas John Gajewski
No clear funding source. Refer to Capital Planning
48
0
8
4
-4 Green Roofs
Charlie Bailey
Green roofs already exist on Davis Center & Aiken
Does not meet the intent of the CEF mission.
Staff do not have the capacity to turn this into an
educational opportunity.
49
0
14
7
-7 Pedal-A-Watt
Lauren Knopp
50
-1
5
2
-3 Eco-Engagement
Casey Ann Short
51
52
-1
5
2
-4
12
4
-3 Photovoltaic Installation and Education
-8 CNG-only Busses, even on nighttime routes
Sarah Adams
Must come through an academic department.
UVM's Senior Experience in Engineering Design
(SEED) program or VT Tech fit for this idea.
Nathan Reilly
Refer to TPS
Awarded Funding
53
6
12
9
-3 Building a Sustainable Campus Food System at UVM: A Spring 2014 Speaker Series
Alison Nihart
Reminders
54
55
15
39
27
14
46
30
-12 Energy Monitoring System in GreenHouse
-16 Photovoltaic Arrays on the GreenHouse Roof
No direct CE link, but broad endorsement of
environmental education.
Anna-Linnea Towle
Anna-Linnea Towle
CEF-Related
Ideas
CEF Project Ideas
Published on UVM Office of Sustainability (http://www.uvm.edu/sustain)
#1
Off-Campus Student Energy Conservation Challenge
Submitted by Dan Fredman on November 1, 2013
Total # of Voters: 78
Thumbs up (+): 59
Thumbs down (-): -19
Net Votes: 40
Summary of Project
CEF funds will be used to provide home energy devices (HEDs) to UVM students living off-campus in Burlington, at no (or, a subsidized) cost.
These devices connect to residential smart meters and make available real-time energy consumption information. Burlington Electric
Department is in the process of deploying Advanced Metering Infrastructure (AMI) in the city, but choices of how, when, and whether or not to
use HEDs have not yet been made.
Acquiring these devices will create a strategic platform for deeper energy literacy and advanced research in the UVM community, offering a way
to gain insight into interactions between people and the developing smart grid energy system, a vital component in growing adoption of cleaner,
distributed renewable energy sources. Additional resources to understand energy consumption at a granular level create a leverage point for
greater gains in conservation and efficiency.
Introduction and Background
Vermont is at the forefront of the nation's Smart Grid , or Advanced Meter Infrastructure (AMI) deployment. While not without controversy (a
topic hopefully to be discussed in future Smart Grid Seminars), nearly all Burlington residents have a smart meter collecting home energy
consumption data at 15-minute intervals. At 8-hour intervals, this data is wirelessly reported back to Burlington Electric Department (BED) from
the meter and made available to customers who log into their Energy Engage portal. At the time of this writing, a small portion of Burlington
residents have accessed their accounts. While having this precise data is incredibly useful, there is still an 8-hour delay on when customers can
view their data. At this time it is unclear why so few customers have created accounts, but reasons for the lack of participation may be due to a
lack of outreach and the inability to use the data immediately. A significant portion of the residents in Burlington are UVM students who live offcampus; this is a population that is chronically resistant to consistent outreach efforts due to their transience.
A possible next step in the roll-out of AMI is the use of small home energy displays (HEDs), also known as in-home devices (IHDs). An IHD
connects to the home's smart meter wirelessly and provides information in real-time from the meter, rather than from the central utility database.
However, IHDs come in different configurations and manufacturer's interpretations of what best conveys energy consumption varies. BED likely
needs additional research to understand where and how an investment in IHDs for customers should be made.
Research (Faruqui, 2010) of residential energy programs has shown that using real-time energy feedback with IHDs (and use of precise energy
pricing policies) can reduce energy consumption, and a study from Oberlin College (Petersen 2007) indicates that competitions and real-time
information can improve college students conservation behavior, but a study of this nature involving college students living off-campus is not
easily done without AMI.
This CEF proposal aims to make this possible. With more than 50% of the UVM Student Body living off campus, most of whom reside in
Burlington, there is tremendous opportunity to lighten the energy footprint of the UVM community in Burlington.
Methodology and Timeframe
The initial proposal here is to:
1. Encourage collaboration between BED, The UVM Office of Sustainability, the UVM Office of Student & Community Relations, and the
UVM Smart Grid IGERT program. Determine the technical requirements to connect UVM IHDs to existing residential meters. Expected
timing: Completed by the end of Spring 2014.
2. Create additional educational opportunities for students living off campus to better understand, as residential customers in Burlington,
how to take advantage of the smart grid. This will take the shape of semesterly educational seminars, handouts or door-hangs for
student residences off-campus, and a simple webpage on how to acquire an IHD. CEF funds will cover the cost of developing and
distributing information. Expected timing: Content developed during Spring 2014, first seminar in late summer 2014, outreach efforts
ongoing.
3. When possible (depends on AMI timeline from BED), acquire a "bank" of IHDs, for use in studies or distribution to off-campus students.
Depending on feasibility with BED timeline, IHDs could be delivered to students as early as move-in weekend, late summer 2014.
4. Depending on process, do at least one of the following:
"Rent" IHDs to students off-campus, using CEF funds as a subsidy and ask for students to allow researchers to passively analyze their
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data. Students get their money back when they return the IHD.
Recruit students for a study and give them IHDs for their apartments, using a small security deposit. Use different types of IHDs to
investigate whether one product has a better outcome.
Use one or more variety of IHD. Recruit students for a study and give them IHDs for their apartments, using a small security deposit.
Create a competition between groups of students, neighborhoods, etc.
Long term, with a framework for delivering IHDs to students at lower cost, BED can realize greater penetration of conservation
opportunities to student residents. Additionally, new research opportunities can develop to study off-campus student energy behavior or
experiment with behavior modification techniques.
Benefits and Results
Educational Benefits/Learning Outcomes:
Students learn about the evolving energy system
Students learn how to conserve energy at home - off campus - in preparation for life after UVM
Develop a dataset of student profiles to discover patterns in energy behavior (e.g. Do ECON majors conserve more than ENVS majors?)
Environmental Benefits:
Increased likelihood of energy conservation
Less energy consumption = more VT renewables available to the grid
Economic Benefits:
Less energy consumption = cost savings for students
More VT renewables available to the grid = savings for VT
Purchasing agreement for many IHDs = cost savings per-unit
Decreased cost of IHD for students, BED, etc. ->Ideal leveraging of CEF
Student Engagement
The primary goal of this project is student engagement. Providing access to in home displays will greatly increase students knowledge,
understanding, and involvement with the new statewide smart grid. Students will be able to observe in real time how their daily choices affect
their energy consumption. In addition, this project will enable a wide range of new research possibilities for UVM students. The data generated
by the smart meters along with the in home displays could be used in countless student projects. Professor Paul Hines is currently working on a
research project that is testing the effectiveness of in home displays in reducing energy usage. This project would provide an incredibly useful
additional dataset that could be used to verify the results of that ongoing study, as well as open up the possibility of additional studies.
Suggested Project Champion(s)
This project is primarily lead by current UVM Smart Grid IGERT PhD students:
Daniel Fredman, NR ([email protected])
Robert Swain, CS ([email protected])
D. Curtis Saunders, ME([email protected])
T.C. McAndrew, Mathematics ([email protected])
Emily Cody, Mathematics ([email protected])
Chris Clement, NR ([email protected])
Mark Wagy, CS ([email protected])
With advisory faculty support from:
Professor Diann Galeema, Psychiatry ([email protected])
Professor Paul Hines, Engineering ([email protected])
Professor Chris Koliba, CDAE / Gund Institute ([email protected])
Professor Asim Zia, CDAE / Gund Institute ([email protected])
Projected Budget and Justification
The estimated cost of one IHD is approximately $100. This cost varies and is difficult to pinpoint in advance due to the purchasing process. It’s
also uncertain how much support BED may be able to provide. Given these obstacles, we estimate that $150 would cover the cost of the device
and overhead (installation, seminars, website, etc) for one household. We further assume that each household will average 2 students (given
that many off-campus students live with other students). That means that with $10,000 we could reach approximately 133 students, with
$20,000, 266 students, etc. This will change when a precise measure of students living off-campus is completed.
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Justification for use of student-supported, CEF Funds
This project will enable UVM students living off campus to take an active role in managing their electricity consumption. With roughly 50% of the
student population living off campus, this project would reach across a broad spectrum of the student body. The allocated funds will go directly
towards purchasing the IHDs and create the necessary infrastructure. In addition to reducing electricity consumption, the IHDs will provide
students from a broad spectrum of disciplines with an opportunity to both learn and experience the benefits of the smart grid. This project is both
student-centered and student-run, so the CEF funds will go directly back towards helping expand UVM students educational opportunities. We
will also work closely with the Burlington Electric Department which may also be able to supply the project with supplementary funds,
knowledge, and labor.
Comments (0)
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#2
The University of Vermont Energy Reps
Submitted by Finn Galloway-Kane on October 31, 2013
Total # of Voters: 11
Thumbs up (+): 7
Thumbs down (-): -4
Net Votes: 3
Summary of Project
The project is the creation of a UVM Energy Reps group. This group would create campaigns for energy saving on campus and also informative
posters and sessions in dorms for students. The goal is to reduce our energy use purely through education. This is the ideal time to instigate
such a program due to the massive amount of student engagement in programs to increase local food to reduce energy in addition to the work
regarding UVM’s divestment. Students care about the environment but they do not have the campaigns, posters and talks to educate them
about easy ways to drastically reduce energy consumption. The Energy Reps could be the solution.
Introduction and Background
The current issue at the University of Vermont is not investment, college classes, or infrastructures that focus on renewable energy, but rather
informative conversations with students to reduce their individual energy consumption in their daily lives. This has been the hardest part about
finding a solution to our energy needs, how can we change the living habits of the populous? With this large question in mind I propose an
educational UVM group run by UVM students focused on informing and encouraging saving energy in our daily lives. This is the first step in
smoothly transitioning our community to a new life style and energy system.
Methodology and Timeframe
The project will be carried out through gaining student and faculty support and through gaining individuals who can run the program. The office
of sustainability, the Student Government Association and the Eco Reps are all potential allies I see for this project. The project will take one
semester to a year to create but once created would not end. The projects within the organization would have time frames but as of this point
just creating the group is the focal point. The accountability of the group and maintenance would be dealt with through having it be a recognized
club through SGA. This way the club would have different positions, an office space, and rules and regulations mandated by SGA, which would
ensure that the club is maintained and held accountable.
Benefits and Results
The potential economic benefits could be huge. At Amherst College they have a program similar to the program I am proposing in which
students are educated and encourage dorm to dorm to save energy. This campaign is called the “Energy Hog” initiative. This student run push
encourages students to turn off lights, shut windows to save heat but also to unplug accessories in your room that use energy while idol (1).
Plug in transformers can use 4 to 7 watts while idol, which could be easily saved by just unplugging everything in your room. Amherst calculated
that if all of their students just turned off their lights and unplugged everything in their rooms over Christmas break the college would collectively
save 26 tons of carbon dioxide (1). This also would save 7000 dollars and 78,000 kilowatt hours. At a university almost ten times the size of
Amherst College we would be saving 70,000 dollars if students unplug everything in their rooms and turn of their lights before leaving. This is
not only an important educational and environmental opportunity for the UVM community but a financially great thing to do as well. This is just
one potential idea as to what the Energy Reps would do for a project. Another initiative could be the Put A Lid On It campaign, which was
started as a countrywide initiative in England to encourage students to put lids on their pots when cooking to save energy (2). This would be a
very strait forward project for the Energy Reps that could see great returns in the amount of energy we save, in educating people, and in the
amount we spend on energy at the university.
Student Engagement
The point of this project is to show students how they can really have an impact on the environment through the decisions they make every day.
By giving them opportunities and tools and goals it makes it easier and more enjoyable to partake in an energy saving initiative. Cornell
University has had an ongoing Lights Off Campaign, which could save the school 60,000 dollars a year (3). When students are reminded of the
role they play and how important their actions are they are much more likely to take part in school efforts to help the environment. If we did a
campus wide switch off campaign we could potentially save a lot of energy while letting students be apart of achieving a big goal. At the Imperial
College of London a student switch off campaign was done in 2010-2011 and as a result over 8000 dollars was saved and 32 tons of Carbon
Dioxide (4). At the end of the year a celebration was held for the huge savings and they calculated that with the energy saved they could make
almost 2 million cups of tea, fly from London to Manchester England 72 times or power a light bulb for 421 years (4). This addition of putting the
energy saved into perspective is very effective in showing the potentially huge impact we collectively as a community can have on our
environment.
Sources
1. "Amherst College." Awareness and Promotional Campaigns. Amherst College, n.d. Web. 05 Oct. 2013.
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2. "Case Study Summary." Student Switch Off Campaign. United Kingdom, 2012. Web. 5 Oct. 2013.
<http://www.ashden.org/files/SSO%20full%20winner.pdf>.
3. "Cornell University ER-2: Student Sustainability Outreach Campaign." ER-2: Student Sustainability Outreach Campaign. Cornell University,
27 Jan. 2012. Web. 05 Oct. 2013.
4. "Student Switch Off." Student Switch Off. Imperial College London, 2011. Web. 05 Oct. 2013.
<http://www3.imperial.ac.uk/facilitiesmanagement/energy/energysavinginiti....
Suggested Project Champion(s)
Additional Projects
Through another initiative the Energy Reps project could initiate a campus-wide “green” art weekend, where students will get the opportunity to
express “What it means to be Green”, on the external walls and surfaces of their dorm buildings using growing moss-paint. Flyers could be
posted around campus prior to the event, explaining the project and its goals to better include students in creating a greener school. For the
event, the reps could set up a table and distribute small containers of the paint and brushes to the students who want to take part. In addition
City Market bike blenders could be used to mix the ingredients together for students. The bikes are fun, and they are attention grabbers. People
will want to blend their own paint, and others will come over because it looks interesting. The art that the student’s paint will eventually flourish
and become significant living artwork that demonstrates what being Green at UVM means. It will help spread awareness to other students and
inspire them to take part in energy awareness. At the very least, it will increase their awareness of the neutrality project, and other Energy Rep,
and CEF-funded actions.
Projected Budget and Justification
Over all budget of 500 dollars.
The budget is purely for printing. The additional money is needed the group can get it through SGA because the group would be a recognized
SGA club. The 200 dollars would be for printing and the other 300 would be for snacks for students during educational seminars on how to save
energy led by Energy rep members in different dorms.
Justification for use of student-supported, CEF Funds
This project aligns directly with the wants of the Clean Energy Fund because it is all about saving energy while at the same time teaching
students how to decrease their carbon footprint. Also this year the Clean Energy Fund does not want to take on a project that would be an
installation of an energy system so this project is a great in between. It’s educational and save energy, but saves it through student action, not
through buy and installing a new system. In addition I think that the projects and classes already funded by the clean Energy Fund could assist
this project and the Energy reps could even help be the voice for renewable energy projects funded in the future through the Clean Energy
Fund.
Comments (1)
1) Why can't the eco-reps
Comment by James Patrick Dee - Posted on November 12, 2013
1) Why can't the eco-reps take this on as part of their responsibility?
2) Interaction with eco-reps is pretty low (I am completely unaware of many of the eco-reps)...this would seem to be a similar group. How would
we have more engagement with Energy Reps?
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#3
Let's replace UVM's two-stroke outboard engines with clean, efficient four-stroke engines
Submitted by Douglas Connelly on November 1, 2013
Total # of Voters: 92
Thumbs up (+): 61
Thumbs down (-): -31
Net Votes: 30
Summary of Project
The UVM Crew Team hopes to improve their fuel emissions and responsible use of the Lamoille River by replacing our outdated, polluting
two-stroke outboards with fuel-efficient four-stroke outboards.
Introduction and Background
The Men's and Women's Crew Team is one of the largest SGA organizations at the University of Vermont with a history of success
reaching back to the 1980s. The roster of seventy athletes trains year-round, rowing on the Lamoille River throughout autumn, and rowing
daily again once the river thaws in spring. Coaches facilitate two practices per day; following the rowers with outboard-motorized skiffs,
providing instruction and safety. Of the three motorized skiffs used, currently only one operates with a fuel-efficient four-stroke engine, while the
others use an outdated (pre 1999) two-stroke engine.
Efficient engines (four-stroke) release significantly less hydrocarbons and nitrogen oxides while operating. A carbureted two-stroke
engine will emit up to 25-30 percent of its fuel unburned into the water or atmosphere, which is why high-emission engines are prohibited on
some lakes. These high emission engines are two-stroke, typically built before 1999.
(www.dba.CA.govState of California Division of Boating and Waterways)
The UVM Crew hopes to become responsible stewards of the Lamoille River and create fewer pollutants by operating with fuel-efficient
four-stroke engines. Benefits include:
Improved fuel economy
Decreased oil consumption
Improved idling performance that reduces emissions
Longer engine life-span
Quieter operating volume (useful to neighbors during 5:30am practices)
The team estimates their current engine use at 50 operating hours per week, or 1,000 operating hours each year. We are the primary
users of the river corridor. A change in engine type would have a significant effect on the watershed.
Methodology and Timeframe
The fuel-efficient engines will be purchased from a local marina and engine supplier without delay. Operation will occur with the start of the
upcoming spring rowing season.
Benefits and Results
The benefit will be the replacement of the two-stroke engines that are shown in the boathouse photograph below.The result will be 25-30%
improved fuel efficiency for the motorized boats used each day for rowing practice.
Student Engagement
As a student-run organization governed by the SGA, the UVM Crew is an excellent example of student engagement. We welcome walk-ons
and athletes without rowing experience. Improving our engines will simply allow this student group to operate in a more responsible,
sustainable way.
Suggested Project Champion(s)
Liz Macneil – President, Women’s Crew
[email protected]
Buster White – President, Men’s Crew
[email protected]
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Projected Budget and Justification
Listed cost of Mercury 15 hp, short shaft, four-stroke outboard = $2,939 plus tax (WestMarine)
Budget request for two engines = $6,000
Justification for use of student-supported, CEF Funds
To support the use of fuel-efficient engines in our university student activities
Comments (0)
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#4
Improve bicycling access at UVM with more racks, covered storage, commuter lanes, and
more!
Submitted by Douglas Connelly on October 31, 2013
Total # of Voters: 78
Thumbs up (+): 53
Thumbs down (-): -25
Net Votes: 28
Summary of Project
This project aims to improve bicycle access, safety, and facilities at the University of Vermont. Through collaboration with multiple
stakeholders, departments, and student groups at UVM, research will be done to establish the bicycle needs of our campus. Attention will be
placed on bike storage and parking, bike lanes and pedestrian walkways, commuter routes to and from campus, the potential to develop our
bike share system, and connecting to the transit network of Burlington. The request for funding includes significant personnel involvement to
carry out the research, collaborate with stakeholders, and create an Active Transportation Plan. This Active Transportation Plan will guide UVM
in its infrastructure changes to become a better bicycling campus.
Introduction and Background
Many at the University of Vermont have called for improved bicycle access throughout our campus and increased safety as bicycling
numbers grow and the riding season lengthens. It is clear that our current bike lanes, racks and access points are no longer meeting the needs
of bicycle commuters. Additionally, bike/pedestrian collisions on campus pathways highlight the importance of safety for all non-motorized
travelers. Thorough research must be done to ensure that UVM incorporates bicycle access and safety in its campus planning and
improvements. The goal of this project is to research UVM’s current bicycle use, plan for increased future use, and improve safety for all nonmotorized travelers. The related outcome will be reduced fuel consumption, reduced fuel emissions, and decreased vehicle congestion at UVM.
Background
The City of Burlington has developed and published their Climate Action Plan, which calls for a city-wide reduction in transportation
related energy and an increase in alternative transportation. The goal is to reduce vehicle-miles-traveled by 10% in 2025. Walking and bicycle
commuting has been identified as an essential component to move towards this goal. Burlington plans to create an overarching Bike /
Pedestrian Plan to reach this goal. The University of Vermont has been identified as a weakness in the current bicycle network.
“For Burlington to reach its goals, UVM needs to be a critical partner in helping meet those goals, but city transportation planners and local
advocates like Local Motion have long identified UVM's lack of route connectivity as a critical hole in the broader picture of supporting bicycle
transportation in the city.”
(Luis Vivanco, UVM faculty and author of Reconsidering the Bicycle)
We must remedy this with a similar Bike / Pedestrian Plan, successfully linking into the City’s plan.
The Clean Energy Connection
The benefit of more bicycling at UVM speaks for itself, and directly relates to clean energy. We will reduce fuel consumption, reduce fuel
emissions, and ease congestion throughout campus by replacing automobile user miles with non-motorized user miles. Additionally, access to
bicycling promotes health, economic equity, and community resilience. The cost of operating a vehicle for one year is estimated at $5,170,
whereas the cost of operating a bicycle for one year is $120 (AAA, League of American Bicyclists)
Bicycles Reduce Emissions - Pollutionfacts:
Motor vehicle emissions represent 31 percent of total carbon dioxide, 81 percent of carbon monoxide, and 49 percent of nitrogen oxides
released in the U.S. (The Green Commuter, A Publication of the Clean Air Council).
60 percent of the pollution created by automobile emissions happens in the first few minutes of operation, before pollution control
devices can work effectively. Since "cold starts" create high levels of emissions, shorter car trips are more polluting on a per-mile basis
than longer trips (League of American Bicyclists).
A short, four-mile round trip by bicycle keeps about 15 pounds of pollutants out of the air we breathe (WorldWatch Institute).
Many metropolitan areas do not meet the air quality standards specified in the 1990 Clean Air Act Amendments. Switching motor vehicle
trips over to bicycle trips is an easy way to reduce energy needs and pollution emissions from the transportation sector.
Methodology and Timeframe
Needs Statement
The University of Vermont needs to develop an Active Transportation Plan that ensures efficient campus travel for bicyclists and safe
use for pedestrians, skateboarders, handicapped individuals who come into contact with bicyclists. This need is growing: The number of
bicyclists on campus has increased in the past ten years (Campus Area Transportation Management Association - CATMA) and as the Vermont
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climate changes, an extended bicycling season creates more user days, and multiplying the need for proper campus infrastructure. In short,
more bicyclists are commuting for a longer portion of the year. The need for bicycling improvements is evident.
CATMA has conducted student and staff transportation studies for the past ten years at UVM. They have found a decrease in total cars
since alternative transportation has been offered. In their research, they have identified two major items that prevent further bicycle commuting:
1. Safer access routes to/from campus
2. Improved bike parking on campus (rack availability, location, security, and exposure)
Additionally, campus pathways are a concern, recently voiced by the Department of Parking and Transportation and Campus Safety, as
two bicycle/pedestrian collisions have occurred in recent months. Thoughtfully designed and clearly designated routes on campus must be
developed to maintain the safety of all non-motorized (active) travelers – bicyclists, pedestrians, skateboarders, wheelchair users.
Methods
The Project Coordinator will research the current active travel to/from/on campus and work with campus stakeholders to create an
improved transportation plan. The coordinator will begin with an inventory all bicycle racks, pathways, bike lanes, and essential hubs of travel.
Next, collaboration with Campus Planning Services, Office of Sustainability, Department of Transportation and Parking, Bicycle User’s Group,
Bicycle Advisory Group, and others will shed light on the needs of the campus population. The City of Burlington Public Works will be
consulted. Improvements to campus infrastructure will be discussed, resulting in the Active Transportation Plan. The plan will aim to:
1. Determine safe and logical routes to and from campus from surrounding neighborhoods
2. Determine safe and logical routes of travel throughout campus
3. Make logical routes apparent, using paint, signage, campus education
4. Assess bike parking needs and the potential for covered and secure parking
5. Determine where additional bike parking can be created
6. Work with City of Burlington to link campus routes to downtown and their upcoming plan
7. Survey student and staff populations to understand their transportation needs
8. Assess the importance of campus bike share in the active transportation plan
The 2006 Campus Master Plan has created an internal review process for significant changes to campus. The decisions will need to fit
within the campus master plan and be approved by the Campus Master Planning Committee.
Educational Collaboration with Professor Richard Watts and students of Sustainable Transportation Planning will occur. Students will
have the opportunity to generate ideas and provide feedback on the Active Transportation Plan.
Since the infrastructure of this project will result in significant expense and changes to campus, DTP Director Jim Barr believes an outside
consultant should be contacted to examine our research and bring expertise gained from similar projects. A Request For Proposals will be
developed for an external consultant to examine our Active Transportation Plan. Lani Ravin and the office of Campus Planning have agreed to
assist with this RFP and guide us through the consultant process. The Department of Transportation and Parking plans to contribute some
funds to this initiative. The consultant will absorb the research done by the coordinator and campus stakeholders, conduct their own
investigation, and provide outside perspective on the work to be done.
Timeline for Active Transportation Plan:
June 2014 – Initial Draft of Active Transportation Plan
Fall 2015 – RFP created for external consultant
Jan 2015 – Active Transportation Plan internal research complete
Summer 2015 – External consultant finalizes plan
Fall 2015 – Infrastructure improvements begin
Benefits and Results
The result will be the UVM Active Transportation Plan, described above, which will allow UVM to improve its infrastructure for bicycle
users.
Student Engagement
The Bicycle User's Group (BUG), comprised of student members, will be consulted throughout the research project. Additionally,
students from the spring semester course Sustainable Transportation Planning will contribute to the plan.
Suggested Project Champion(s)
Stakeholders and Supporters:
UVM Bicycle Coordinator – Doug Connelly ([email protected])
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Bicycle User’s Group (BUG)
Bicycle Advisory Group (BAG)
Office of Sustainability – Gioia Thompson, Mieko Ozeki
Rubenstein School faculty – Stephanie Kaza
Anthropology faculty – Luis Vivanco
CALS faculty – Richard Watts
Department of Transportation and Parking – Jim Barr
Office of Campus Planning – Lani Ravin
Projected Budget and Justification
The proposed project will include funding from multiple sources, including the Department of Transportation, Campus Planning Services,
and Office of Sustainability. A suggested budget summary is attached below:
Requested Clean Energy Funds: $44,000
Future Funding: This budget will complete the research phase. Additional funds will be required and pursued for the Infrastructure
Phase.
Justification for use of student-supported, CEF Funds
This project will benefit all students by improving bicycle infrastructure on campus - increasing bike storage, covered storage, developing
bicycle lanes, access routes to and from campus - and will create a safer environment for pedestrians, skateboarders, and all non-motorized
travelers. The end result will decrease vehicle use on campus and create a cleaner environment.
Comments (2)
Builds on Ongoing Efforts
Comment by Luis A. Vivanco - Posted on November 11, 2013
UVM is on the right path (pun intended!) in regards to promoting low-polluting bicycle transportation. One indication of this is our national
recognition as a Bronze-level bicycle friendly university campus. But there's so much more we need to be doing to sustain and grow these
efforts, and this project addresses all of those things. I consider this project critical.
We need this.
Comment by Elizabeth Palchak - Posted on November 3, 2013
It's so cool to see so many bike commuters on campus. To keep it safe, we need an assessment of bike commuter lanes and biking
infrastructure on campus and into town. I've locked my bike to light poles many times this fall because the bike racks are taken. It's a great
problem to have, but I've also seen some close calls with bikes and cars. There's an opportunity to address these things with this proposal...
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#5
GreenSpeed4
Submitted by Emily Gutman on October 29, 2013
Total # of Voters: 79
Thumbs up (+): 53
Thumbs down (-): -26
Net Votes: 27
Summary of Project
GreenSpeed4 will be AERO’s fourth generation hybrid vehicle. The AERO team has decided to design and build a vehicle with a parallel hybrid
system. AERO has added about 35 new members to our team from a variety of different majors. This increasing wealth of new ideas combined
with the experience and guidance from the older AERO members makes it strategic to start building GreenSpeed4 now. This unique balance
will also ensure the interest and dedication throughout the entire project.
Introduction and Background
UVM AERO is a student-run organization modeled after a progressive engineering firm. As our name suggests, we research, develop, race, and
advocate for alternative energy drive systems. Our model includes all sectors of a successful engineering firm and strives to expand by
incorporating new technologies in our designs and sharing them with the community at large. Since 2007, AERO has competed yearly in the
FHIC, or Formula Hybrid International Competition, accumulating many awards. Some of these include FHIC’s “Best Hybrid in Progress”,
Chrysler’s “Best Hybrid Systems Engineering”, and Dartmouth’s Thayer School of Engineering Dean’s Award for “Most Innovative Design”.
Last year we completed designing and building an all-electric vehicle, CleanSpeed. CleanSpeed was, and continues to be, completely financed
by the Clean Energy Fund. In the 2013 FHIC race this vehicle successfully participated in all races and claimed second place in the all-electric
competition. For 2015, we would like to turn our attention back to the roots of AERO and construct an all new hybrid vehicle, GreenSpeed4. This
new vehicle will leverage the knowledge of our experienced AERO members as well as the creativity and innovation that comes with our 35 new
AERO participants.
Methodology and Timeframe
In all it is expected that GreenSpeed4 will take 24 months from start to finish. The first 18 months will focus on the design, building, testing of the
vehicle. Our focus in the current semester is the design and spec of parts. Fabrication of the vehicle is expected to begin in Spring 2014 and
continue through the summer so as to have a rolling chassis by mid Fall 2014. The overall goal is to have a competition ready vehicle by Spring
2015. Specifically, in the last 6 months we will concentrate on any revisions needed for the vehicle as well as our outreach program. In order to
ensure that we stay on schedule and up to date with our responsibilities to the car, the AERO leadership team has created subgroups within the
club. Subgroups include frame, suspension, steering, brakes, and so forth. Each subgroup is also paired with a subgroup leader. This individual
is responsible for ensuring that that research, design, and maintenance is being completed for that individual part of the car. This form of club
structure helps to not only carry out the ideas that the club has in a timely manner, but also allows students to enhance their leadership skills. As
mentioned previously, GreenSpeed4 is spearheaded by AERO’s freshman members. Therefore, they will be involved and can be accounted for
not only the building, but also the long term maintenance of the vehicle.
Benefits and Results
For CEMS students, AERO is one of the only ways to get meaningful hands-on experience before Capstone Design projects. It is said that
these engineering students only learn about 10% of what we need and use in AERO in class, and are forced to teach themselves the other
90%. There creates a huge hands-on learning opportunity for the students involved in the engineering program. As for return on investment,
many students have come up to club leaders and expressed that one of their main pulls to enroll at UVM is because of the opportunities that
AERO can give them. Although AERO is predominantly noted as an engineering club, there are many activities that allow AERO members to
grow their strengths in different areas. As a part of the Student Government Association we are responsible for maintaining our finances,
fundraising, and participating in UVM outreach events. Not only does this allow engineering majors to benefit from learning new skills, it
encourages other majors to become involved in the club. Presently, for example, we have business, computer science, and anthropology majors
that are very active. The choice to build the Greenspeed4 vehicle with a parallel hybrid system was one determined by our newest members
(mostly first years) and shows how this mix of majors and interests can provide the club with unique opportunities.
Student Engagement
Hybrid vehicles are a current and future focus of the automotive industry. Working to create and build a hybrid vehicle within the walls of UVM
will allow students the opportunity to experience the science behind the technology. AERO members will be able to take the information they are
learning in their classes and apply it in a hands-on learning experience. The activities that AERO is involved in allows for this experiential
learning to be carried past the engineering field and into fields such as business and computer science. For example, our AERO business team
is planning on working with the UVM Marketing Club to develop a marketing campaign that will be presented at the FHIC race.
Suggested Project Champion(s)
·
AERO Executive Team
o Andrew Giroux, President - [email protected]
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o Braedon Lohe, Vice President - [email protected]
o Emily Gutman, Treasurer- [email protected]
·
AERO Subgroup Leaders
o Charlie Delorenzo, Suspension & Steering Lead, Safety Officer
o Sam Hotaling, Final Drive Lead
o Nathaniel Rex, Cooling Systems Lead
o Julianna Roen, Website Lead
·
AERO Advisor
o Jeff Frolik, PhD, Associate Professor of Electrical Engineering - [email protected]
Projected Budget and Justification
The following numbers are representative of the actuals spent on the recent development of the all-electric CleanSpeed vehicle and previous
GreenSpeed hybrids: Engine and Transmission $7,000; Control System $2,500; Tires: Rain and Slick $1,440; Wheels $3,200; Electrical System
$2,500; Batteries $5,000; Drivetrain $1,500; Brakes $2,000; Chassis and Suspension $8,200; Miscellaneous $1,500. Using these numbers the
total amount estimated amount for the vehicle comes to $35,000.
Justification for use of student-supported, CEF Funds
The Clean Energy Fund’s mission is to finance new clean energy project on the UVM campus. We believe that GreenSpeed4 can add to vision
that the CEF is looking for. This hybrid vehicle uses an alternative energy source that creates a significantly lower carbon footprint. It is an
amazing opportunity for the students at UVM to not only become involved, but learn about the sustainable technologies that could become a
part of their everyday life. Similar to the UVM community, GreenSpeed4 will raise awareness of hybrid vehicles and alternative energy in the
local community through our outreach program. As a part of our outreach program we work with many of the local businesses when it comes to
supplying the parts of our car. As for additional funding, in previous years AERO has received around $20,000 from the UVM Student
Government Association. This funding has historically been used for developing new projects and covering the miscellaneous costs of the club.
Thus, the Student Government Association funding alone is not sufficient to make a GreenSpeed4 a reality.
Comments (0)
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An Electric Vehicle for Off Road Patrol
Submitted by Jeff Frolik on September 30, 2013
Total # of Voters: 41
Thumbs up (+): 26
Thumbs down (-): -15
Net Votes: 11
Summary of Project
This project will convert a commercial off-road vehicle to all electric drive for the use of UVM’s Police Services Department. The result will be a
clean, quiet and very capable vehicle that will provide patrol and emergency access throughout the campus and UVM’s forest holdings.
Introduction and Background
UVM's Police Services utilizes a variety of vehicles to conduct its patrolling in and about campus. In order to reduce the department's fuel
usage, some patrol is presently conducted on bicycles. While bicycles provide access to a wide range of locations that cannot be reached with
automobiles, they are not capable of carrying equipment or additional persons, and are not usable in winter conditions. As such, there is a need
for a compact, vehicle capable of carrying and powering equipment (e.g., computers, lights, etc.), can transport more than one person, that can
navigate snow covered trails, and that is all electric. Such a patrol vehicle will have the benefit of producing less emissions and being quieter
than gas powered off road vehicles. Furthermore, the vehicle will be capable of serving as a mobile source of power in remote locations or
during emergency conditions. The vehicle will be compatible with commercial electric vehicle chargers and will also have an on-board charging
system allowing it to be plugged in any electrical outlet.
Methodology and Timeframe
The project will involve a team of students from the UVM School of Engineering conducting their Capstone Design project. The project will
commence in April 2014 with the team formation and conclude in May 2015 with the delivered vehicle to the UVM Department of Police
Services. Police Services will subsequently be accountable for the vehicle and its long-term maintenance.
Benefits and Results
This project will have significant educational impact on the students directly involved with the vehicles design. They will become intimately
familiar with electric vehicle design and their benefits. They will be able to benchmark energy use of their vehicle and provide data related to
energy savings and reduction in greenhouse emissions. The vehicle will be able to showcase the utilized technologies at University events. In
addition, it will provide functionality that Police Services currently does not posses. Specifically, it will be a highly maneuverable vehicle that can
not only transport equipment but also serve as a mobile electric energy source.
Student Engagement
This award will sponsor a Capstone Design project for a team of six students from electrical and mechanical engineering. Over the course of
two semesters, the team will research the relevant technologies, develop design specifics, and build/test the electric vehicle. In parallel,
students will document their work and work with the CEF office to publicize their progress.
Suggested Project Champion(s)
Officer Matthew Collins
University of Vermont Department of Police Services
[email protected]
802.656.3473
Dr. Jeff Frolik
School of Engineering – Capstone Design Instructor
[email protected]
Dr. John Novotny
School of Engineering – Capstone Design Instructor
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[email protected]
Projected Budget and Justification
Electric Motor and Controller: $5,000
Batteries: $7,500
High voltage electronics: $1,500
Charging System: $1,500
Chassis/Wheels/Brakes/etc.: $10,000
Supplies: $2,000
Total: $27,500
With the exception of the chassis, etc. costs, these values are based on expenditures made by UVM’s Alternative Energy Racing Organization
in their development of an all-electric racecar. We are pursuing an in-kind donation of the chassis, etc. portion and thus the CEF request may
be less than the above.
Justification for use of student-supported, CEF Funds
This project will involve students from both electrical and mechanical engineering and will result in a system that is used to the benefit of the
University and its students.
In parallel to the CEF request, we are soliciting in-kind support from the retailors of utility vehicles. In particular, we are looking for a used
vehicle with a damaged gas engine.
Comments (0)
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#7
UVM Electric Vehicle Charging Station Feasibility Study
Submitted by Michelle McCutcheon-Schour on October 31, 2013
Total # of Voters: 22
Thumbs up (+): 16
Thumbs down (-): -6
Net Votes: 10
Summary of Project
The UVM Electric Vehicle Charging Station Feasibility Study will evaluate how best to bring electric vehicle charging stations to the University of
Vermont campus. Examples of questions we would look to answer include:
1. Where are the most ideal locations for charging stations on campus?
2.How could the cost of electricity be covered?
3. What is the ideal number of charging stations for the campus at this time and in the future?
4. What type of electric vehicle charging station technology should be utilized on campus?
5. How could renewable energy sources, such as solar panels, be utilized?
6. How can electric vehicles charging stations be utilized throughout campus for research and student events?
7. What would the total cost of installation be for the stations?
8. What types of funding sources are available for the charging stations?
9. How have other campuses around the country installed EV charging stations?
The feasibility study will be the first phase of a two phase effort to bring charging stations to campus. After this plan is completed, the goal would
be to seek funds from Clean Energy Fund or other sources to bring the ideal number and type of charging stations to campus. The second
phase of this effort could range from anywhere from $3,000 to $125,000 depending on the number and type of charges.
Introduction and Background
Electric vehicles are growing in popularity and are seen as one of the many solutions to our country’s reliance on petroleum. They are a smart
and reliable zero emission transportation option. Recent findings show that there are approximately 300 electric vehicles in the state of
Vermont, and many more are predicted to come in the near future. On October 24, 2013, Governor Peter Shumlin joined seven other governors
from around the country to pledge their cooperation towards a goal of putting 3.3 million zero-emission vehicles on their roads by 2025. In
addition, electric vehicle planning has been an important component of the state’s Comprehensive Energy plan efforts to obtain 90% of our
state’s total energy from renewable sources.
As electric vehicle powered transportation grows, it will be vital that UVM has the resources and knowledge to support its community in making
more environmentally sound transportation choices. UVM is regularly praised for its environmental efforts; adding charging stations to campus
will add to this reputation and future the campus’ sustainability efforts.
Methodology and Timeframe
This project will be conducted over a 15 week semeste (preferably Spring 2014) by a student researcher and Michelle McCutcheon-Schour, the
Vermont Clean Cities Coordinator and UVM TRC Outreach Professional, will supervise. Vermont Clean Cities is a Department of Energy funded
program that is a part of a national network of Clean Cities Coalitions. The mission of the Clean Cities program is to reduce petroleum
consumption in the transportation sector. Vermont Clean Cities has access to technical support through the Department of Energy’s Clean
Cities Technical Response Team and other Clean Cities Coalitions.
An outside consultant will be hired to assist in the more technical aspects of the project. The project will be guided by the head of
transportation and parking, Jim Barr, who will meet with the project team on a bi-weekly basis for his input and oversight. The final study will be
submitted to Jim Barr and presented to interested stakeholders.
Benefits and Results
The Electric Vehicle Charging Station feasibility study will ensure that UVM has a solid understanding of the best way to bring this technology to
campus. As outlined in the introduction and background section of this proposal, electric vehicles use is increasing, and most individuals are
demanding this technology be accessible at home and in the public.
Bringing electric vehicle charging stations to UVM campus will have many benefits to students, faculty and staff including:
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Demonstrating UVM’s commitment to sustainable transportation and clean air efforts.
Further engagement with the wider Burlington community working on sustainable transportation efforts including the stakeholder group
“Drive Electric Vermont”.
Potential use for data collection and research related to electric vehicles and electric grid technologies.
Possible connection to other UVM solar efforts if the charging stations were connected to solar panels.
Student Engagement
Beyond being a wonderful opportunity for one student researcher, this project would look to engage stakeholders on and off campus. It will
seek the involvement of campus environmental groups as well as professors interested in sustainable transportation. The project will be housed
at the UVM Transportation Research Center which is a hub of student activity and research.
Suggested Project Champion(s)
Michelle McCutcheon-Schour, Vermont Clean Cities Coalition and UVM Transportation Research Center, 802-656-9864, [email protected]
Jim Barr, UVM Transportation and Parking Services, 802-656-8686, [email protected]
Projected Budget and Justification
Project Budget = Approximately $6,813
Table 1 (please see attached) demonstrates the approximate cost of the project. An undergrad researcher would be hired for 10 hours a week
for the 15 week semester. The Clean Cities Coordinator will dedicate approximately 35 hours of their time to assist the student in finding
sources and connecting with the proper stakeholders. The external consult will be hired to answer the more technical questions. Jim Barr will
have input on what type of consultant should be hired.
Justification for use of student-supported, CEF Funds
The Electric Vehicle Charging Station Feasibility study is ideal for use of CEF funds in that it engages students, involves the implementation and
use of clean energy, and provides a highly visible CEF project on campus.
Comments (0)
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#8
Electric Vehicle Charging Station on Campus
Submitted by Ian LaPoint on October 31, 2013
Total # of Voters: 12
Thumbs up (+): 8
Thumbs down (-): -4
Net Votes: 4
Summary of Project
I believe UVM should begin to implement PEV (Plug in Electric Vehicles) infrastructure on campus with funds from the Clean Energy Fund. This
project includes installing electric car charging stations on campus and eventually could include switching some of our university’s vehicle fleet
with PEV’s. If installed, students and faculty would be able to drop their car off at the car chargers for a small fee, leave it to charge for a few
hours then pick it up once it is charged. One potential site for a car charging station could be in or on top of the the Gutterson parking garage.
This project will help shrink the transportation sector of Vermont’s energy needs and allow our university to become less dependent on foreign
oil and fossil fuels, while also encouraging the transition towards cleaner vehicles.
Introduction and Background
In 2011, 33.8% of Vermont’s Energy needs went towards transportation (EIA). The Vermont Department of Public Service has set ambitious
goals in their Comprehensive energy plan to reach 90% renewable energy by 2050. To reach this goal Vermont is going to have to make many
changes, one focus outlined in the comprehensive energy plan is to, “reduce petroleum consumption and accelerate the switch to cleaner fuels,
and PEVs (Plug in Electric Vehicles)” (CEP vol. 1 pg. 14). In their CEP it states, “The plan sets forth steps to drive infrastructure for PEV here
and regionally, and to study the myriad regulatory, funding, and other changes that may be required to accommodate robust PEV adoption in
Vermont” (CEP vol.1 pg. 14). Installing PEV charging stations on campus would further accelerate the PEV transition in Vermont.
In 2012, 30% of UVM students living on campus have cars (US News & World Report). Currently, there is no infrastructure in place on campus
for students owning PEV’s. If they would like to charge them they will need to inconveniently charge them at an off-campus location downtown.
If UVM had a charging station it would show that the University supports clean energy and encourages their students to benefit their
environment by driving a vehicle that doesn’t rely as heavily on fossil fuels.
UVM has signed on to the American College and University Presidents’ Climate Commitment, pledging to make an effort of becoming climate
neutral by 2025. 20% (13,367 metric tons eCO2) of our university’s total greenhouse gas emissions come from transportation, whether it be by
students, faculty and staff commuting, fleet vehicle travel, or institutional air travel (Laura Miller, 2007 pg. 39). Electric Vehicles have no tailpipe
emissions (Laura Miller, 2007); Along with installing charging stations, UVM could begin replacing our campus fleet of 271 vehicles with electric
vehicles like Emory University did in 2001 (Laura Miller, 2007, pg. 32). Emory University began to do so when they invested in 15 electric
busses, 40 light duty vehicles and constructed the “Garage Mahal” a parking deck with 50 PEV charging stations (Laura Miller, 2007, pg. 19). If
UVM follows in the path of Emory creating infrastructure for PEV’s and replacing our fleet, they will be saving 112,264 gallons of assorted fuels,
while making progress towards both UVM and Vermont’s goal of climate neutrality and 90% renewable energy needs (Laura Miller, 2007, 38).
While the implementation of an electric car charging station may not make a significant reduction in carbon emissions or drastically improve our
clean energy it is still worth doing as a demonstration to model sustainable behavior. This addition of charging stations would shrink the
transportation sectors energy needs, while expanding the electricity sector. This may seem counterproductive but it would help because
Burlington Electric Department is anticipating on having enough renewable supply to meet 100% of the city’s electrical needs by the end of
2013, compared to the transportation sector where 0% there is renewable (Burlington Electric Department). The electricity used to charge the
vehicles would either be sourced from the electricity grid or a renewable source such as wind or solar.
Works Cited
Vermont Department of Public Service. Comprehensive Energy Plan, Volume 1- Vermont’s Energy Future (pg. 3-4). 12/11
http://publicservice.vermont.gov/sites/psd/files/Pubs_Plans_Reports/State_Plans/Comp_Energy_Plan/2011/2011 CEP_Volume 1[1].pdf
"University of Vermont." US News & World Report. Web.
http://colleges.usnews.rankingsandreviews.com/best-colleges/university-of-vermont-3696>
EIA, US Energy Information Administration, Profile Overview http://www.eia.gov/state/?sid=VT#tabs-2
Miller, Laura, Greenhouse Gas Emissions of the UVM Fleet: An Examination of UVM Vehicle Fuel Consumption and Use of Alternative Fuel
Vehicles, UVM, 5/1/07
http://www.uvm.edu/sustain/sites/uvm.edu.sustain/files/uploads/Documents%20Archive/For_Website/Documents_for_Website/Publication%20a
nd%20Resources/uvmfleetghg07.pdf
Burlington Electric Department, BED’s Renewable Energy Goal, 10/7/13
https://www.burlingtonelectric.com/page.php?pid=128&name=BED%27s%20Power%20Supply
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Methodology and Timeframe
This project would take about a decade to be carried out. Phase one, The charging stations, could be installed within a couple years while
phase two, replacing the campus fleet would be a slower process and have to happen over the next 10 years or so. This project would likely be
carried out by the University’s transportation research center, as well as Transportation and Parking services (TPS).
Benefits and Results
This project would: model smart energy choices to the public and promote electric car technology, reduce dependence on fossil fuels, lower
greenhouse gas emissions, earn revenue for the University from charge fees, shrink the transportation energy sector, and more.
Student Engagement
This project would allow students with electric cars to bring them to school, the university could create incentives for students to bring electric
cars to school (subsidized parking passes), and influence students to become more involved with electric vehicles.
Suggested Project Champion(s)
Professor Richard Watts ([email protected]) is an individual who may be interested in helping to implement this project and also members from
the Transportation and Parking Services department and the Universities transportation research center may be interested in this idea.
Projected Budget and Justification
If the university were to install 10 electric vehicle charging stations it would require a budget of roughly $20,000 because one of the cheapest
charging station costs around $850 and installation fees can cost up to $1200 To fund phase two and replace our vehicle fleet with electric
vehicles would be a much pricier endeavor and require a budget of over $500,000.
Justification for use of student-supported, CEF Funds
This project is appropriate for the clean energy fund because it lessens our dependence on fossil fuels by electrifying the transportation sector. If
the chargers were generated by on-site renewable energy such as wind or solar on the roof of the Gutterson parking garage it would generate
all of its own electricity and be self-sustainable adding to our state's renewable energy profile. This project would be another step to meeting our
statewide goal of 90% renewable energy while also helping on UVM’s path to climate neutrality.
Comments (0)
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#9
Plug and Go Cars to Power the Grid
Submitted by Molly O'Hara on October 29, 2013
Total # of Voters: 7
Thumbs up (+): 3
Thumbs down (-): -4
Net Votes: -1
Summary of Project
My project would reserach the possibility of using battery operated vehicles on UVM campus to generate stored electricity to be able to be put
back into the grid as excess electricity.
Introduction and Background
My proposal for the clean energy fund is a fleet of plug and go vehicles for UVM that put power back into the grid when plugged in. UVM uses a
large number of vehicles and most of them use some form of oil, either gasoline or natural gas. It would benefit the environment if these
vehicles were running on batteries. Plug and go vehicles are advanced enough that they can use the engine to recharge the battery during long
drives such as on the highway. This allows the batteries long life before they need to be recharged. If these vehicles were equipped with a
second battery that was able to charge while the cars were driving, there would be excess energy. When the cars were plugged in at night, they
could put the excess energy into the grid for other electricity uses. This idea would not only reduce the amount of greenhouse gas emissions by
UVM vehicles, but additionally it would provide a renewable source of energy.
My project would research the possibility of implementation. Theoretically, it is a green idea, but I am not sure if it would possible, or be
able to be done on a large scale enough to make a difference. I would have to research the technologies of plug and go cars, as well as the
technology of these batteries.
Methodology and Timeframe
This project will be carried out through automotive research and reserach on battery technologies. This project will take as long as it takes to
fully reaerch, most likely several months.
Benefits and Results
This project would also reduce the need to build more power plants. The problem with electricity is it cannot be stored except for in batteries.
This means additional power plants need to be built to deal with peak periods during the day when the most electricity is being used. By having
a way to use stored electricity, this could help reduce the number of power plants being built because the electricity from the batteries would
help offset the peak periods.
Student Engagement
This project would provide opportunity for UVM students to research these green technologies, especially students who are environmental
engineering majors.
Suggested Project Champion(s)
Richard Watts
[email protected]
Environmental Policy Expert
UVM Rubenstein School
Projected Budget and Justification
The budget would be as expensive as the research would be.
Justification for use of student-supported, CEF Funds
This project should be funded by the Clean Energy Fund because UVM students use these vehicles, directly and indirectly. Students ride the
buses, and the other vehicles are used to service the campus for them.
This project would benefit the entire UVM community and the Burlington area through the educational values, the cleaner environment,
and the increase of renewable energy into the grid.
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#10
Sheepscaping UVM
Submitted by Rebecca Fox on October 31, 2013
Total # of Voters: 53
Thumbs up (+): 40
Thumbs down (-): -13
Net Votes: 27
Summary of Project
The University of Vermont has many greens, lawns, and open grassland that require constant cutting and maintenance via large lawn
mowers. These lawn mowers are expensive to purchase, require a lot of fuel, and release harmful greenhouse gases into our environment. An
eco-friendly and manageable alternative to these lawnmowers is a herd of sheep. This innovative lawn care method would increase the
University’s standing as a “green campus,” decrease our dependence on oil, and provide an urban farming education all while providing public
entertainment and education to the community. As fuel costs continue to rise, having a herd of sheep available to trim the lawns will save the
University a lot of money. This out-of-the-box clean energy idea would show the students, faculty, and visitors of UVM that being “green” isn’t
always about investing in renewable energy and can be much more simple than that, like using sheep to trim your lawns.
Introduction and Background
Traditional lawn care requires an enormous amount of time, energy, and money. More than 40 billion dollars are spent on the lawn in North
America each year alone (peoplepoweredmachines.wordpress.com). Mowing one acre of lawn requires two to five gallons of gasoline plus the
expense of multiple cuttings, which can add up over $1,900 per acre per year (urbanshepherds.com). Studies show that using sheep to mow
lawns reduces pollution, maintenance, use of herbicides, and gas and oil requirements. Sheep have been used successfully as natural lawn
mowers in many countries across the world. Paris recently “hired” sheep to mow lawns in urban areas. An article written for NPR states that the
“having sheep cut the grass is an innovative idea that saves money and we don't have to hear the noise of a lawnmower all spring and
summer” (www.npr.org). “Sheepscaping” is something that can be done on a small scale at UVM can be incorporated with educational
opportunities for students, faculty, and the local community. This project would not be the first of its kind, yet it would show that at UVM, we are
truly striving to find clean energy alternatives, even ones that are not costly when compared to solar or wind installations.
Methodology and Timeframe
A program of students who are interested in either urban farming or animal husbandry would look after this 10 head sheep herd. It would run
similarly to C.R.E.A.M., where students could receive 8 credits for a summer and fall semester’s worth of shepherding. The herd would travel to
different lawns each week using a controlled continuous grazing method. Portable gates would be used to keep sheep in their place and a small
trailer could transport the herd to lawns that are farther away, if necessary. A small herd of ten sheep is just enough mow the lawns effectively
and be very manageable for the students and faculty caring for the sheep. Ideally, the sheep would be housed at the Miller barn when not on the
lawns and throughout the winter. The sheep would be transported to far away lawns using a small trailer that can be attached to any pick-up
truck or SUV. Portable gates are the easiest way to keep sheep on the lawns and to avoid direct interactions with people. Planning can begin for
the herd right away, and once there are enough students and faculty on board, sheep would hopefully begin grazing UVM lawns by
spring/summer 2015.
Benefits and Results
The absence of fossil fuels in sheepscaping means less University money spent supporting oil companies and more money spent on alternative
energy strategies and supporting innovative student ideas. In an article written by UVM Extension professor Leonard Perry, he states, “Yale
University has estimated that the United States uses more than 600 million gallons of gas to mow and trim lawns each year.” The article
continues to explain that the average household uses 18 gallons of fuel to trim and mow their lawn each year. If this is the case for a household,
how much is a college campus like UVM using? The Vermont Comprehensive Energy Plan explains “Last year, Vermonters paid over $600
million to import fossil fuels for use in our homes, businesses, and other buildings.” This small step toward decreasing our dependence on fossil
fuels is what needs to happen if we want to make the switch to a cleaner future. Additionally, since it is so inexpensive, it can save money for
more costly clean energy innovations on campus.
Student Engagement
UVM can start a program similar to C.R.E.A.M. for students interested in learning about animal husbandry, sheep caretaking, and grazing
management. These students will care for the sheep year round. Pasture management classes can also be utilized to insure that the lawns
have the right forage grasses and legumes for the sheep to meet their nutrient requirements and be happy and healthy. Many different animal
science, ecological agriculture, and environmental classes at UVM can use the sheep as experiential learning tools.
Suggested Project Champion(s)
Any animal science or agriculture professor who is interested in sheepscaping could assist in running the program. Richard Watts of the ENVS
department is also in support of this project.
Projected Budget and Justification
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The budget of this program is very small compared to other ideas that have been put forth to the C.E.F. The only expenses would be for the
sheep, gates, shelter, grain/hay, veterinary care, and transportation. This should not exceed $15,000 to start and many of these resources are
already on hand at the Miller Farm.
Justification for use of student-supported, CEF Funds
It is from small changes like sheepscaping that people begin to see the positive effects clean energy has on the environment and the well being
of the community. Supporting alternative operational practices on campus, such as this one, will show the greater Burlington community and the
rest of Vermont that UVM is serious about the environment and are making an effort to decrease our carbon-footprint, even on the smallest of
scales.
Comments (0)
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#11
Polar Power
Submitted by Caylin McKee on November 1, 2013
Total # of Voters: 32
Thumbs up (+): 22
Thumbs down (-): -10
Net Votes: 12
Summary of Project
Why use electricity to power mechanical, compressor-based refrigeration systems when cold, fresh air can cool a refrigerated space for free?
The Freeaire Polar Power® system’s components monitor outside and inside temperatures and bring, fresh, filtered outside air into a cooler
during the winter. When outside air is used for cooling, conventional mechanical refrigeration system components are shut off and do not
consume any energy. The savings in energy, reduced wear and tear on system components and money are significant.
Introduction and Background
Polar Power® allows the use of cold outside air to cool a space for approximately 120 to 130 days a year in Burlington. Like wind and solar
energy, this “polar energy” is a natural and endlessly renewable source of energy. Polar Power® is appropriate for any refrigerated space of
1,000 cubic feet or more.
Refrigeration has a significant energy footprint on UVM’s campus and a lot of the refrigeration is in campus dining, with a total of 44 coolers and
freezers. Dining Services already prioritizes energy efficient equipment but is excited about the innovative Freeaire technology that can increase
efficiency of refrigerators new and old. The Freeaire system can reduce energy use up to 50% per cooler.
Methodology and Timeframe
A walk-through assessment of existing walk-in coolers on campus and their eligibility for a retrofit was completed on 10/25/13. The retrofit itself
only takes one week per cooler. Although the work can be done without shutting down the system, it would be safer and easier to schedule the
work during the summer or a break period when the dining unit is not operational. Installation would be completed by Green Tech Refrigeration.
Preventative maintenance would be included in KC Mechanical’s regular schedule.
Below are the three eligible coolers in order of eligibility:
1.
Davis Center Marketplace: This cooler is on the second floor, is the appropriate size and is against an exterior brick wall facing Main
Street. The cooler has two evaporator units.
2.
Given Atrium: This location will be undergoing renovations May-July 2014. The refrigeration/ freezer combo is located close to an exterior
wall but is currently <1000 ft3. The two coolers could possibly be expanded during renovation to make Polar Power® practical. However, Given
is a historic building so there may be difficulties with altering an exterior wall.
3.
Waterman: This cooler is appropriately sized but is located in the basement of Waterman and it is unclear what the exterior access to the
unit looks like. If outdoor access is feasible, this unit would be an ideal candidate. However, like Given, Waterman is also a historic building
which may be a challenge.
Benefits and Results
Investigating innovative ways to decrease the energy use of our campus food system is a step in the right direction to food security for our
university. The payback for the system is usually 1-5 years depending on the complexity of installation. The return can be 2-10 times the initial
investment, or save 50-90% in operating costs. Freeaire provides detailed information quantifying reduced greenhouse gas emissions, energy
savings, etc. Case studies show an average of 25-50% energy savings.
Student Engagement
Engineering classes offered at the graduate and undergraduate level could partner with Green Tech Refrigeration for the installation, evaluate
the success of the upgraded system, or conduct a feasibility study for other locations on campus (ex: labs or server rooms).
Suggested Project Champion(s)
The individuals below have all expressed interest and strong support for this project and/or were involved in the campus walk-through.
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Kevin Casey, KC Mechanical, President
Phone: (802)878-0800
Email: [email protected]
Caylin McKee, UVM Dining, Sustainability Coordinator
Phone: (802) 656-7911
Email: [email protected]
Michelle Smith, UVM Green Building Coordinator
Phone: (802) 656-2219
Email: [email protected]
Michael Levengood, Green Tech Refrigeration, Installer
Phone: (802) 272-5271
Email: [email protected]
Michelle Keller, Burlington Electric Dept, Energy Services
Phone: (802) 865-7371
Email: [email protected]
Projected Budget and Justification
In attachment, there is an estimated budget for the most eligible walk-in unit, in the Davis Center Marketplace. Costs should be similar for
additional units with variation in installation cost depending on building exterior and location of cooler. Equipment costs should stay consistent.
Justification for use of student-supported, CEF Funds
UVM is responsible for the purchase, renovations and maintenance of equipment for Dining Services. Without support from the Clean Energy
Fund, this effort could be stalled in stalemate. Improving the energy efficiency in dining helps UVM reduce its carbon footprint, lowers overall
costs to UVM operations and provides an innovative technology for students to monitor and study. Success with one installation on campus
could lead to campus-wide support of Polar Power®!
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#12
Renewable Ice Rink Heat Recovery
Submitted by Aidan Pellegrino on November 1, 2013
Total # of Voters: 17
Thumbs up (+): 12
Thumbs down (-): -5
Net Votes: 7
Summary of Project
At the UVM ice rink, as with any refrigeration cycle, one end of the process is to cool an area and on the other end has waste heat as a byproduct. We want to capture and use the otherwise wasted heat that is now just expelled into the environment. The goal of this project is to
capture the heat that is a discarded by the compressors used to keep the UVM ice rink frozen. Since the compressors expel waste heat we
want to capture that heat and offset some of the fossil fuel heated water. There is a tremendous amont of hot water required by the Zamboni to
maintain the ice. They typically use 100 to 150 gallons of 160 degree water 10-15 times a day, This translates into roughly 500 million BTU's of
heat energy to heat hot water / year (this is equal to . If we can save half of that it would cut the carbon footprint in half and save UVM $4,000 or
more per year . We are considering this a renewable energy source as we are using by product energy in much the same manner as heat
pumps extract heat from outside air to produce heating and in the end are on average obtain 75% of the energy in a renewable manner. We
estimate that this process would increase the renewable portion of heat for hot water from 0% to 50% or greater. This should be elegible for
AASHE OP credit 5,greenhouse gas emmission reduction and credit 7, building energy consumption.
Introduction and Background
This project would be a pilot porject that can demonstrate how to take a waste product and use it for positive means that reduces greenhouse
emissions and reduce operationg costs. This would be a great opportunity for the mechanical engineering students to observe innovative
means to manage and use energy. The project would first require minor engineering design as it is a simple means of transfering heat energy.
This can be a design build project where a contractor who does the project can determine the pipe and tank sizes and flow rates required.
Another option is to have the mechanical engineering dept use this as a learning tool to train on pipe, tank and pump sizing. It could also be a
senior project next year with the design being put out for bid in spring of 2015. If it is done design build, the project could be accomplished in a
matter of a few months after being awared the CEF grant.
We met with the sports complex manager and he is interested in any way to save energy which this does. If it makes it thru the first round of
project selection, Physical Plant will be consulted to see if the would be willing to provide partial funding for this project.
Methodology and Timeframe
Benefits and Results
Student Engagement
Suggested Project Champion(s)
Projected Budget and Justification
Justification for use of student-supported, CEF Funds
Comments (2)
This is a really great idea!
Comment by Gina Basiliere - Posted on November 12, 2013
This is a really great idea! The gym is always kept very warm, consuming a lot of energy. Any amount of energy consumption that can be
avoided is worth the hassle of putting in a heat exchange system.
Ice Rink Heat Recovery
Comment by Mieko Ozeki, M.S., A.L.M - Posted on November 4, 2013
From bplotzke:
The Gutt and the rest of the gym is a huge energy hog. Using common sense technology, such as heat recovery in this case, is the easiest way
to approach energy efficiency. The increasing price of electricity is a worry and this recovery system has the potential to save a lot of energy.
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#13
Campus Energy and Sustainability Map
Submitted by Katharan M Blofson on November 1, 2013
Total # of Voters: 11
Thumbs up (+): 8
Thumbs down (-): -3
Net Votes: 5
Summary of Project
UVM has an impressive history of energy projects on campus, including Clean Energy Fund projects. This project draws from inspirational
examples of campus sustainability maps (Ball State University, UC Davis, Middlebury College) that use interactive mapping—with a variety of
embedded information and media— to display energy use and energy generation potential on campus.
Introduction and Background
Since its inception the CEF has aimed to display energy information about campus and has approved funding for a real-time energy display;
however, the technology to show real-time and historical data has not been developed on the national scale as hoped. This project reimagines
the original energy display project to use existing and readily deployable technology to communicate key information about campus energy
systems and energy use. In addition, the Comprehensive Campus Renewable Energy Feasibility Study map data are available, but not yet
published in a form that allows the campus community to understand the potential for renewable energy.
The idea of displaying information about sustainability using a map also has history at UVM. The Office of Sustainability and sustainability
students in ENVS 187 (Campus Sustainability) have invested a significant amount of time and effort in the idea of a campus sustainability map
over the past two years, and begun gathering information about how a larger sustainability map might integrate energy, waste, water, and other
sustainability information for ready public access.
Methodology and Timeframe
The first phase of the project is Scoping and Planning,to take place in Spring 2014, with a focus on gathering and integrating information about
campus energy use, as well as coordinating key stakeholders to implement the interactive, web-based final version of the Campus Energy
Map. An interdisciplinary, cross-cutting stakeholder team will be assembled in order to advise and begin to implement the map, including
curricular connections (classes, internships, senior projects, service-learning). Energy features to be included in the map:
Renewable energy projects on campus
Results of the Comprehensive Campus Renewable Energy Feasibility Study, indicating the best places on campus for renewable energy
installations.
Fossil fuel-burning equipment on campus
Energy use by building (totals and energy use per square foot), including metered electricity and estimated thermal energy use
Use of energy for food service, which is metered separately
The Scoping and Planning phase will be completed in May 2014 with a report detailing funding needs, capacity, and suggestions for
implementatino during the 2014-2015 academic year.
Benefits and Results
The Campus Energy Map, based in GIS and Google Earth, will offer an opportunity for the campus community to engage with energy efforts at
UVM, as well as highlight Clean Energy Fund projects on campus. Sustainability maps are a key visual interactive tool in sustainability
education and communication.
Student Engagement
The interactive Campus Sustainability map will provide a jumping-off point for students to learn about sustainability at UVM, with a focus on
campus energy use and systems. Goals include sustainability education, encouraging sustainable behaviors, and promoting dialogue.
Students will be involved in gathering data, information, and multi-media in support of this project. Students with expertise in GIS and other
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place-based skills will help with map integration and assembly. Eric Garza’s fall 2013 “Mapping the UVM Food System” class will generate
data for additional layers of information about food and energy systems on campus.
Suggested Project Champion(s)
Gioia Thompson, [email protected]
Michelle Smith, [email protected]
Mieko Ozeki, [email protected]
Projected Budget and Justification
Student coordinator: $17.50/hr, up to 100 hours over the spring semester = up to $1,750
Justification for use of student-supported, CEF Funds
This project will benefit students and the entire campus community by fostering an understanding of energy initiatives and projects at UVM, with
a clear focus on campus renewable energy systems. The Office of Sustainability has invested significant resources into identifying
stakeholders and potential collaborators in the project, and is now in a position to move it towards completion.
Comments (0)
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#14
Solar Panels on the Davis Center!
Submitted by Jonathan Lott on October 29, 2013
Total # of Voters: 16
Thumbs up (+): 10
Thumbs down (-): -6
Net Votes: 4
Summary of Project
The Davis Center is supposed to be an incredibly environmentally friendly building, but it can still be improved. I propose installing about
$160,000 of solar panels on the south side of the roof to maximize the energy from the sun and make the Davis Center more energyindependent. Solar panels would also reduce energy costs for maintenance of the Davis Center.
Solar Panels are best placed on the south sides of buildings (in the Northern hemisphere), and half the DC roof faces south. Here's a picture of
the roof of the Davis Center.
http://i.imgur.com/irwHYZq.png?1
Now imagine that roof with solar panels. If UVM installed solar panels on their most important building, (the Davis Center cost about $60 Million
to be built) UVM would appear even more like a college that prides itself on its environemtal stewardship.
Introduction and Background
Solar panels are a reliable investment for our future. The image this will lend to UVM will stengthen its already groundbreaking position on
climate issues and cement UVM as a leader among environmental causes.
UVM already installed solar panels on the roof of the Heating Plant next to the Bailey-Howe, but if they put solar panels on the student center,
that says a lot more. The value keeps in increasing, as the longer the panels are working, the more money UVM gets to save in energy costs.
Promoting solar energy, clean energy, is what this fund is all about.
Methodology and Timeframe
I am not an expert on solar panels, so my assessment is imperfect. I believe, if UVM hired solar panel installers in March (they can begin
looking around immediately), all the panels could be installed before April, the prime tour-season for prospective students.
After the money is allocated, UVM administration will locate afforable and efficient panels and installers (I do not want to endorse a specific
company). During the winter, the incline of the Davis Center is so steep that snow and ice slips off the roof, enabling solar panels to work nearly
all the time the sun is shining.
UVM maintenance (or other trained specialists) can keep the panels runing in top form, fixing and adding panels as needed.
Benefits and Results
This will reduce energy use in the Davis Center and promote UVM's image as an environmentally responsible university at the forefront of
research, activism, and work related to our climate.
It will encourage more environmentally minded students to apply, and buoy our image for years to come. Think about all the pictures people
take of the Davis Center. Now think of all those pictures, btu with solar panels. UVM can walk the walk and prove that t is committed to solar
energy, to clean energy, and to a more sustainable future.
Student Engagement
It won't. Students can enjoy looking at the panels, or using the clean energy they create, but students can't help install the panels, or climb onto
the roof to touch them, since that is obviously a safety risk.
Suggested Project Champion(s)
Professors and students (at the undergraduate and graduate level) from the Rubenstein School would love to be part of this decision. Student
Climate Culture, Eco-Reps, and other environmentally-conscious departments and students would love to develop this idea more.
Projected Budget and Justification
UVM can spend $160,000 on solar panels and installation. Prices fluctuate, for panels and installation, but most of the money will be spent on
the panels themselves. These panels will reduce energy costs for UVM for the foreseeable future, and will continue to save the university
money.
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Justification for use of student-supported, CEF Funds
Solar energy is clean energy. There's no more appropriate department in all of UVM to support such an endeavor.
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#15
Rechargeable Batteries for a Brighter Future
Submitted by Luke Donforth on October 30, 2013
Total # of Voters: 5
Thumbs up (+): 4
Thumbs down (-): -1
Net Votes: 3
Summary of Project
The Physics Department at UVM runs over a dozen labs a semester, and many of these labs use battery powered devices. Currently, these
batteries are disposable and enter the waste stream after use. They’re recycled, but we can do better.
Using disposable batteries for electricity has a cost of over $100 per kiloWatt*hour; roughly three orders of magnitude more expensive than the
~$0.10 per kiloWatt*hour electric companies charge. Getting 100 charges from a AA alkaline rechargeable battery costs ~$2.50 for the battery
and electricity. Buying 100 disposable AA alkaline batteries costs over $50, and that doesn’t include the indirect cost of recycling those 100
batteries.
We propose buying the rechargeable batteries and charging stations to move to rechargeable labs. In addition to the physical infrastructure, a
work-study position would be created to look at battery expenditures for the past decade in the department to compare the cost effectiveness of
this new procedure in practice to advise other departments.
The long-term plan for UVM includes building a new physical sciences building and renovating Cook Physical Sciences in the next few years. It
would be beneficial to have this data in place so that space in new building could be planned to include battery charging stations.
Introduction and Background
Energy is at the heart of Physics. All students in introductory physics classes learn about energy; how to measure it, how it transforms, does
work, and is fundamental to everything around us. Electrical energy is just one form, but one that is increasingly ubiquitous in our modern world.
Rechargeable batteries are a much cheaper and less materials intensive way of having electrical energy on tap than disposable batteries.
Phones, laptops, and tablets all rely on rechargeable batteries with well-integrated charging systems. Disposable batteries still hold sway for
most other electronics though, with a perception that rechargeables aren’t dependable enough, not worth the cost, or are too much of a hassle.
This project would provide testing and data, because the batteries are used in hands-on labs, it would raise rechargeable batteries in student’s
awareness.
Methodology and Timeframe
The project will have three phases. The first phase is relatively quick, and should take less than a week. The rechargeable batteries and the
recharging stations will be purchased and set up in the physics department so that the batteries can be used in labs. The second phase requires
compiling the backlog of data from department purchase records of battery usage in the past. The previous lab coordinator for the physics
department has just retired, so this will involve a student doing research into the old purchase logs of the department, and should take a couple
months of part time work. If possible, the student would work with UVM waste management to investigate the indirect costs of recycling the
disposable batteries. The third phase of the project is monitoring rechargeable battery usage as the project moves forward. That ongoing record
will be maintained by the current lab coordinator and will take place over years (at no additional cost to the CEF) to provide a comparison
between rechargeable and disposable batteries in practice. Listing on the Office of Sustainability website as a past project will provide a point
person for future individuals weighing making a swap from disposable to recyclable.
Benefits and Results
This isn’t a project about saving energy, but it is a project about changing where the energy comes from. Disposable batteries use a cascading
chemical reaction to generate electricity; and when the chemicals are spent they have to be disposed of. Rechargeable batteries use a
reversible chemical reaction, and thus store electrical energy from the grid that can be generated in other ways (hydro or wind, for example).
The hope is to save ~$50 on every rechargeable battery we can utilize over disposable, and determine what our battery through-flow is to
determine a rate of return on that utilization. A lifetime comparison between nickel cadmium and and alkaline rechargeable batteries can also be
undertaken as an expanded scope for the project.
Student Engagement
This project provides one student an opportunity to investigate cost effectiveness of rechargeable/disposable batteries and the down-stream
cost of disposable batteries. It will also present rechargeable batteries in student labs as a standard and accepted default to shift awareness. In
many cases, batteries die not through useful work but because of accidental drainage by students (improper connections, leaving equipment on,
etc). Rechargeable batteries will reduce the cost of inappropriate battery usage by students and provide a lower stakes learning environment
where a drained battery is easily remedied.
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Suggested Project Champion(s)
Luke Donforth, Ph.D.
802-656-0052
[email protected]
Lab Coordinator
Physics Department
Projected Budget and Justification
Work-study research project for comparison:
40 hours at $12/hour
$480
Rechargeable batteries to replace batteries currently in labs (including shipping):
50 C Nickel Cadmium:
$260
40 AA Nickel Cadmium:
$120
20 9V Nickel Cadmium:
$250
10 NiCad charge stations:
$260
Sub-total for batteries $890
Optional extension to compare rechargeable battery performance
20 AA long-shelf-life Alkaline: $50
4 Alkaline charge stations
Total Cost
$1370
$1510
$90
(Simply utilizing NiCad)
(Comparing NiCad and Alkaline rechargeables)
Justification for use of student-supported, CEF Funds
This is a project where the Clean Energy Fund could provide the up-front infrastructure investment to shift from a disposable to a reuseable
mindset. It will be immediately apparent to students in labs, and have potential for influence on the university community.
Comments (0)
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#16
Getting to Climate Neutrality - the Johnson House Demonstration Project at UVM
Submitted by Deidre Zoll on November 1, 2013
Total # of Voters: 9
Thumbs up (+): 6
Thumbs down (-): -3
Net Votes: 3
Summary of Project
We propose to take one of the oldest buildings on campus, use a very limited budget with limited renovations, and make it climate neutral. This
project will fund energy investments in efficiency, electrical generation, and heating and cooling for the Johnson House to bring it to climate
neutrality within three years. UVM courses will create and oversee an implementation plan that optimally blends energy conservation, efficiency,
generation, and new technology.
A graduate student working group will develop a framework to look at the social, ecological and economic factors for UVM in making decisions
on where to invest in renewables. Students will develop skills in quantitative optimization and gain knowledge about retrofitting older buildings.
UVM and the City of Burlington will gain valuable insights into the challenges and opportunities in energy management unique to old buildings.
This demonstration project could serve as a catalyst for energy investment in other similar buildings on campus and in Vermont.
Introduction and Background
Setting the Context
We propose to bring the Johnson House to climate neutrality within three years. The Johnson House is the second oldest building on campus,
built in 1806. It housed various UVM departments until 2002 when it become the home of the Gund Institute.
This project will use a historic, visible, but inefficient building to demonstrate how dramatic emission reductions can be achieved when both
technology and people work toward a sustainable future. This project fully aligns with UVM’s environmental vision and commitment to become
climate neutral by 2025. It would serve our pedagogical mission to bring the classroom into the real world, and it would reinforce the Gund
Institute’s scholarship and leadership in sustainability.
83% of UVM’s emissions are tied to buildings. While we have the technology and ability to build more efficient new buildings, existing
infrastructure is a major constraint in reducing emissions. UVM has at least 52 buildings that were built between 1800-1950; 34 of those were
built between 1800-1900. This infrastructure profile is reflective of the housing stock in Burlington and Vermont where over 47% and 33% of
homes were built before 1950 respectively. We are proposing that the Johnson House can serve as a model for how to address this issue on
campus, in Burlington, and across Vermont.
Methodology and Timeframe
We envision this as a three-year, three-phase project.
Year 1
Faculty and staff at the Gund will partner with Professor Wang’s (HCOL 186 - Ecology for Sustainability) and Gary Hawley’s (ENSC 185 Greening of Aiken) service learning courses to gather appropriate baseline information and create a roadmap towards climate neutrality,
determine efficiency projects, and conduct outreach to publicize the project.
With the service learning courses students will:
1) Publish a comprehensive energy assessmentof the Johnson House. This will compile 5 years of utility data, results from energy audits, and
renewable energy feasibility studies. We have started to schedule an energy audit, a weatherization test, and a blower door test. Students will
be present during those processes to understand the process, measures, and implications. We will get basic recommendations from those
organizations regarding areas for energy efficiency.
2) Create a detailed “road map”of how the Johnson House can get to climate neutral by 2016. This will include analysis of both electricity and
gas alternatives.
3) Begin a monitoring and evaluation system- “zero-net” meter - that tracks energy efficiency and emissions of the building over time.
During this time Gund staff and faculty will:
1) Create a ecological economics framework for UVM to use in decision making on around renewable energy investments on campus.
2) UVM will identify and hire contractorsto complete two renewable energy-siting evaluations. Contractors will complete a structural study and
solar analysis of the Johnson House to determine solar potential and refine the CREFS. The second contractor will complete a geothermal
analysis including utility mapping to determine geothermal potential and cost.
3) Develop communication outreach, the Gund will create a subpage on our website that that includes: project rational, project process, and
outcomes. This will also host student blogs, short videos, the “zero-net” meter, and other data. We will produce 1-2 short educational videos
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that will be hosted on the Gund’s website, Gund’s Youtube page, and through RETN which airs our videos on Thursday at 8pm.
In summer 2014 Gund faculty and staff will work with the UVM Physical Plant to:
1) Complete initial energy efficiency improvements.
2) Select the appropriate renewable opportunitiesfor a pilot project and begin the internal UVM process and appropriate permitting processes.
3) Begin permitting and installationof other renewable systems as identified in the “road map”.
Year 2 – Year 3
In years 2-3, we will work with Gary Flomenhoft’s Fall 2014 ENSC 185/285 “Principles and Applications of Renewable Energy”, and in Spring
2015 with the same courses we worked with in Year 1. During this time we will seek funds to implement the efficiency and renewable
recommendations from the “Road Map”, and will continue to monitor the zero-net meter. We will continue our communication outreach efforts
by hosting UVM and community tours, report progress on the Gund webpage, student blogs, write op-eds, and develop two short videos.
Benefits and Results
This project will contribute to UVM’s Climate Action Plan and our commitment to be climate neutral in 2025. The framework will help UVM in
decision making around achieving climate neutrality. The Johnson House demonstration project will help inform UVM’s other efforts to address
the emissions of existing infrastructure, especially the large number of old buildings on campus. This demonstration project can also be a
learning laboratory for the City of Burlington, which has climate goals to “increase the energy efficiency of buildings within the city”. It will also
serve as a key demonstration project for the aging and remote housing stock in the state.
Proposed results:
Year 1
1) Comprehensive Energy Assessment of the Johnson House.
2) Road map to get the Johnson House to climate neutrality.
3) Framework for ecological, social and economic considerations for UVM on prioritizing actions towards climate neutrality.
4) Implementation of initial energy efficiency projects at the Johnson House.
5) Training of students in several courses around the processes of energy auditing, planning, energy policy, permitting, and communications.
6) Communications leverage - website, op-eds, popular media pieces, interpretive panels, and 3-5 videos documenting the project.
Year 2-3
1) Completion of energy efficiency and alternative energy projects.
2) Workshop for UVM and the Burlington communities on lessons learned.
3) Final report to the Office of Sustainability capturing the process, outcomes, challenges, and recommendations for similar initiatives on
campus.
Student Engagement
Experiential education is at the center of this proposal. This project will engage students through six service learning courses (detailed above)
offered spring 2013 through fall 2015. These courses will provide students with experience in energy auditing, planning, energy policy and
permitting, management, and communications.
Outside of formal engagement via service learning courses we will involve Gund Graduate Fellows in the larger project management aspect of
this proposal. We will start a small working group led by Gund Fellow Robert Hernedeen and Deane Wang that will be geared towards graduate
level understanding of the issues but will be open to undergraduate students and community members. Graduate students will mentor
undergraduates as they create the roadmap and move through project implementation, strengthening relationships across cohorts at the
University.
Suggested Project Champion(s)
This project has support from Taylor Ricketts, the Director of the Gund Institute. The Gund has committed $8,000 to this project, in addition to
offering communications leverage, website space, and staff time to oversee the project. The Gund Fellows committed $8,000 of their Research
Incentive Funds for FY 13 for this project and will assist with implementation and outreach.
We have support RSENR Interim Dean Jon Erickson for this project and have reached out to the Engineering Department and IGERT team.
IGERT and graduate level engineering students will be invited to the working group.
We have already contacted Richard Wolbach and Michelle Smith who have agreed to work with us to schedule comprehensive audits and
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coordinate planning and permitting with the appropriate staff.
We will involve the Office of Sustainability in course offerings and our working group. This will ensure that our actions are grounded in the
context of the University and that students have exposure to actors who are addressing these issues on a daily basis.
Projected Budget and Justification
We are requesting initial funding for two contractors to assess the potential for solar and geothermal at the Johnson House, we do not have
solid budget estimates for those services. We are also requesting funds for the UVM Physical Plant to oversee the consultants and complete
some of the initial energy efficiency projects.
If appropriate, we anticipate a larger funding request next year to implement renewable energy projects to help the Johnson House reach
climate neutrality.
The comprehensive energy assessments and “Road Map to Climate Neutrality” will be covered via free audits and UVM course work. The
Gund will cover the Framework and any publication fees. The Gund will also allocate up to $16,000 towards this project plus in-kind
communication outreach.
Justification for use of student-supported, CEF Funds
This proposal is true to the intention, vision, and purpose of the Clean Energy Fund, This proposal reduces current energy needs, transitions
one building to a clean energy source, and supports the local economy.
Students will be front and center in all of this work from inception to completion via courses, working groups, and communication efforts. They
will employ their best problems-solving skills while grappling with the larger academic issues applied in the real-world. This will provide UVM
with an immediate outcome of moving one building to clean and climate neutral energy sources while providing a demonstration site for how to
apply this process to other buildings on campus and throughout Burlington.
Finally, using the Johnson House as a demonstration site provides a tangible location to showcase UVM’s commitment and student
engagement.
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#17
Freight Farms
Submitted by Frederick Hall on November 1, 2013
Total # of Voters: 5
Thumbs up (+): 1
Thumbs down (-): -4
Net Votes: -3
Summary of Project
The solution for ecological change connects economic prosperity with a sustainable impact. Not too many alternatives to our daily lives provide
the equivalent bang for your buck while also incorporating low environmental costs. Many green solutions either have economic costs that far
exceed public incentive, or inexpensive options that limit productivity. Thus, the green alternatives that connect affordability and productivity
should be highly valued and considered for implementation.
Freight Farms is a company that provides both services. This is how they do it: utilizing hydroponic techniques in a transportable, scalable, and
universal freight container system. This company purchases old, insulated freight containers – the type found on the backs of trains, trucks, and
cargo ships – and up-scales them into a source for high-yield crop production. Instead of commercial farms that grow food by the square foot,
Freight Farms grow by the cubic foot (vertical growing). “This allows for up to 3,000 plants to be harvested at one time in a single unit (40’L x
8’W x 9.6’H).”[1] From a traditional economic prospective, this system is promising as it uses a fraction of the inputs (land, gas, water, time,
labor) compared to commercial farming/traditional greenhouses, and maximizes output.
Introduction and Background
As UVM becomes further invested in becoming carbon/GHG neutral to the point of no net greenhouse gas emissions, they will inevitable go
through a similar process as Green Mountain College. Aaron Witham, GMC’s sustainability coordinator, gave a recent talk on the process of
achieving climate neutrality. In his definition it requires no net emissions with respect to three ‘scopes’: direct emissions from campus activity
(scope 1) & indirect emissions from purchased energy (scope 2) and commuting/air travel (scope 3). Ultimately, the food we eat has energy
costs that are not accounted for.
UVM currently employs the catering services of Sodexo, a multinational corporation that spans 80 countries and services 34,000 sites. Due to
its magnitude, Sodexo possesses high standards, which dictate the sources of their supplied food. The majority of Burlington’s local farms do
not meet these regulations, ultimately barring Sodexo from buying locally. This causes the food we eat to travel, on average, 1500 miles and
incur other carbon-costs of harvesting and packaging. As UVM expands the scope to which it takes responsibility for its carbon footprint, the
imbedded carbon cost of the food we eat will be acknowledged.
Freight Farms eliminates the inefficiencies associated with commercial farming by removing transportation, packaging, and harvesting,
maximizing output, reducing land size, and enabling production in any climate. This start-up company has the potential to revolutionize the food
system, as we know it.
I have been in contact with the founder of this company and have explained the compatibility this service would have with Burlington schools,
groceries, hospital cafeterias, restaurants, local farmers, and most importantly, UVM. The climate of Vermont creates a significant incentive for
investment. Shorter growing seasons and distance from America’s Mid-West farmlands creates a niche for local, year-round production. There
is potential for this idea to flourish at UVM and the larger Burlington area.
I am aware that this fund is hesitant towards installation proposals. I would like to point out that this unit comes fully assembled and would prove
to be a vital teaching resource. As a ‘hydroponics classroom’ for students and faculty, it provides a platform for students to view an energy
saving option that agriculture could potentially trend towards. Second to this, there are other (non-installation) options Freight Farms can lead to.
Burlington is host to a substantial group of small farmers. A class set up to research Freight Farms regarding its logistics (how they can be
improved, where they can be implemented) would provide students with a relevant study that bridges the gap between school and society.
Ultimately, Freight Farms is the tool that can localize the food we eat on campus, and through this, greatly reduce our energy footprint.
[1] http://freightfarms.com/info/
Methodology and Timeframe
Benefits and Results
Student Engagement
Suggested Project Champion(s)
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#18
Eco-driving and No-idling Education
Submitted by Gioia Thompson, M.S. Natural Resources Planning on November 26, 2013
Total # of Voters: 0
Thumbs up (+): 0
Thumbs down (-): 0
Net Votes: 0
Summary of Project
This project will teach the campus community about reducing fuel use for transportation and improving local air quality by funding an intern to
extend to campus two programs developed by UVM Extension: Eco-driving and No-Idling training. In addition, no-idling signs will be installed
campus-wide to align the University's practices and signage with city and state activities.
Introduction and Background
Transportation is responsible for a third of Vermont’s energy use and more than half of its greenhouse gas emissions. A tool developed at UVM
and adopted by in the private sector by some of the largest transportation providers in the country can be deployed to train people at UVM as
Eco-drivers. A key aspect of eco-driving is ending the practice of idling, which few people realize is not only harmful but also illegal. Let’s take
the first steps towards UVM being an Idle-Free Campus and get at least 500 people at UVM trained in eco-driving! At the same time, let's put up
signs in places people are apt to idle. Having strong participation in eco-driving and anti-idling training on the UVM campus will not only reduce
the energy intensity and health impacts of driving, but also provide reputational support for a UVM initiative that has been proven to reduce
energy use around the nation.
Methodology and Timeframe
1) Driver Training Courses
Because UVM hosts CST, we are in a special position to take advantage of the driver training courses; with in-kind support from Extension, the
Be Idle-Free and Eco-Driving 101 courses could be made available through Blackboard for free to interested members of the UVM community.
An intern working 10 hours for an academic year will run a campaign at UVM under the supervision of Extension, and enlist people with help
from SGA, Eco-Reps, Staff Council, Transportation and Parking Services, and other groups on campus.
The first step will be creating an outreach plan in the first month to target students, faculty and staff, with a focus on students. The Office of
Sustainability can assist with finding channels to reach students, including the Eco-Reps, SGA, activities and events. The intern will be
supervised by David Kestenbaum, the Project Champion, as described below. Next, the intern will track participation over the remainder of the
semester, with the aim of enrolling at least 500 participants.
2) No-idling Signs
Idling wastes energy, pollutes the air, and is illegal, yet many people do not realize this. UVM has very few signs to inform the community that
idling is unacceptable. Idling often takes place near buildings where air intakes can bring exhaust into offices and classrooms. Idling also results
in harmful gases building up within the vehicle itself. Putting up signs around campus consistent with the local and state no-idling education will
help educate the community and make it possible to enforce violations in the future.
A plan developed in 2009 to install “no-idling” signs at loading docks, air intakes and drop-off areas will be updated in consultation with Campus
Planning Services, Transportation and Parking Services, Physical Plant Department, Risk Management, and other entities as needed, with the
aim of installing signs before the Fall 2014 semester begins.
Benefits and Results
Anyone who operates a vehicle can learn how to save fuel and money through the Be Idle-Free and Eco-Driving 101 driver training courses.
Every individual who takes the course and adopts these behaviors can expect to see a fuel reduction of 2-8%, with concomitant air pollution
reduction.
The educational benefits of learning about efficient vehicle operation extend to health and safety benefits as well as environmental benefits. Ecodriving is not only more energy efficient but also safer. Learning good habits at college can translate into a lifetime of reduced impacts to health
and environment.
For staff and faculty drivers who drive as part of their official work for UVM, learning eco-driving techniques can reduce risk of accidents, reduce
fuel expenses to the University, and reinforce a culture of environmental and social responsibility that is so central to our University's brand.
Student Engagement
A student intern will be hired to coordinate the UVM outreach project and sign installation. Students will be targeted as participants in the
training programs.
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Suggested Project Champion(s)
The primary champion is David Kestenbaum, Director of the Certification for Sustainable Transportation (CST), in University of Vermont
Extension, with supervisory support from the Dean of Extension, Douglas Lantagne.
CST is a program of the University of Vermont Extension, and shares the institution’s commitment to creating and sharing knowledge so that
people can make ecologically and economically sound decisions about how they travel. The program has trained and certified fleet operators
across the country since its inception in 2012. Use of CST’s training programs have demonstrated fuel savings of 2-8% and raised awareness
about safe and ecologically sound practices. CST remains anchored in research and innovation through its connection to UVM. In both its
formation and its current operation, the CST works closely with stakeholders from the private sector, government agencies, and non-profit
organizations. This structure provides CST with academic and financial oversight and a balanced approach to the program, while staying useful
to both consumers and suppliers of passenger transportation services. For more about CST, see http://www.erating.org/about-us
23 Mansfield Avenue, Burlington
[email protected]
[email protected]
802-656-9141
Gioia Thompson, director of the Office of Sustainability, will assist with selecting the intern, defining the scope of work, enlisting participants and
partners, and reviewing the project.
Projected Budget and Justification
The Clean Energy Fund’s contribution would be 1) providing funding for a paid intern to serve as coordinator to get people involved and track
participation, and 2) funding collateral materials such as signage and pins, and minor expenses for coordinating the program and 3) funding the
installation of “no-idling” signs around campus.
Request: $10,000 estimated for intern, collateral materials and signage.
Justification for use of student-supported, CEF Funds
This broad energy education project does not fit into the mission or functions of any single office, and yet fits the mission and culture of the
University, as well as the educational mission of the Clean Energy Fund.
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#19
Stirling Engine Research, Development and Integration
Submitted by Seth Libby on October 24, 2013
Total # of Voters: 10
Thumbs up (+): 8
Thumbs down (-): -2
Net Votes: 6
Summary of Project
I'd like to see advanced Stirling Engines being researched, created, integrated, and demonstrated as a source of clean energy integrated into
buildings across campus, hopefully leading to less expensive and more efficient designs becoming available.
This is very relevant to our current global situation, especially in this region, as these engines work most efficiently with greater annual
temperature fluctuations present.
I've been looking at Youtube videos of these things, and there was a TED talk on solar-powered ones, but I don't see them anywhere in the
marketplace. I think that's a problem, because they could potentially be even more of a asset than solar panels if they were properly developed.
I'm not doing this for a grade or anything so I'm going to be brief, I have tons of other stuff to do, but this could prove a huge boon to low-income
people who have issues with heating-oil bills in the winter.
Introduction and Background
These engines are very uncommon today due to our use of fossil fuels, but they were once widely available and are capable of burning any
sustainable biomass to create energy. They're considered an external combustion engine, whereas the ones that haul our butts around are
internal combustion engines.
The difference is that the pistons operate in a sealed environment with a set volume of gas (helium for least possible resistance, I think), and are
manipulated back and forth by only the temperature and air pressure difference created between the hot and cold sides of the engine. The
reason they aren't powering all of our cars is that without a combustible fossil fuel being burned directly inside the piston, they suffer from a very
poor power-to-weight ratio.
However, they're extremely simple to design and maintain, and the concept that describes how they work is fairly easy to comprehend and
showcase in an interesting visual format, and they can run rain or shine, wind or no wind, burning any form of biomass that one would normally
burn in, say, a woodstove.
I understand that this a CLEAN energy initiative, and those reading may have valid objections about the fact that this is still burning something,
still contributing carbon emissions to the atmosphere. Well, I want to impress that I'm not necessarily talking about creating a market in new,
residential and commercial devices that have a huge carbon output themselves. These engines can really run off of almost any source of heat,
and can be designed in many different ways.
I'm thinking they could be adapted to work using the heat pollution our carbon-generating sources are outputting already. A home-size model
that sits on your woodstove (many Northerners have them already) and uses the heat from that and maybe a liquid water cooling source to
output several kW of electricty. Or maybe the hot water heater in the basement. Then you could have larger models that could work in boiler
rooms for campus buildings
Methodology and Timeframe
Engineering would probably be doing most of the actual work, I imagine. I don't know if there's a metal shop or CNC mill on campus, but that
would be the next step after initial design. Marketing/presentation would also be important.
The initial, basic design demonstration model would be very simple to create and build. As mentioned, maintenance is very simple on these
things. Again I could dig up more info on this I have saved somewhere but I'm short on time.
Benefits and Results
They don't generate nearly the power of similar-sized gas engines, but a model the size of an average woodstove top, properly regulated, could
easily power a few lights and charge a laptop, or maybe run an efficient TV. An industrial-sized one could put out several hundred horsepower,
though I have no idea how big it would need to be. This would reflect a small energy savings, offset by the upfront fixed cost of the factors of
production associated with making the things to begin with. Greenhouse gas emissions would stay the same or perhaps increase negligably if a
large standalone model were to be designed.
Student Engagement
Look up Stirling engines if you have no idea what I'm talking about. They're pretty badass. Students would definitely be impressed and
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interested in the concepts they present if there was a model running around the clock in a public setting, of course you'd have to put some
CAUTION HOT labling or something on it so UVM doesn't end up with a lawsuit.
Suggested Project Champion(s)
I'm Seth Libby, 802-282-7698 [email protected], and I'd like to be involved in it somehow if anyone out there thought it was a good idea. I can't
really think of anyone else at the moment.
Projected Budget and Justification
Justification for use of student-supported, CEF Funds
I have no idea what a whole program would cost, I'd have to spend a while looking into it, but there would be an immense educational return on
investment for a small demonstration model. Classes, I'm thinking statistics, thermodynamics, maybe environmental courses, could get a lot of
good quantitative data from it that could prove or disprove the viability of these things as a potential energy source. A woodstove-size model
would probably run about $500 in actual materials costs, but I'm not sure what kind of skilled labor expenses would be involved yet.
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#20
Low Cost Light Trapping Photovoltaics
Submitted by Walter Varhue on October 4, 2013
Total # of Voters: 7
Thumbs up (+): 5
Thumbs down (-): -2
Net Votes: 3
Summary of Project
This effort will involve the production and characterization of substrate material that can be used to fabricate light trapping photvoltaic devices.
The material that is proposed for this investigation is thin films of yttria stabilized zirconia. We have investigated the growth of this material on
single crystal Si substrates for the past 15 years. The goal of this investigation is to also consider it's growth on non-crystalline substrates.
Accomplishing this task will open up a new path for the fabrication of inexpensive photovoltaics.
Introduction and Background
Photovoltaics are considered to be the ultimate future source of clean energy for our planet. Research in the field of Photovoltaics involvesthe
creation of physical systems that can economically harvest electrical energy from the sun. Photovoltaic devices are for the most part
simple electronic devices made from semiconductor materials. These devices are manufactured by a combination of chemical and physical
processes, generally referred to as Semiconductor Processes. The “Semiconductor Processing Laboratory” at UVM has worked in the area
of photovoltaic fabrication for over 20 years. Recently a PhD student, Dr. Kofi Asante completed an investigation into the design, fabrication and
characterization of a Light Trapping Photovoltaic Cells made of Si. His results were very encouraging and this work will be published soon in a
scientific journal.
We would like to continue working on this project and increase its applicability by extending the range of materials used in the cell’s
fabrication. The principal goal of this continued effort will be to reduce the cost of the PV cell. The PV cells that have been fabricated to date
used a Si wafer as the starting material. The cost of this starting material represents approximately half of the expected final total cost of the
cell. Our goal is to reduce this cost by attempting to replace the use of the crystalline Si wafer with a less expensive alternative, such as a glass
substrate or a piece of stainless steel-sheet. This substitution of the Si wafer substrate is not a simple substitution. The Si wafer is a single
crystal substrate that provides the crystal structure required to the grow the top crystalline reflector layer (yttria stabilized zirconia) and the top
PV cell made out of crystalline Si film. We will investigate the growth of a thin film of YSZ on a number of amorphous substrates and
characterize the crystalline nature of this thin film material. A previous attempt to perfrom this investigation gave us inconclusive results.
The facilities required to make the PV cell are in place and functioning. I believe that it would be a valuable experience for two undergraduate
engineering or science majors to assist in the performance of this investigation.
Methodology and Timeframe
The proposed effort will invole the production and characterization of thin film YSZ samples on a variety of substrate surfaces. The most
significant characterization step will be to obtain the xray diffraction spectra for these samples, to investigate the presence of crystallinity. This
effort will involve considerable training and discussion which can most reasonably be accomplished over the period of the summer recess. The
two student investigators should be supported in terms of a fellowship to cover their costs of living.
Benefits and Results
Photovoltaics are considered to be the most likely future source of renewable energy for our planet. Currently cost is the principal factor that
prevents their widespread use. The results of this investigation will hopefully contribute to the effort to make them the clean energy solution.
Student Engagement
This investigation will involve two undergraduate science or engineering majors at UVM (yet to be recruited), who will work with Dr. Cross and
myself to prepare the material samples and to conduct their characterization. This effort will require significant hands-on effort as well as one-toone training and mentoring by Dr. Cross and myself, with the student investigators.
The results of these investigations will be communicated to broader student audiance through Dr. Varhue's teaching Energy Related courses
such as EE 295/ME238 Energy Systems. Last fall semester this course was taught to approximately 50 students. The largest portion of this
course covers the theory and operation of photovoltaic devices.
Suggested Project Champion(s)
Dr. Stephen Titcomb, Director of Electrical Engineering
Projected Budget and Justification
What is needed are funds required to purchase consumable materials: chemicals, Si substrate, xray tube.
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Budget:
Chemicals
$1,000
Si substrates
$1,000
Repair xray spectrometer
Student summer stipends
$6,000
(10 weeks) X (40 hrs) X ( $15 ) =
2 X $5,000
Research Faculty Salary: Dr. Michael Cross (assist in fabrication
and characterization)
Total
$5000
$23,000
Justification for use of student-supported, CEF Funds
Some students will benefit directly from the use of these funds , it will be their introduction to scientific investigation in the field of energy
research. In general it will raise the level of activity of energy research on campus. Ideally more significant funding can be obtained to support
this project from federal sources, and the effort to secure those funds will be enhanced by generating initial results that support our hypothesis.
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Workshop,
Co-Curricular
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#21
Smart Grid Seminar Series
Submitted by D. Curtis Saunders on November 1, 2013
Total # of Voters: 72
Thumbs up (+): 57
Thumbs down (-): -15
Net Votes: 42
Summary of Project
We are proposing a smart grid seminar series for the fall 2014 semester that focuses on exploring the next generation power grid and its
relationship to renewable energy. The series will consist of talks, documentary films, and debates that bring different perspectives and
disciplines together to discuss this important issue. As Vermont will be the first state in the country to move to a statewide smart grid, this topic
is especially relevant to students at UVM.
Introduction and Background
As Americans debate the impact our aging energy infrastructure is having on our economy and future prosperity, a quiet revolution is happening
here in Vermont. Our state is working on becoming the first in the nation to have a statewide smart electricity grid. The shift to a smart grid
represents a major change in the role of electric utilities and the services they provide to consumers as they transition from conventional utilities
to information-driven utilities. With an information-driven approach to delivering power, the smart grid enables utilities to provide a greater
percentage of electricity generation with renewable electricity sources, creating opportunities for homeowners and businesses alike to be able to
choose from which sources their electricity comes from and allowing customers to lower utility bills while reducing their carbon footprint. Despite
substantial top-down policy support and increasing recognition of the term “Smart Grid”, the relationship between a smarter grid and renewable
energy remains largely nebulous to the general public. It is our hope that this seminar series will expose UVM students to the technology behind
the smart grid and its relationship to renewable energy, and to create opportunities for students to get involved with the technology, policy, and
human behavioral factors behind the grid.
Methodology and Timeframe
The seminar series will be held during the fall 2014 semester. We are planning on a series held every other week consisting of nationally known
and local speakers, as well as documentaries related to renewable energy and the smart grid. In addition to individual speakers and
documentaries, we also plan on hosting at least one debate on the topic of renewable energy and its relation to the smart grid. In addition to the
seminar, we hope to provide members of the UVM community time to meet with the speakers in smaller groups as interest and time allows.
Currently, we are envisioning a total of 6 – 7 seminars. Two will be nationally known speakers in academia, business, or politics to speak on
energy markets, energy storage, and other renewable energy topics relating to the smart grid. Two speakers will be local speakers, whether
from Vermont or other areas of New England, to give a more regional perspective on alternative energy and electricity topics. In two of the
seminars we will be showing documentaries, and will bring in the producers of the documentaries for discussion and questions and to provide
updates on the how the topic covered in their film has changed since the it was released. Finally, we will have one debate-style seminar
pertaining to renewable energy sources and the grid. This will be a way for students to hear conflicting perspectives on smart grid and
renewable energy, and foster a lively discussion about the tradeoffs of a smart grid.
Benefits and Results
Our seminar series will foster a greater understanding of how a smarter grid is necessary for incorporating clean energy sources into the mix of
power supply to our community. The seminars will encourage understanding of and dialogue around an important change to Vermont’s energy
infrastructure that is largely already in place, though one that is poorly understood. The result of a seminar geared toward the smart grid will
benefit our communities' educational, environmental, and economic goals. Engaging external speakers with the UVM community will bring in
important information about current practices that we can incorporate into our approach to best utilizing the Vermont smart grid, and ideas on
how to improve. The result of this education will ripple through our environment and economic structure. A large part of the smart grid is focused
on renewable energy, and this education will carry through to bettering our environment.
Student Engagement
The series will be open to the entire UVM campus community and will be held in a location that is convenient for students to attend. Each
seminar will be structured to allow for student questions and we feel that having a variety of local and national speakers, as well as showing
documentaries and a debate will help to engage students with different interests and seminar ideas. Furthermore the talks will be
interdisciplinary, discussing the impact of human behavior, technology, and public policy on the smart grid and how having a smarter grid allows
better incorporation of renewable energy into the mix of power generation technologies.
Suggested Project Champion(s)
This seminar series is primarily lead by current UVM Smart Grid IGERT students:
D. Curtis Saunders([email protected])
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T.C. McAndrew ([email protected])
Robert Swain ([email protected])
Emily Cody ([email protected])
Chris Clement ([email protected])
Daniel Fredman ([email protected])
Mark Wagy ([email protected])
With faculty support from:
Professor Jeff Marshall ([email protected])
Assistant Professor Paul Hines ([email protected])
Projected Budget and Justification
For this seminar series, we are asking for $12,000. This corresponds to less than $2,000 per seminar and will be used for travel, food,
and lodging of the speakers, as well as costs associated with providing food and drinks (coffee, tea, pizza, cookies) at the seminars to help
encourage student participation. Some seminars will have higher costs than others, as we are projecting the nationally known speakers will cost
several thousand dollars to bring in but this will be balanced by local speakers that will cost far less to accommodate. Our preliminary list of
speakers includes
MIT Energy Initiative
Stockholm Environment Institute
Harvard Sustainability Science
Natural Resource Defense Council
Regulatory Assistance Project
Energy Futures Group (Hinesburg)
VEIC
UMass Amherst
and our preliminary list of documentaries includes
Gasland (2010 film)
Fuel (2008 film)
Windfall (2010 film)
Smart Grid Documentary produced by a UVM alum (to be released)
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Justification for use of student-supported, CEF Funds
We believe that this seminar series is a very appropriate use of student-supported CEF funds. These seminars will be open to the entire UVM
community and students and faculty alike will greatly benefit from the ideas and information brought to the campus by these seminars. Whether
they know it or not, having a smart grid will impact the way the UVM consumes electricity: the costs of electricity as well as the source of that
electricity. Because we will incorporate technological aspects of smart grid as well as the behavioral and policy challenges that surround the
incorporation of renewable energy and smart grid, the seminar will appeal to a broad contingent of the student body. The funds will provide
unique experiences to the students and members of the community who attend. For example, bringing someone involved with making a
documentary on energy consumption and its relationship to the smart grid is a richer and more interactive experience than simply watching the
documentary; or having the chance to interact with a politician who has been a key figure in making Vermont a bastion of renewable energy use
and implementation of smart grid will allow for direct interaction and a more personal connection with the policymaker.
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#22
Sustainability Field Trip Series
Submitted by Michelle McCutcheon-Schour on October 31, 2013
Total # of Voters: 23
Thumbs up (+): 16
Thumbs down (-): -7
Net Votes: 9
Summary of Project
The Sustainability Student Field Trip Series will engage Eco Reps and other students in outside of-the-classroom learning, exploring various
applications and production facilities of clean energy. Site visits will allow for students to learn about clean energy, how it is produced, its
applications, and potential for development at UVM. Students will learn about biofuels, hydroelectricity, natural gas, bicycling, and more.
Introduction and Background
Learning outside of the classroom has many benefits. This field trip series will allow students to explore various locations in order to generate a
broader understanding of clean energy production, applications, and potential for development at UVM.
Methodology and Timeframe
The program will involve two trips per semester for a total of four trips for the 2014-2015 academic year. Eco Reps, ENVS, and NR students will
be encouraged to participate, with the possibility of some courses requiring participation in at least one trip. Tom McGrath, of the UVM TRC and
Vermont Clean Cities Coalition, will coordinate all activities.
Benefits and Results
Students will gain a great awareness of clean energy projects throughout the state, increase their networking opportunities in the clean energy
sector, and potentially generate future clean energy projects on campus.
Student Engagement
In addition to the benefits listed above, this field trip series may also lead to research
opportunities for students.
Suggested Project Champion(s)
Michelle McCutcheon-Schour, UVM TRC, 656-9864, [email protected]
Richard Watts, CDAE, 656-9775, [email protected]
Projected Budget and Justification
Estimated $1,000 per trip = $4,000 for year
Lodging (possible overnight stay for Hydro Quebec trip): $1,000
Project coordination to be done by Michelle McCutcheon-Schour and Richard Watts: $5,000
Total appoximately: $10,000
Justification for use of student-supported, CEF Funds
This project educates students on clean energy, can generate visibility both on and off campus, and could lead to future projects for the CEF
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#23
6-Cycle Engine Senior Design Project
Submitted by Mitchell Dundon on September 30, 2013
Total # of Voters: 16
Thumbs up (+): 12
Thumbs down (-): -4
Net Votes: 8
Summary of Project
Six-cycle engine design project: I wanted to be able to design an engine that could be used as a future template for 4-plus cylinder engines, but
first designing one with a basic small single-cylinder engine block to start from. The six-cycle engine utilizes energy from waste heat providing a
more efficient fuel consumption. It adds two cycles to a standard 4-cycle engine by using steam energy. Basically, it creates more energy with
less fuel.
Introduction and Background
The six-cycle engine is an engine with two additional cycles of a normal 4-cycle engine. The first 4 cycles are typical for any 4 cycle engine while
the last 2 cycles are not. In the last two cycles, water is injected into the cylinder which expands by becoming steam due to the excess heat. The
steam pushes the piston getting usable energy that could have been waste energy. As long as all the steam gets flushed out of the system, the
water does not mix with the actual fuel during the next set of cycles. One engine like this does exist as a prototype and is proven to work. If we
are able to build a functioning engine, it could open up possibilities for more projects including a steam recapture system to reuse the same
water source over and over again.
Methodology and Timeframe
Beginning with a small engine block (a single cylinder engine from a motorcycle possibly), one design idea would to design the head of the block
to use two injectors (one for fuel entry, one for water entry). This would be coupled with a gear and camshaft to operate each valve with precise
timing for the to additional steam cycles.
A team of engineering students would work on this throughout the year as a senior design project.
Benefits and Results
The main idea of a six-cycle engine is that it is able to use heat energy an engine makes when running that would typically be wasted and
actually used it. It uses two fuel sources, one of which is burned (either diesel or gasoline, etc.), then water is introduced into the hot engine.
The water does not burn, but instead expands as steam, using the heat energy that would be wasted. Water goes into the engine and water
goes out the engine. This is a more environmentally friendly engine which consumes less fuel for more power which could possibly half the fuel
consumption of a the stock engine.
Student Engagement
This is an idea for a senior design project to be worked on by a team of engineering students, thus it will have student engagement. This team
will mostl likely consist of at least five engineering students being ME's and EE's.
Suggested Project Champion(s)
Projected Budget and Justification
The budget for this project would include the purchase of a single-cylinder (preferably one with 4 valves such as a Honda 250cc, etc) engine
along with small parts (valves, gaskets, etc) and machining of at least four (maybe 5) parts: a head for the engine, two camshafts and either one
or two gears for the timing mechanism. An estimated conservative cost for this project is estimated to be around $5000. Machining parts is quite
expensive, so I wish to justify $3000 of the $5000 for machining required parts for the project. The remaining $2000 would be spent on an
engine and small parts for the engine.
Justification for use of student-supported, CEF Funds
The Clean Energy Fund seems appropriate for this project because of what idea accomplishes. It would make a more efficient engine for what
fuel sources are availible today. Unlike electric cars which rely on expensive batteries which last only a few years before needing to be replaced
and strain the power grid, it burns gasoline which is more thermodynamically efficient than electric cars. The Clean Energy Fund was chosen to
fund the design of a green engine design to have the ability to be implemented into the cars of today.
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#24
Alternative Energy 1 Credit Lab
Submitted by Brian Bourque on November 1, 2013
Total # of Voters: 10
Thumbs up (+): 8
Thumbs down (-): -2
Net Votes: 6
Summary of Project
The addition of a one-credit lab option be made available for students to enroll in, on top of the Energy Alternatives class (CDAE 006). In this lab
students would have the opportunity to extend topics discussed in class such as solar or wind power into a mix of class and field activities.
Students will be able to see these renewables in actions and observe how they fit into the landscape of Vermont and into the renewable energy
goals of the state that are currently being pursued.
Introduction and Background
The Energy Alternatives course (CDAE 006) is structured around looking at policies, programs, and planning regarding energy structures
primarily with a Vermont focus. Currently, for first hour or so of the class students hear from guest speakers that come to the University of
Vermont as a part of the Energy Action Seminar Series (Already Funded by the CEF). The remainder of class time involves smaller group
activities and class discussions about the speaker’s points and topics. Adding a lab component to this class would allow more in depth
discussion and understanding about renewables; It would allow students who are maybe new to the topic, or just more interested in renewables
to gain further understanding an about renewable energy in Vermont, while those who only want to engage in the classroom portion would have
that option. Part of this lab section would involve going to see some of the wind projects occurring on ridgelines and solar array that have been
built, both large and small scale; this will allow for a greater understanding of topics covered in class. Students can hear the sound of large wind
turbines and see solar arrays, which will support what is being talked about in class.
Methodology and Timeframe
This idea will be carried out through faculty support and student interest in the topics of the course. Professor Richard Watts, who currently
teaches the course, would be involved along with teacher’s assistants to oversee the lab section of the course. The College of Arts and Life
Sciences would also be involved seeing that they would be adding curriculum for students to enroll in. It would require organizing and
coordinating labs and trips, but the additional course could potentially be implemented for next fall and be maintained after that. Students will
receive a grade for the lab portion of this course much like they would by enrolling in any other lab course here at the University of Vermont.
Benefits and Results
This project provides a great learning opportunity to expand upon what is talked about in the classroom setting. They will experience seeing
renewables both small-scale and large-scale around Vermont, which will be more beneficial than solely hearing the opinions of the speakers
and could provide students with an even better understanding about how some renewable technologies work.
Student Engagement
This project will provide the opportunity for student engagement in that any student may register for the course and lab. An individual lab section
may have to be limited depending on the number of students that register but multiple sections may be created (as with other lab courses
offered at the university).
Suggested Project Champion(s)
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Professor Richard Watts ([email protected]) - Currently teaching the Energy Alternatives course and would oversee the course through the
semester, and the lab section would most likely run with the help of TA’s.
The Community Development and Applied Economics Department would be involved in that it would be modifying an existing course within this
department.
Projected Budget and Justification
Funding would be required in order to pay for transportation for trips that the lab might go on over the course of the semester.
Justification for use of student-supported, CEF Funds
This project would be a justified use of CEF funds in that it offers students an opportunity for students to further engage in learning about clean
energy within Vermont. The addition of a lab course would be an extension of the class, which is structure around a CEF funded seminar series.
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#25
Energy Action Seminar & Class -- Fall 2014
Submitted by Richard Watts on November 1, 2013
Total # of Voters: 12
Thumbs up (+): 9
Thumbs down (-): -3
Net Votes: 6
Summary of Project
This proposal builds on the experiences of the Fall 2013 Energy Action Seminar Series to conduct something similar in the fall of 2014. All
lessons learned from the present series are not yet in. But based on some of the experiences and feedback received so far we are proposing
some of the following. (We are also open to other ideas that emerge from the present series to improve future events & seminars).
First of all, in tandem with the series, we propose a special topics ENVS/CDAE 2-credit course that will enable students to receive credit for
attending the seminars, joining in post seminar discussions and writing a seminar paper integrating some aspect of the seminar series into a
paper. Students in the seminar will also help with the overall seminar series. This course will be two-credit instead of one-credit.
Secondly, we propose additional hands-on experiences for students in the course in their areas of interest, either through field trips or special
work-shops with the invited speakers.
And lastly, we propose that the seminar also be a place to promote ideas for future CEF funding, through hearing from past grantees and
encouraging future ideas from UVM students.
Introduction and Background
The proposed seminar series will highlight how businesses and state and social policies are fostering renewable energy technologies to directly
address the environmental impacts of our energy use. Selected national speakers will highlight positive activities and programs underway in
places in the US (and potentially globally). Speakers will also highlight Vermont’s programs and policies in enabling the state to meet the goal
of 90 percent renewable energy by 2050 for all sectors; transportation, space heating/cooling and electricity. We will also ask speakers to
address UVM goals and the Clean Energy Fund program.
The proposed special topics ENVS/CDAE 2-credit course will enable students to receive credit for attending the seminars, joining in post
seminar discussions and writing a seminar paper integrating some aspect of the seminar series into a paper.
Methodology and Timeframe
We imagine a total of 8-10 presentations over the course of the fall 2014 semester, split about half between a national focus and a Vermont
focus. In addition, we propose additional applied experiences for students enrolled, either through field trips or work-shops with invited speakers.
The entire series is being offered as an ENVS 195 two-credit course through Continuing Education, entitled the Energy Action Seminar. The
course is scheduled for Mondays from 4:05 to 5:20. To help promote the class widely, potential additional partners (in addition to the
Environmental Progam and the Department of Community Development and Applied Economics) include UVM’s Office of Sustainability, the
Rubenstein School, the Transportation Research Center, The Center for Research on Vermont, the Gund Institute, the Vermont Department of
Public Service, Burlington Electric Department and Renewable Energy Vermont.
Benefits and Results
This series provides an opportunity to educate students and the broader UVM community about renewable energy policies and programs,
highlighting successes and the companies, individuals and agencies involved. In addition, students will have a chance to mingle and interact
with the speakers through lunches, dinners or other events. Speakers will also be offered to other classes, when possible, to extend student
learning opportunities. And students will also benefit from related work-shops and field trips.
Student Engagement
Students will have the opportunity to attend the full seminar series for credit. This will guarantee a group of consistent and engaged attendees.
Secondly, the series will be open and well-publicized across the university, open to all students. Furthermore, we plan to invite selected
students, through an inclusive process, to join speakers for post or pre-lecture lunches or dinner.
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Suggested Project Champion(s)
Richard Watts, Faculty, CDAE/Environmental Program
Stephanie Kaza, [email protected], Director Environmental Program
Erin Kenney, Teaching Assistant Energy Action Seminar 2013
Projected Budget and Justification
About $12,000 to $15,000 with matching funds provided by the Environmental Program and other project partners.
Justification for use of student-supported, CEF Funds
Major student engagement both in the course, the seminar series and in related events.
Brings additional attention to the CEF to promote its use more widely across the campus and to all students.
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#26
Smart Grid
Submitted by Jordan Seim on November 1, 2013
Total # of Voters: 12
Thumbs up (+): 9
Thumbs down (-): -3
Net Votes: 6
Summary of Project
The Clean Energy Fund should embrace the Smart Grid, currently used by the Burlington Electric Department (BED), to promote energy
conservation and to educate UVM students on their personal energy use. The hope is that if we supply students with the access to their energy
usage they will be more aware as to how they are using their energy and can then take steps to limit their energy use.
Introduction and Background
The Smart Grid has just been made available to customers starting August 2013, so it is new to everyone, which makes it easier to modify. BED
also has Smart Meters that are available for installation that gives direct feedback as to how much electricity is being used every 15 minutes.
Studies have been shown that direct feedback of energy usage as shown by these Smart Meters, encourages users to make more efficient
choices with their energy usage. Due to this fact, we propose installing these Smart Meters in residential halls around campus that will give
students access to their energy usage. The hope is that if we supply students with the access to their energy usage they will be more aware as
to how they are using their energy.
Methodology and Timeframe
In order to do this Smart Meters will need to be installed in either every residential hall or every floor of these halls. From there students will
either be able to directly look at these smart meters to observe their energy usage or look at their energy usage online. BED makes it easy for
customers to create logins to see their energy usage, the only thing the University will need to do is to create individual sign ins for each specific
residential hall.
Once the Smart Meters are installed and logins are created students will be able to actively monitor their energy usage. Residential advisors will
be responsible for educating their building about the Smart Meters and different approaches towards using less energy. To further promote
efficient energy usage, a competition between residential halls can be put into place so that the residential hall that uses the least amount of
energy earns a prize at the conclusions of either the semester or the year.
With collaboration with BED, Smart Meters will be installed in residential halls before the academic year begins. Next, accounts should be made
to allow residential halls access to electrical consumption. Then during Residential Advisors training, Residential Advisors should be trained on
how to access these accounts, how to teach their residents about smart energy usage practices, and other basic information about how the
program works. This way they will be able to relay this information to residents throughout campus.
Benefits and Results
The expected results from this program are for less energy to be used around campus and for students to be more educated about how they are
using their energy. Studies have shown that consumers who actively use things such as Smart Meters reduce their energy consumption on
average by 7%. The hope is that students will take interest in this program with the help of residential advisors and take the initiative to lower
their electricity usage. In result the little estimates costs for the program would be saving the University money on their electric bills. This would
provide the University, and the student body, a return on their investment. Also less energy consumption means less environmental impact.
Student Engagement
This project involves students right from the start because it discusses their personal energy use. Once the information is made public to them,
then either with their Residential Advisors or other student groups, efforts can be made to cut their consumption. Also through potential
competitions between residential halls, students will be actively involved and informed. This will involve all students who live on-campus
however off-campus students can still be able to access the information provided by the Smart Grid in classroom settings.
Suggested Project Champion(s)
Professor Richard Watts
Assistant Research Professor CDAE
[email protected]
802-656-9775
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Projected Budget and Justification
The costs would include the installation of the Smart Meter with is already subsidized by BED. Beside this cost, all there is the cost of creating
accounts for each residential hall and for the prize awarded to the residential hall with the most efficient energy usage. This project's minimal
costs can be justified by the educational benefits that it will provide. This information given by the smart grid can be put towards many other
educational projects for years to come. Also once students take measures to cut their energy consumption, the university will save on their
electric bill. Overall this benefits everyone.
Justification for use of student-supported, CEF Funds
The whole Clean Energy Fund mission is to advance renewable energy research, education, and infrastructure on campus, which is exactly
what this project would provide. Smart Meters are the next step in curtailing our energy consumption and will provide motivation for students to
research energy and hopefully alternative renewable energy sources. Education is key to taking the next step with any project. Once we know
our energy consumption then the infrastructure on campus can be changed to utilize the most efficient and energy conscious methods.
Therefore the Clean Energy Funds would be perfect for this project.
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#27
Energy and Agriculture Lecture Series
Submitted by Annalena Barrett on October 31, 2013
Total # of Voters: 14
Thumbs up (+): 10
Thumbs down (-): -4
Net Votes: 6
Summary of Project
This lecture series would bring people to The University of Vermont that are doing innovative things in agriculture, specifically around energy. I
imagine it running in a similar fashion to the Energy Action Seminar and the Climate Action Seminar series that was created for last spring.
There is easily enough material in this topic for a one-credit course; however, it doesn’t necessarily need to follow this type of structure to fulfill
its role. There is so much happening in sustainable agriculture right now, it seems like a shame not to highlight it at UVM.
Introduction and Background
It is no secret that our food system is broken. People often associate green house gas emissions and climate change with things like cars and
planes, but the truth is that animal agriculture is the largest green house gas emitter, and yet, it gets left out of the conversation a lot of the time.
By bringing a lecture series to UVM that directly draws the link between emissions, energy, and agriculture UVM can do its part to amend this
misconception. Sustainable agriculture is also at the height of its popularity today and there are so many exciting projects happening right here
in Vermont as well as across the globe, it is crucial to harness all of this innovation and creativity in an academic setting.
Whether it’s biodigesters, compost heating, closed loop systems, or just a return to ancient farming practices, there are so many creative ways
to use energy more sustainably in the food system. Although the environmental studies program does a good job already of surveying some of
these techniques, it would be really beneficial to hear from the people that are actually implementing the technologies, methodologies, and
practices.
Overall goals:
- Highlight the multitude of ways people can plug into our food system
- Draw the connection between food production, waste, and energy
- Provide concrete examples of successes and innovations happening right now in the agricultural world
Methodology and Timeframe
The Food Systems program at UVM could have a heavy hand in this series. It would also fit well under the Environmental Studies Department.
Hopefully there could be a faculty member that would be willing to lead the lecture so that the speakers have some fluidity and cohesion. The
lectures would happen regularly throughout one semester.
Benefits and Results
This energy series will help educate the UVM community and enrich the dialogue on campus. Hopefully this will lead to more concrete work in
this field at the University.
Student Engagement
The course could be run as a one credit class, or alternatively just act as an outlet for independent learning or extra credit.
Suggested Project Champion(s)
Richard Watts: Assistant Research Professor
Contact:
802.656.9775
[email protected]
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Projected Budget and Justification
The budget will be dependent on how far reaching the lecture series will be, how well known the speakers will be, and how many lectures will
actually take place, therefore, this budget is very flexible. Last year, the final project cost for the Climate Action Seminar was $11,297. This
seems like it would be very comparable to this lecture series as the only expenses will be compensation speakers for their time and paying for
their travel.
Justification for use of student-supported, CEF Funds
This project is similar to efforts the Clean Energy Fund has funded in the past. It is appropriate because it is directly tied to clean energy, but
uses a lens that has not gotten a lot of attention in the past. It is also based in academia, which fulfills the educational piece of the Clean Energy
Fund’s mission perfectly.
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#28
Analyzing Mitigation Attempts within Vermont
Submitted by Xue Rosenberg on October 30, 2013
Total # of Voters: 9
Thumbs up (+): 7
Thumbs down (-): -2
Net Votes: 5
Summary of Project
We propose that a 100-level CDAE or ENVS course be created that allows students the opportunity to learn more about the state’s current
Comprehensive Energy Plan of 90% renewable energy by 2050 and the University of Vermont’s goal to be carbon neutral by 2025. In the
3-hour course, held once a week, students will have the opportunity to hear guest lecturers, have class discussions, have lectures from
distinguished professors on campus, and visit sites in Vermont that are supplying the state with energy. Both plans are currently in their early
stages, so learning about these projects and how they will be implemented gives students not only an idea of how they will be achieved but also
education to possibly influence how they are completed.
Introduction and Background
Environmental policy continues to expand in prevalence and importance. Goals toward mitigating climate change and environmental
destruction, such as Vermont’s and the University’s, are some of the more ambitious and important targets. This course is very relevant to
today’s current energy issues because the Comprehensive Energy Plan and the University’s goal are in the process of being implemented.
Changes are constantly happening throughout the state and the University to bring them both closer to their respective goals. But there are also
controversial energy issues both on the University campus and in the state. Among these are divesting from fossil fuels at the University of
Vermont, the extension of the natural gas pipeline to Addison county, and the issues with wind turbines on mountain tops and near
communities. These issues will all come into play when it comes to how both the state and the University will reach their respective goals, and
learning about these issues is imperative for students graduating from the University of Vermont.
Methodology and Timeframe
The course will be meet once a week for three hours, with a combination of class discussions, guest speakers, lectures, and field trips. During
the first three weeks, students will dissect and analyze Vermont’s Comprehensive Energy Plan and the University of Vermont’s Climate Action
Plan. In the following weeks, students will visit sites where Vermonters get some of their energy. Among these would be the McNeil biomass
plant, the Winooski One hydroelectric dam, nearby wind and solar farms such as the Kingdom Community Wind project on Lowell Mountain and
the South Burlington Solar Farm, and a natural gas pipeline (an alternative could be the University’s central heating and cooling plant). These
site visits are intended to provide students with the opportunity to discuss the pros and cons of the various types of energy that come from these
different technologies, give students real examples of energy in Vermont, and allow students to talk with energy providers. The last weeks of the
course would continue to look at ways that the state and University will meet their respective goals, and include multiple guest speakers from
the University, Vermont officials, energy experts, policy experts, etc.
Students will have papers assigned weekly that cover course topics and require further research into the subject material. Writing prompts will
be at the discretion of the professor, although general topics should include a review of how the Comprehensive Energy Plan came to be, and
how the technologies viewed at site visits can play into meeting the set goals of the energy plan. Students will also work in groups of four or five
to complete a semester project proposing a possible project or action plan that would assist the state or the University of Vermont to meet their
goal.
This course will be a semester long. Depending on the availability of the professor, the course could be offered every semester or every other
semester. The course will be offered as a 3 credit, 100-level course.
Benefits and Results
Climate change is one of the greatest issues facing not only Vermont, but everyone on Earth. Goals like Vermont’s plan to have 90% of the
state’s energy supplied by renewable resources and the University’s plan for having net zero emissions by 2025 are important in mitigating
climate change. They are both some of the strongest examples of climate change mitigation policies currently in force, and great real-life studies
for students to look at and learn from.
Student Engagement
These goals give students local and more personal examples of climate change reforms which in turn fosters passion and allows students to
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become more engaged in the issues. And because university students represent the future leaders of the world, it is important that the
University of Vermont equips its students with the knowledge and skills needed to be as successful as possible. It is also important to note that
the University of Vermont prides itself on being a forward thinking and more environmentally conscious school. This course would help in
creating more well-rounded, analytical thinkers who have a greater grasp on environmental issues. It also encapsulates everything the Clean
Energy Fund supports: education, clean energy, and critical thinking.
This course will be highly beneficial to students at the University of Vermont because it will provide them with valuable experience and
knowledge that can be applied to the real world and thus assist with their lives after graduation. The course will force students to apply their
previous knowledge to the course while also exploring the concept of clean energy more thoroughly and applying these concepts to Vermont
and the University.
Suggested Project Champion(s)
We already have the support of Research Assistant Professor Richard Watts from Community Development and Applied Economics (CDAE)
and Research Director at the University of Vermont Transportation Center. His can be reached at 802-656-9775 or through his email,
[email protected]. He may be interested in teaching the course since it is similar to his Alternative Energy course and would be an
ENVS or CDAE course. We believe that other ENVS, Rubenstein, or CDAE professors might also be interested in teaching the course or
lecturing as a guest since the environment, climate change, and innovative thinking is something that many professors encourage and want to
have classes about. Another possible project champion is Professor Amy Seidl. She is a faculty member in the Rubenstein School of
Environment and Natural Resources and teaches a lot of ENVS courses including Introduction to Environmental Studies. She can be reached at
802-560907 or by email at Amy. [email protected].
Projected Budget and Justification
This course will require a very minimal budget. Depending on who the professor is that teaches this course, their salary may need to be
adjusted but that is at the discretion of the University of Vermont and most likely will not have any affect on the cost of the Clean Energy Fund’s
budget. However, this course will require funding for transportation to and from site visits. Based on research online, the cost of renting a school
bus for field trips is about $400. With three or four field trips, the brings the cost of renting the school bus to about $1,600 for the semester. If
there are specific guest lecturers that the professor of the course pre-determines as important for the education of the students, there may be an
additional cost to bring them to the University. Otherwise, the budget for the course is just the cost of transportation for field trips and will be no
more than $2,000.
Justification for use of student-supported, CEF Funds
The Clean Energy Fund is designed not only to increase the research and implementation of renewable energy, but also to educate students.
This is a perfect opportunity to teach students how climate change mitigation goals are set and achieved, using local examples that students
can relate to. Many students have heard of both of these goals, but they may not have learned yet what these goals will do and why they are
important. This course offers this opportunity, which we believe is very much in line with the objectives of the Clean Energy Fund.
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#29
Renewable Energy and Environmental Justice: Student Seminar
Submitted by Julienna Brooks on November 1, 2013
Total # of Voters: 11
Thumbs up (+): 8
Thumbs down (-): -3
Net Votes: 5
Summary of Project
This student led seminar would focus on the many issues of environmental justice as they relate to clean energy and ways to move towards a
clean energy future. The idea behind this is to bring attention to the challenges that are presented by the use of conventional energy methods,
as well as the potential problems that are placed on third-world nations and lower income areas with the switch to clean energy. Additionally, it
would examine the possibility of empowering communities through clean energy seminars. This seminar would be student led and directed
based on the interests of the group, but should include speakers from effected areas, as well as discussion of potential solutions to make
renewable energy in everyone’s best interest.
This is an important project due to the fact that we are in the face of major environmental and economic change. The slow switch to
renewable energy is important for numerous reasons but the effect that energy has on third world populations and minority populations is often
overlooked. A better understanding and connection to this issue will help to create a more rounded view that will be important in future advocacy
for appropriate clean energy.
Introduction and Background
There is a diverse range of background information on this subject that could be reviewed in this seminar dependent on student interests. Many
students are very familiar with the humanitarian problems that are associated with oil and gas extraction, so a focus on other issues would be
most useful. Some possible issues that could be examined are issues around clean energy that will become prevalent as the trend continues.
For example, switching to clean energy is important all over the world, but how will this trend affect the economies and livelihoods of those living
in developing countries?
Additionally, ways in which the infrastructure of green energy solutions be used to empower Native American tribes in the United States should
be examined. Numerous Native American tribes have already vocalized their interest in pursuing the clean energy methods which could provide
jobs on reservations. Uranium and coal mining have been incredibly detrimental to the Hopi and Navajo tribes in particular. Revitalizing these
communities by creating clean energy infrastructure that would give back to the reservation and help to economically boost the reservation
could be a major step in the right direction. For example, many degraded mining sites on reservation land could be used to develop renewable
energy services such as solar fields. These projects would be reviewed, implemented and managed in conjunction with the tribal governments
and officials.
Methodology and Timeframe
The ideal timeframe for this seminar would be a semester long course in which discussions, speakers or service project were held once per
week for at least one hour, including additonal time for occaisional field trips. The primary organization of this seminar would be student run and
organized. Connections with speakers would be made by students based on the interests of the group. Ideally, while this educational project
would last only one semester, it would further knowledge and interest in the subject and promote future involvement. This seminar would
ultimately work towards using clean energy as a way to reinvigorate environmentally degraded communities.
Benefits and Results
The majority of UVM students already support renewable energy, but the next step is to foster discussion around the changing infrastructure
and how it should relate to humanities. This seminar would serve as a bridge between humanities and clean energy installation. Therefore,
funding from the Clean Energy Fund would allow for UVM students to expand their perspective and empower others.
Student Engagement
This would be a student run seminar so student involvement would be a crucial component of the project. Students would be in charge of
organizing speakers for th week, or facilitating discussion around constructive and meaningful subject areas. In addition, students would need to
organize and connect with outside organizations and events to attend. While to seminar and speakers would offered to everyone, a small group
of 5-10 students would be in charge of organization and facilitation.
Suggested Project Champion(s)
Julienna Brooks - [email protected] - student
Projected Budget and Justification
Funding for this project would be largely based upon the direction in which students chose to take the course. The price of speakers would vary
greatly but would probably be the largest expense throughout the project. Transportation would also be an added expense if students deemed it
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necessary to travel for either outside events or service related projects. Cost of transportation can be up to $400, which depending upon the
number or trips and travel distances could account for up $1,200 in expenses. In addition, a course fee for materials would be implemented but
would be minimal, amounting up to no more than $300.
Justification for use of student-supported, CEF Funds
This project should be funded through the clean energy fund because it will provide a new lens for the idea of renewable energy.
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#30
Sustainable Living Workshops
Submitted by Eleanor Auchincloss on November 4, 2013
Total # of Voters: 6
Thumbs up (+): 5
Thumbs down (-): -1
Net Votes: 4
Summary of Project
We will do our project through lectures or workshops throughout the Fall 2014 semester. By working with the Office of Student and Community
Relations (OSCR) to provide these workshops for off-campus and soon-to-be off-campus students, we will have an increased outlet to
students.
Introduction and Background
Being two UVM students who live downtown we hold a fair amount of knowledge ourselves with what issues and topics these workshops should
address.Our hope is that these workshops will not only provide interesting speakers and activities but also food to incentivize students to attend.
We want to provide knowledge for stuendts who want to live a low impact life downtown.
Methodology and Timeframe
Working with OSCR will hopefully provide us with a network of knowledge of what issues students have had living downtown in the past,
especially when dealing with energy usage and sustainability. Another partner we would like to include is One Revolution Composting, which
already picks up compost from off campus housing and some residence halls. Our hope is to conduct a workshop specifically on composting
and recycling and at the end allow for students to sign up for One Revolution at possibly a promotional rate. Another idea for a workshop would
be done in correspondence with the EcoReps on campus that can share their knowledge on decreasing energy use on-campus. Another
possible workshop could be on utilizing public transportation and bike paths in the area.
Benefits and Results
The benefits of these workshops and lectures will be applicable learning opportunities for students. Hopefully we will create sustainable living
practices that people will continue to use after their time at the university. Our goal in these workshops is to create a breadth and depth of
knowledge about applying our environmental beliefs to our real-life actions. We have found that an issue at our university is that students have
very strong beliefs in the environmental movement, but do not always know how to implement those beliefs. We hope to provide information to
help students start living more sustainably when they are on their own.
Student Engagement
Since the Clean Energy Fund was created by students and is funded by students we think it makes the most sense for this project to be funded
by CEF. Our use of different on and off-campus agencies and resources is something we believe the CEF can help us access. Although we are
not solely focusing on energy use, the intent of our project is to promote more sustainable living, which we believe is a vital part of energy
consumption reduction.
Suggested Project Champion(s)
We will be using the UVM Chartstring program to access rooms and other facilities on campus to host lectures and workshops. Our
programming will be mixed using both on campus resources and experts, and ones brought in from the greater Burlington area. Also we will be
engaging different faculty members in order to help facilitate the lectures and workshops. Richard Watts has agreed to help us with planning and
carrying out the workshops and lectures. His expansive knowledge of both the environmental field and experts who work within it will help when
looking for lecturers.
Projected Budget and Justification
Funded students will do the planning for these workshops during the spring semester of 2014 and the execution will take place the following fall.
During the planning and research time, more projects and ideas will emerge for these workshops. Our goal is to hold between 8-10 workshops
or lectures during the fall semester.
Justification for use of student-supported, CEF Funds
Although the funding for this project will not provide UVM with direct financial profit, students will be the ones benefiting from this programming.
Since UVM strives to assert itself as a leader in the environmental movement, creating sustainable citizens through our programming will help
with promoting the University and its sustainable goals.
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#31
Climate Neutrality at UVM
Submitted by Katherine Ward Murray on October 31, 2013
Total # of Voters: 7
Thumbs up (+): 5
Thumbs down (-): -2
Net Votes: 3
Summary of Project
The proposed project will take the form of a course. This will be a 200-level service learning course title Climate Neutrality at UVM, focused
around UVM’s goal to be climate-neutral by 2025. It will be a rigorous, research-based course that will be held for three hours once a week,
20-24 students, and requires a minimum junior standing. Aside from the project part of the course, the class itself will serve to guide students
through their projects as well as bring in guest speakers, such as Asa Hopkins to talk about Vermont’s energy plan to reach 90% renewable by
2050.This is very much a trans-disciplinary course that will require much outside research by students, possibly looking at sector-specific
studies with similar goals or assessing case studies from other schools such as Green Mountain College.
Student will be broken up into “teams.” Spinning off of the climate neutrality goal, each team will choose a specific emititng sector of the
University and create a plan of how that specific sector will achieve climate neutrality. Possible sectors of focus include transportation, buildings,
electricity, carbon offsets for emissions that are impossible (at this time) to omit, commuting, and solid waste. This is simply a sample of possible
ideas that teams may propose, which must be approved by the professor. The sector of choice is purposely open-ended because a goal such
as this is something that can be tackled from all different directions and viewpoints. The overall idea is to choose one emitting sector of the
University, and show a step-by-step plan of how that one sector will bring it’s net emissions down to zero by 2025. Once a sector has been
chosen, each group must find one staff or faculty member of the University, which will serve as their consultant for the project. For example, if a
team decides to focus on reducing UVM’s transportation sector, they may want Mike Altman, UVM’s transportation director, as their consultant.
At the end of the course, the teams will present their plans to the other students in the class and there will be a vote for the best proposed plan.
The winning team will then have an opportunity to present their plan and information to the University’s Office of Sustainability. The Office of
Sustainability has no obligation to move forward with any of the proposed plan by the winning team, although it is possible for the staff to adopt
some ideas from the plan.
Introduction and Background
This course will be a wonderful way to get students engaged in the University’s climate neutrality goal as well as increase their knowledge
about the Clean Energy Fund. The research required for the project will need to be pulled from various sources, which will give students an idea
of how difficult these real-life problems are to solve and how many road bumps there are when planning something as ambitious as this. A
successful completion of this project will also require students to do much outreach to local businesses that might be required as a key part of
their plan as well as local and state legislators as seen fit. All of this combined will create a hands-on, high-impact learning experience with a
real-world problem that is constantly faced across the world due to the growing need for global sustainability.
Methodology and Timeframe
The course itself will be a semester long. The set up for the course could easily be done in a few short months, as the preparation involved is
mostly finding speakers and registering the course in the UVM system. The professor is more of a guide than a teacher in the class, as it is a
very student-led course. He or she is there to provide assistance when needed and help the students stay on track with the creation of their
project proposal.
Benefits and Results
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We are spreading knowledge and commitment to UVM’s goal to become climate neutral by 2025with this course. UVM is getting an
infrastructure change that it knows its student body is passionate about and supports. The proposed projects could assist UVM and the
surrounding Burlington community in their quest to switch to renewable energy.
Student Engagement
This will provide opportunities for student involvement for those in and out of the classroom; the students in the class will be involved by
creating, molding, and pitching their ideas to the Office of Sustainability as well as be able to talk to local and university professionals in the
clean energy field.
The student body as a whole will be involved because the class will be pitching their ideas to their peers as well. Those in the class will be
polling students outside the Davis Center or the library to make sure their ideas are fully supported by the UVM community. People can also
pitch ideas to the students in the class or help shape the proposed projects.
Suggested Project Champion(s)
Richard Watts--professor at UVM, supporter of clean energy and clean energy education
[email protected]
Projected Budget and Justification
The tuition that the students pay should fund the professor of the class and any other class-related expenses, but we are asking Clean Energy
Fund to cover the costs of bringing local and university professionals into the class to assist the students with their projects. The projects
proposed could also possibly be pitched to the Clean Energy Fund for monetary support.
Justification for use of student-supported, CEF Funds
This project focuses on both renewable energies and efficiency additions to campus, as well as getting students involved about a project they
are passionate about. The class will benefit passionate students and promote general awareness of both clean energy projects and the Clean
Energy Fund itself. The class requires students to get involved in the policies of the university, giving them hands-on experience opportunities
and real life experience in a field they most likely want to continue on after graduation.
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#32
Clean Energy Futures Lectures & Workshops
Submitted by Katharan M Blofson on November 1, 2013
Total # of Voters: 7
Thumbs up (+): 5
Thumbs down (-): -2
Net Votes: 3
Summary of Project
This project proposes to re-establish rolling funding for the CEF’s Clean Energy Futures program, which has supported very successful lectures
and associated classes over the past two years. The Clean Energy Futures funding stream, available on a rolling basis, provides a more
flexible method of leveraging the CEF’s resources to bring lectures, workshops, and other energy and climate focused events to campus. Up to
now, it has had a significant impact, engaging hundreds of people in the UVM and local community in energy and climate issues, educating the
University on energy and climate policy, planning, and decision-making, as well as promoting campus dialogue around these issues.
Introduction and Background
In 2010-2011, the CEF approved funding for the Clean Energy Futures program, to support lecture series, speakers, and workshops facilitating
campus dialogue on energy issues facing the University, the region, and the globe. High profile speakers like James Kunstler (“The End of
Cheap Energy”, Spring 2012) and Tim DeChristopher (“The Energy Revolution”, 10/2013) have had audiences of over 700. The Climate
Action Series (Fall 2012) and the Energy Action Series (Fall 2013), organized by a faculty member and graduate student coordinator, are open
to the public and a credit-bearing class for students (ENVS, CDAE); attendance averages 75-100 people. These popular lecture series have
offered significant educational and engagement opportunities for students, and are well-attended by UVM faculty, staff and the public. In the
past, the CEF has partnered with the Center for Research on Vermont, ENVS, and CDAE to make these events possible, and other research
centers and departments are encouraged to participate.
Methodology and Timeframe
The proposals will be evaluated on a rolling basis by the Clean Energy Fund Committee, and if selected, the specific details of funding allocation
will be determined by the Fellow and the Office of Sustainability. Once a proposal is approved by the VP of Finance and funding allocation is
determined, the Office of Sustainability will work with stakeholders to develop lectures and workshops. Three times per year, the CEF Education
& Outreach Fellow will promote the opportunity. The CEFC will renew this program’s funding every 12-18 months, at its discretion.
Benefits and Results
These events and lecture series stimulate discussion about clean energy issues in the community and on campus, as well as to bring in ideas
and perspectives that contribute to UVM’s own climate action planning. The CEF itself has benefited by its sponsorship of high profile and
quality events, raising awareness among students on campus. Associated student roles offer significant career development opportunities. With
workshops, there is an opportunity to develop specific skills and organizing tools in renewable energy.
Student Engagement
Over 70 students are currently enrolled in the Energy Action Series, led by Richard Watts and Joan White (a RSENR/GUND graduate student).
CEF-funded lectures have had audiences of over 700, and many classes offer extra credit for attendance. Workshops provide opportunities for
direct and experiential learning. Coordinating lectures and workshops along with faculty members offers students is a significant career
development opportunity.
Suggested Project Champion(s)
Gioia Thompson, Director, Office of Sustainability
[email protected]
Kate Blofson, Clean Energy Fund Graduate Fellow
[email protected]
Projected Budget and Justification
$25,000, available on a rolling basis by application. Funds to be renewed every 12-18 months, or when they have been disbursed.
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Justification for use of student-supported, CEF Funds
The Clean Energy Fund is in a unique position to raise awareness and promote dialogue about energy and climate issues. By educating the
University community, the CEF opens dialogue on an academic as well as operational level, contributing to campus-wide planning and decisionmaking. Departments (ENVS) and research centers (The Center for Research on Vermont) have provided complementary funding for lecture
series and speakers.
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#33
From Light To Flight: Creating A Solar Powered Lighter Than Air Craft
Submitted by Peter (Ian) Benson on October 31, 2013
Total # of Voters: 13
Thumbs up (+): 8
Thumbs down (-): -5
Net Votes: 3
Summary of Project
Presented by Ian Benson and Owen Marshall
With programming assistance from Michael Fickes
Production of a remote controlled and programmable blimp that achieves lift solely from hot air generated through solar radiation combined with
electric heat generated from solar panels, and powered control from electricity generated from solar panels on the craft and if necessary a
landing dock equipped with solar panels.
Introduction and Background
This would be a safe form of balloon transportation (unlike a hydrogen filled balloon) that operates entirely on from power derived from the sun
–both clean and endlessly renewable with absolutely no environmental harm.
The research done on this project could eventually lead to a final stage, creating a future craft large enough to carry a human passenger.
While impractical for passengers looking to cross the Atlantic, a larger version of this vehicle could find a niche in the tourism business, possibly
replacing traditional hot air balloons, which run on gas that must be mined.
Biologists and wildlife observers may find applications of their own; unlike helicopters that are noisy and disturb environments with propelled air,
or the loud-burning traditional hot air balloons, this lighter-than-air craft would be virtually silent in motion and totally silent when hovering – this
would make for an advantageous platform to observe and study wildlife, from mammals to aquatic creatures.
This would also allow computer scientists and members of the CS CREW to sink their teeth into a real-world programming project (programming
the arduinos, or micro-controllers, and internal components to operate autonomously), which has a very tangible element to it.
Methodology and Timeframe
The project will be carried out in two phases. 1rst a simple balloon will be constructed to further experiment with the best materials (plastic trash
bags, mylar) and study the relationships between hot air volume and lift. This will be conducted by Ian and Owen.
The 2nd phase is the main component of the project. A large balsawood frame will be constructed and covered in lightweight plastic film. Solar
panels will be added to the surface of the blimp, electronic components will be programmed and added, a small electric motor will be added.
This will be conducted by Ian Benson and Owen Marshall with programming assistance from Michael Fickes and various members of the CS
CREW; basically anyone who want to be personally energized by a hands-on, tangible, educational endeavor. The project would commence
upon release of funds and be completed by the end of the semester.
Benefits and Results
This project would suggest and illuminate the possibility of aircraft that are cost efficient (being virtually free to operate) and release no
environmentally destructive emissions. No destructive mining (like helium) is required, and unlike hydrogen –the hot air will not generate
massive, deadly explosions. As for the university community, the CEF will no longer be a closely guarded secret, but a buzz-generating event
that inspires students.
Student Engagement
Student Engineers and Computer Scientists will be able to contribute in all aspects and stages of the project. Construction, tweaking the design
as necessary, programming, and monitoring test flights are a few areas where members of CS CREW and engineering students will be able to
contribute.
Most important of all, the magic of flight would captivate the hearts and minds of passers by. Placed on the lawn beside the Davis Center, a
blimp rising and piloting itself around in a circle would garner attention and curiosity about it’s workings. The blimp would be emblazoned with
the CEF logo, ensuring that many more people are aware of this resource and spreading the importance of clean energy while building an
excitement and understanding what this means.
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Suggested Project Champion(s)
Ian Benson [email protected] 201 210 9869
Owen Marshall [email protected] 802 698 3754
Michael Fickes 802 448 4789
Projected Budget and Justification
ItemUrlPrice per itemQuantityTotalGarbage bags
(100)http://www.gorillapaper.com/100ct-45-Gallon-40-x-46-Black-Trash-Canliner...16.99116.99Flexable 14 watt solar
pannelhttp://www.backcountry.com/brunton-solarroll-solar-panel589.9921179.98Small DC
motorhttp://www.ebay.com/itm/like/290971743130?lpid=8222.99245.98Balsa
woodhttp://www.hobby-lobby.com/balsawood_hardwood_415_ctg.htm4001400Wireshttp://www.amazon.com/20ga-Red-Black-HookupWire/dp/B001JT1CEE/ref=lp_49...5.99423.96Plastic propellerhttp://www.hobbypartz.com/88e-prop-3020.html6.25212.5Duct
tapehttp://www.findtape.com/product121/Polyken-223-Multi-Purpose-Duct-Tape.a...14.82574.1Hair
Dryerhttp://www.amazon.com/HotEnergy-Portable-Traveller-Folding-Foldable/dp/B...7.7517.75Battery
http://www.amazon.com/Rechargeable-12V-7AH-Sealed-Battery/dp/B003S1RQ2S/...16.97116.97Starter Kit for Newsite Uno
R3http://www.amazon.com/Starter-Kit-Newsite-Uno-Breadboard/dp/B0051QHPJM/r...33.99133.99RC transmitter and
recieverhttp://www.hobbypartz.com/79p-ct6b-r6b-radiosystem.html39.95139.95Nicrome wire (100
feet)http://www.amazon.com/Nichrome-Wire-Feet-02286-Gauge/dp/B005GOZYX849.95149.95Voltage
converterhttp://www.amazon.com/1-8~25V-Adjustable-Step-down-Regulator-Converter/d...11.5111.5 0Misc. expsenses (shipping,
transportation, other things that come up, etc.)N/A5001500 0 Total 2413.62
Justification for use of student-supported, CEF Funds
This project has no other possible source of funding and will lay permanently grounded without funding from CEF. Students would be, in effect
paying for this project, and indeed students would benefit from the project. It will energize and excite the student body as a whole, and computer
science students and engineering students will have a practical hand on experience implementing their own hard-won intellectual skills. This
project will cement their knowledge; it will affirm their belief in science and in their own problem solving capabilities. Students wrestling with
abstract theories and concepts will come alive and find a whole new dimension to the learning process as they watch this project progress and
then literally lift off the ground. Undeclared students passing by a demonstration may suddenly find themselves with a keen desire to learn about
technology and environmentalism: perhaps even a defined academic direction to be pursued with passion and rigor.
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#34
Seminar Series: Biodiversity and its Rapid Decline
Submitted by Michael Storace on October 31, 2013
Total # of Voters: 6
Thumbs up (+): 3
Thumbs down (-): -3
Net Votes: 0
Summary of Project
For the 2014-2015 academic year, the University of Vermont and the Clean Energy Fund should continue the tradition of hosting a seminar style
lecture series. For the fall semester next year, the university should initiate a seminar series around the topic of biodiversity and its rapid decline.
This topic is of great interest to most members of the Rubenstein School and also those in the Environmental Program. Speakers for this series
should include Joe Roman, a member of the Gund Institute and the author of Listed: Dispatches from America’s Endangered Species Act;
William Stolzenburg, author of Where the Wild Things Were; David Quammen author of Song of the Dodo and other books and articles; and
Annie Dillard, a nature writer. The final lecture of the series will feature Edward Osborne Wilson (E.0. Wilson), a distinguished author and
Pulitzer Prize winner who currently teaches at Harvard University. Wilson’s work is monumental, and he would be an amazing speaker for the
University of Vermont. He is a biologist by education and knows so much about the topic of biodiversity. However, much of his work also
incorporates human beings and their relation to the natural world.
Other lectures in the series would cover topics such as rhinoceros and elephant poaching in Africa, conservation parks and models in different
countries around the world, and the Nature Conservancy and its work in the state of Vermont/New England.
Introduction and Background
The topic of biodiversity loss is one that particularly resonates with me as a student of conservation and the environment, and I believe it is one
that will be of great interest and concern to others at the University of Vermont. Biodiversity is defined as the full variety of life of its patterns and
processes, and incorporates all species, organisms, communities, and ecosystems on Earth. However, biodiversity is grave danger, as
extinction rates have increased exponentially in this sixth great extinction on the history of the planet. Climate change is one of the main threats
to biodiversity, and humans have certainly become the driving force in biodiversity loss. A lecture series focused on these problems and
solutions will highlight their global and social importance.
Methodology and Timeframe
The methodology of this project is not complicated. There should be one speaker every Monday afternoon or evening in the fall of 2014. If the
cost is too high to host a speaker every week, than a speaker could be brought in every other week. These speakers are important, and the
hardest part of this project is convincing speakers to come to the University of Vermont. I think that the most important speaker of the few I have
suggested is E.O. Wilson. If there is not enough funding for a variety of speakers, then time, effort, and funds should be focused on bringing him
to Vermont.
Benefits and Results
The main purpose of this project is to educate the student body, and anyone who attends the lectures, on the issues of biodiversity and its
decline. Hopefully some of the speakers will also address solutions to this global problem which students, faculty, and community members can
adopt. The educational opportunities of this lecture series are endless, and students will be able to listen to different biodiversity issues from a
variety of viewpoints.
Student Engagement
This project directly mandates student involvement. Students will attend the lectures and will hopefully encourage their friends and peers to
come as well. Students will learn about this issues presented and can relate their new knowledge to their other classes and to their daily lives.
Students can stay after lectures and seminars to get a more personal experience with the speakers. They can ask more direct and personal
questions, and they can use these lectures as possible networking and career opportunities. I would also like to organize pre-lecture lunches
with some of the speakers with which students can obtain intimate time with distinguished scholars in the fields of biodiversity protection.
Suggested Project Champion(s)
Richard Watts has agreed to support this academic proposal ([email protected]). The Rubenstein School would also most likely support and
partner with the Clean Energy Fund to enact this lecture series.
Projected Budget and Justification
Unfortunately this project will not have a return on investment. Lecturers will most likely cost money for their lectures, lodging, transportation
costs. Hopefully some lecturers would be willing to volunteer their services given the university and educational setting.
Justification for use of student-supported, CEF Funds
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Guest lectures brought to the University of Vermont are some of the most anticipated events of the Burlington community. They stimulate
excitement among the student body and the faculty within the university. Lecturers present ideas around the environment, and stimulate
academic discussion and debate around these issues. This kind of academic benefit is worth the cost of the lectures. I know I personally enjoy
guest lecturers at UVM, and have been so proud that my school has hosted speakers such as Bill McKibben, Sandra Steingraber, Paul Ehrlich,
and Tim DeChristopher. I know that these lectures are greatly enjoyed by students.
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#35
Clean Energy Entrepreneurial Ventures
Submitted by Alex Perkins on October 18, 2013
Total # of Voters: 11
Thumbs up (+): 4
Thumbs down (-): -7
Net Votes: -3
Summary of Project
To provide start-up funding for entrepreneurial companies whose business's purpose has a connection to clean energy.
The purpose of this proposal is to have an oulet for students who want to have a place to pitch their ideas for their start-up enterprises in order
to receive outside funding to get them off the ground.
This notion is similar to "Kickstarter", except that the funding would come from the CEF and all project must relate to the environment.
Introduction and Background
Methodology and Timeframe
Timeframe would be:
Pitches can be made to CEF within 2014-2015 academic year.
Students present well-developed business plans to CEF, CEF votes to fund the venture or choose not to.
Benefits and Results
Student Engagement
100% student engagement
Suggested Project Champion(s)
Projected Budget and Justification
Amount of funds to be allocated to these projects can be determined by the CEF. There are no separate administrative or implementation costs.
Justification for use of student-supported, CEF Funds
Comments (0)
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General
Sustainability
Ideas
(not directly
related to CEF
mission)
CEF Project Ideas
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#36
Converting Waste Cooking Oils from Dining Halls to Bio-diesel!
Submitted by Jack Hanson on November 6, 2013
Total # of Voters: 19
Thumbs up (+): 14
Thumbs down (-): -5
Net Votes: 9
Summary of Project
Students will collect the waste cooking oil from the campus dining locations, and use that to make biodiesel. That biodiesel will then be sold,
and any revenues will go back into the clean energy fund. This will involve research and labor, which will first be paid for by the fund, and later
through revenues. This is modeled off a very similar student run operation at Loyola University in Chicago.
Introduction and Background
See attached.
Methodology and Timeframe
Fall 2013 the collection of vegetable oils will begin. Courses such as biomass to biofuels will begin to work with the vegetable oil, running labs
in which biodiesel is made. In the Spring of 2015, qualified students will begin running this (fairly simple) conversion regularly. By the fall of
2015, students will begin selling the biodiesel.
Benefits and Results
Students will learn how to make biodiesel. Waste cooking oil will be kept out of the landfill, and reused. Carbon emissions of UVM buses
(particularly those that run on diesel), or any other potential customer will be reduced. Vermont's economy will be stimulated, and meaningful
employment will be provided for some students. This also has the potential to help grow the CEF for future funding of projects.
Student Engagement
As I said, students will be working with the cooking oil in relevant classes. Interested students will also have to opportunity to be involved with
the collection, transportation, conversion, or sale of the cooking oil and biodiesel.
Suggested Project Champion(s)
Professor Richard Watts Assistant Research Professor CDAE [email protected] 802-656-9775
Projected Budget and Justification
Student collector salaries: $10/hour x 30 hours a week = $300 a week, starting Fall 2013 Student biodiesel creator salaries: $12/hour x 30
hours a week = $360 a week, starting Spring 2013 Other materials to make the biofuels: Depends on quantity. Possible charge from Sodexo for
the waste cooking oil: $400-1100/ton, based on online comparisons.
Justification for use of student-supported, CEF Funds
Students will benefit not only from a cleaner local and global environment, but also from the opportunity that this provides for them. Students
will be able to gain volunteer, internship or potential employment opportunities helping with the process of collecting the cooking oils, converting
that to biodiesel, and transporting and selling the finished product. This will all be very visible to the public, especially if UVM buses begin using
the biodiesel.
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#37
CATS Route Change
Submitted by kyle chu on October 30, 2013
Total # of Voters: 19
Thumbs up (+): 14
Thumbs down (-): -5
Net Votes: 9
Summary of Project
I am proposing that the bus stops on the On-Campus, Daytime route at the Davis Center and Royal Tyler Theater be consolidated into one stop
at the end of University Place Extension where there is a preexisting (with little chance of removal) stop sign. This proposal revolves around
the undeniable fact that a vehicle accelerating from a standstill will use more power, which means more burned fuel, than one that can coast the
same distance as the first. In other words, a vehicle that makes fewer stops over a set distance will burn less fuel than one that has to make
more stops over that same distance.
Introduction and Background
Each year, Green House Gas (GHG) emissions rise proportionally with the amount of cars on the road. Public Transportation is one solution
that has been proven to reduce the amount of cars on the road, which in turn lowers the carbon footprint of those who ride the bus. Making
these buses even more efficient only drives costs and environmental harm down. Though I believe the Campus Area Transportation System
(CATS) has helped in this cause by not only providing a campus public transportation service and doing so with diesel and compressed natural
gas fuels, but also a safe way of traveling around campus especially during the night and for those with disabilities, I think there could be more
improvements made to the efficiency of the bus schedules and routes. My idea targets the current routes with one minor route change that I
see as feasible and necessary. On top of this, as an externality, I also expect this to open the discussion on this issue and anticipate further
revisions as more minds look at this proposal.
Methodology and Timeframe
This proposal would need to be brought to the attention of the University of Vermont Transportation Services. I believe with some additional
research into the cost savings and potential changes in times that busses arrive at other stops after adjusting for my proposed change would
increase the effectiveness of this proposal. I believe that both cost savings and time changes would both benefit this proposal as I anticipate a
monetary savings in fuel costs for the fleet along with virtually no changes in the time schedule for the On-Campus bus because if there was the
same amount of people getting on and off the bus, it would still delay the bus for relatively the same amount of time as it takes in the status quo
route.
If this proposal did pass, the new route would be rolled out in the following school year than the year it was accepted. This would give adequate
time to advertise the changes to the student body along with acclimate the drivers and system to the new route before implementing it. If
passed, research would also begin immediately into expected cost savings of eliminating two stop and go's from the current route. Following
this research, a full and detailed proposal would be sent to the UVM Transportation Services for them to look over.
Benefits and Results
My proposal changes the status quo by implementing only one stop (at a preexisting place where a stop is required by law) over the same
distance. This takes away two unnecessary stop-and-goes which is beneficial to not only fuel consumption but also the longevity of brake pads
and tire tread wear and tear. These current two bus stops are spread over a 0.05 mile distance and the distance between the first stop and the
stop sign is 0.08 miles with a total elevation drop of 5 feet (elevation is included because I don’t deem it a major factor in my reasoning).
(MapMyRide) This means that currently, in 422 feet (less than one and a half football field lengths) every bus on this route stops and
reaccelerates a total of three times. Looking at only the On-Campus, Daytime route that runs on weekdays every 10 minutes from 7:30am to
6:30pm, it is expected that these economic and environmental savings be multiplied by a factor of 66 times per day and 330 times per week.
(Transportation Services)
Student Engagement
I anticipate some resistance to this change, as with any change, there will be people that are apprehensive to it. I believe one of the best ways
for students to get involved would be to honestly either support this proposal and potentially help with research into cost savings and drafting of
the final proposal or to not support this proposal and describe the reasons why they believe so. My hope is that this opens the discussion into
areas where my proposal lacks information and eventually lead to a discussion of potential alternatives if my ideal policy does not come to
fruition.
Suggested Project Champion(s)
Kyle Chu. (802)-399-4415. [email protected]. Project Proposer
Faculty Member Advisor: Richard Watts. [email protected]. Faculty Advisor.
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Projected Budget and Justification
This project would require minimum funding compared to most. But strongly believe that the sooner this project could be rolled out, the sooner
greater cost savings could be realized. Just like opening a 401k earlier in ones life, the sooner we embrace efficient practices, the greater our
monetary benefit would be. Funding would cover the cost of research into how much fuel could be saved with reducing 3 stops into one
(including real life simulations and tests with the current fleet), a student survey into the general feelings people have about this change,
advertising the new changes (if they were to go through), and training the current bus drivers about the new route.
The funding would cover detailed research on exactly how much could be saved from implementing this new bus route along with how students
would feel if this change were to be implemented. This is phase one. If the proposal passed, phase two would be to advertise the changes to
the student body and to train the current CATS bus drivers to adopt this new change.
As anticipated, the budget for this project is very minimal and difficult to analyze. Research would be the most cost intensive part costing
around $5000 or more between time of bus drivers, fuel costs for testing and other tests into the vehicle savings of consolidating three stops into
one. A student survey would cost around $500 to incentivize students to participate. If passed, phase two would also have two costs; an
advertising cost and a implementation cost. Advertising the change would include updating the website, emails to students, posters around
campus, and other materials that have the current bus routes on them would need to be changed. I believe between all the different advertising
venues this cost would amount to around $1500. Implementation would mean acclimating bus drivers to the new route. This would be a
relatively easy training session as they all know the current route and my proposed route follows the same path but only adjusts two stops. This
cost is estimated at $2500.
Total:
Phase 1 = $5500
Phase 2 = $4000
Justification for use of student-supported, CEF Funds
This project would help the UVM Transportation System save in fuel costs but also reduce our campus' carbon footprint as a whole. An average
human step is 2.6 feet long. (Johnson) This means that between the two current bus stops there are approximately 102 steps and between the
first stop and the stop sign there are approximately 163 steps, both figures rounded up. The one negative I see for this change, aside from the
initial confusion from those who are not aware of this change if it were to take place, are these extra steps that students will have to take. But I
strongly believe that these physical steps are worth the figurative steps our community, as a whole, would take by backing this proposal in an
effort to increase both efficiency and cost-savings, while decreasing environmental harm and greenhouse gas emissions.
Work Cited:
Johnson, Julie. "The Average Walking Stride Length." LIVESTRONG.COM. N.p., 12 Aug. 2013. Web. 23 Sept. 2013.
"MapMyRide." Ride Mapping Editor. N.p., n.d. Web. 23 Sept. 2013.
"On-campus: Day : Transportation Services : University of Vermont." On-campus: Day : Transportation Services : University of Vermont. N.p.,
n.d. Web. 23 Sept. 2013.
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#38
Sustainability/Clean Energy EDU
Submitted by Matthew M. Iacobucci on November 1, 2013
Total # of Voters: 15
Thumbs up (+): 11
Thumbs down (-): -4
Net Votes: 7
Summary of Project
I believe the Clean Energy Fund should invest in creating a mandatory online sustainability class that teaches all UVM students about climate
change, environmental economics, how the individual can make a difference towards a more sustainable future, and how we are faced with
having to transition to clean energy alternatives to fuel our energy needs in the future. Similar to the alcohol education program that students
complete before attending UVM, this class would also be available online over the summer. The class would also inform students about the
Clean Energy Fund and UVM’s Climate Action Plan to become carbon neutral. The class would serve as an introduction to UVM culture and
teach future students about how they can get involved.
Introduction and Background
Although I don’t know of any other colleges that have an online class, there are several colleges that have made sustainability/clean energy
courses mandatory. Green Mountain College has a 37 credit Environmental Liberal Arts general education curriculum. Students must take
classes in each of the seven distribution requirements: quantitative, analysis, natural systems, human systematic aesthetic appreciation, moral
reasoning, historical contexts, and the examined life. Green Mountain College believes that if students are educated about their impacts on the
environment, then when they leave school they will “facilitate their communities” in transitioning towards sustainability (Green Mountain
College).
Similarly, Unity College in Maine also has a core sustainability curriculum centered on environmental stewardship. All students have to take and
pass two classes called sustainability and human ecology. The classes include topics such as human economic history, ecological theory,
climate change, natural resource depletion, basic quantitative modeling, climate emissions accounting, and sustainability engineering. The
program was implemented in 2004 and since then, students have become much more involved in improving the college’s efforts towards
sustainability and renewable energy. Students helped design new compost and waste treatment systems as well as built a wind turbine. In the
first two years after adding the required sustainability curriculum, the college reduced its climate emissions by 27% (Womersley).
Green Mountain College and Unity College are both small schools (less than 1,000 students), and I recognize that what they have accomplished
would not be as easy for a large university; however, small steps in the right direction will only lead to greater progress. Adding a mandatory
online sustainability/clean energy class will get people thinking about sustainability on campus and has the potential to increase student interest
and involvement similarly to what has happened at Green Mountain College and Unity.
Methodology and Timeframe
This course would take place over the summer semester, before first year students come to UVM. This course would be required for all first year
students upon enrollment, following the same (or similar) format as the “AlcoholEDU” course that already must be taken by first year students.
The online course will be designed to practically and efficiently inform all incoming students about sustainability and clean energy in a costeffective, online format. The same online course should be used each year, such that building the course would be a one-time expense. The
estimated timeframe I have for building this online course would be about one semester worth of work, or three to four months. In this time, a
small team of UVM faculty and outside online eLearning professionals would work together to develop the contents of the course and put it in a
fully-functioning online framework. The completed course should take the individual student approximately two hours to complete. The Office of
Sustainability should hold responisibility for the maintenance and perpetuation of the course.
Benefits and Results
The mission of the CEF is to fund clean energy projects that will impact UVM and beyond. Creating a mandatory sustainability class is
consistent this vision because it will positively impact UVM through increased student interest and involvement in campus sustainability and
clean energy, and it will go beyond UVM by making students more conscious consumers. Students will not only apply their knowledge of
sustainability and clean energy during their time at UVM, but it will stay with them and impact their future communities. Increased knowledge of
what UVM is doing and what can further be done will increase student involvement in campus sustainability and clean energy initiatives.
Students will take this knowledge with them after they graduate and apply it for the rest of their lives.
Student Engagement
All incoming students will be involved in the sustainability course because it will be mandatory. It will increase education for all students not only
about clean energy at UVM, but what individuals can do to minimize their energy impacts. After taking the course, students will become more
interested and engaged in UVM’s student-driven alternative energy programs, such as working with AERO, or contributing original ideas to the
CEF.
Suggested Project Champion(s)
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Richard Watts
rwattsuvm.edu
802 656 9775
Community Development and Applied Economics
Projected Budget and Justification
Estimated project budget: $8,000 to $10,000
To cover costs of compensating a team of faculty and outside online eLearning professionals for their time and effort put into the creation of the
course. Estimated timeframe for working on the project: 3-4 months. Estimated team size: 3 faculty, 1-2 online course designers.
Justification for use of student-supported, CEF Funds
Since students’ money is used to fund the Clean Energy Fund, the money should be used on something that will impact all students. If an
online sustainability course were created, all students would gain knowledge about clean energy and how they can get involved in its
advancement. The project should be funded solely by the Clean Energy Fund because it directly benefits the fund by informing future incoming
students of its efforts.
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#39
Reducing Plastic Dependency with VSTEP and UVM Orientation
Submitted by Kaylyn Blair on October 31, 2013
Total # of Voters: 14
Thumbs up (+): 10
Thumbs down (-): -4
Net Votes: 6
Summary of Project
University of Vermont’s New Student Orientation in the department of Student Life is working with Vermont Students Towards Environmental
Protection (VSTEP) in their attempts to reduce plastic use on campus. This campaign is an effort to adhere to UVM’s standards of sustainability
by converting Orientation's excessive plastic bag use to sustainable reusable bag use.
Introduction and Background
It is estimated that fewer than 5% of plastic bags in the United States are recycled. Given that as a country we use 8 billion plastic bags
annually, 7.6 billion bags are thrown away or improperly disposed of every year, polluting and suffocating ecosystems not only in America but in
our oceans as well. In addition, an estimated 12 million barrels of oil are used to manufacture the bags that we use in the United States. Such
production contributes largely to Carbon Dioxide emissions build up in the atmosphere and the overall impact of climate change.
Here at UVM, the highest volume of plastic bags is used during New Student Orientation. Orientation used 2,700 plastic bags during the June
orientation sessions for student packages alone. The total bags used for both students and parents, including other orientation sessions, such
as August and January, reaches over 5,000. In addition to these bags, at orientation students are also given a reusable water bottle in support
of the plastic water bottle ban enacted on behalf of Vermont Students Towards Environmental Protection (VSTEP). This contrasts sharply with
the plastic bag, as the purpose of the water bottle is to support the message of UVM’s progressive, sustainable movements, and to immediately
impart UVM’s sense of sustainability on students during their first moments on campus.
Methodology and Timeframe
When students use reusable bags, more importantly when they refuse a plastic bag, they will save $.05. That $.05 will be donated to a nonprofit
environmental organization of our choice such as Rising Tide or VPIRG. We as VSTEP recognize that total plastic bag elimination is seemingly
unfeasible, at least at the moment, our goal is to limit our current bag use and decrease our plastic dependency so that one day, we can be a
plastic free campus. The combination of the bookstore incentive program and incorporating reusable bags into Orientation operations will greatly
help to reduce our overall plastic use and plastic dependence on campus. We hope to incorporate reusable bags into the next June Orientation
program in the summer of 2014.
Benefits and Results
In providing funding for reusable bags to New Student Orientation and VSTEP, UVM students will be receiving said resources to be more
sustainable, to build strong relations with community environmental organizations, and to represent the values of the university as well as
reducing our consumption of plastic, production of waste, and induced carbon emissions. It is our duty to do everything possible to be green, we
already are in many ways, however we need reusable bags in our campus system to take the next step to a stronger shade of green as we
slowly eliminate plastic from campus.
Student Engagement
Every UVM student passes through Orientation at either June, August, or January. If everyone got a bag at orientation, students will have it to
use throughout their 4 years at UVM to integrate it into their lives on campus, especially with support of our future bookstore program which
incentivizes reusable bag use.
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Suggested Project Champion(s)
Kaylyn [email protected] Students Towards Environmental Protection Secretary-Orientation Leader
Sarah [email protected] Students Towards Environmental Protecion Vice President-Eco Rep
Audrey [email protected] Orientation Assistant Director
VSTEP
UVM Orientation
UVM Bookstore
Projected Budget and Justification
For Admitted Students Day, the Office of Admissions orders 10,000 bags known as “ecosacs” from the bookstore at a cost of $.65 each, for a
total of $6,500.00. VSTEP and UVM Orientation are asking for half of that amount, $3,250.00 which will fund the incorporation of reusable bags
into our nationally recognized Orientation program to then be integrated into the UVM community. It is our responsibility as students to be aware
of the environmental impacts of plastic and to do all we can to reduce such impacts and live sustainably. It is the responsibility of UVM to give us
the resources to do so.
Justification for use of student-supported, CEF Funds
UVM students will be receiving the resources they need to be more sustainable, to build strong relations with community environmental
organizations, and to represent the values of the university as well as reducing our consumption of plastic, production of waste, and induced
carbon emissions. It is our duty to do everything possible to be green, we already are in many ways, however we need reusable bags in our
campus system to take the next step. The outputs of this project go directly to the hands of the students at Orientation, the imputs should also
come from the hands of the students via the Clean Energy Fund
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#40
UVM Go Green Get-Down
Submitted by Emily Gluckin on November 1, 2013
Total # of Voters: 16
Thumbs up (+): 11
Thumbs down (-): -5
Net Votes: 6
Summary of Project
This concept is to bring together the community in a fun and innovative way. We imagine a “Go Green Get-Down,” a festival celebrating
sustainability and green movements happening in the area. The festival would essentially be a way to showcase local environmental related
issues, companies, and products, including members Vermont’s energy sector (wind, solar, hydro power, VPIRG for examples) as well as
accompanying local businesses and artisans with local food, local musicians, and local artists and craftsmen. This event could coincide with
Earth Week to really enforce the idea of sustainability as a culture.
Introduction and Background
The University of Vermont is often recognized for its efforts to encouraging sustainable practices, both on and off campus. Similarly, the
Burlington area is teeming with green initiatives and projects that make the city a goldmine of innovative green thinkers. We envision and event
that brings these ideas together in a way where both UVM students and members of the Burlington area can learn more about them. Inspiration
for the “Go Green Get Down” comes from local fairs such as SolarFest, or the Common Ground Fair in Unity, Maine. We believe the college
culture enjoys engagement through anything food, music, and educationally related and inspiring, and this could serve as a way for students
that wouldn’t normally get exposure to sustainability culture and ideas to be a part of it.
Methodology and Timeframe
Researching similar festivals, such as SolarFest, or The Common Ground Country Fair in Unity, Maine could help as a way to gather ideas of
companies to include in this “Get-Down,” as well as layout ideas. A possible way to tackle this would be to arrange a student planning
committee, which would provide the added benefit of giving the planners the opportunity to network with community members and businesses.
The planning process could take maybe a year to explore ideas, other fairs and companies and finally make a plan and idea for this whole fair to
occur. It would require making connections, and coordinating schedules, and fitting it into Earth Week. The role of coordinating could be
intensive, but doable.
Benefits and Results
The community would benefit from this type of event because it encourages engagement between students and other members of the area in a
way that could be education and inspiring. The festival would also allow people to understand the vast network of green businesses in the area
and a chance to network for possible jobs or internships. Additionally, people could learn about local green products, how they are made, and
where its possible to buy them. Through this educational experience, it could also add some incentive to get the university involved with
beginning to make the shift to sustainable materials by inspired students plethora of knowledge and ideas gained.
Student Engagement
Students would be very engaged through this activity as either members of the planning committee or visitors of the festival. They can become
informed and interact with local businesses to understand their systems of capturing clean forms of energy and how to use them. The arts and
music portion of the festival is interactive in a creative sense, perhaps incorporate some form of natural art, encouraged to include either local
natural artists or the class offered at UVM, art with natural materials. An exhibit of environmental art could be co-organized with the Davis
Center Art team and could serve as one of the activities at the “Get-Down,” Students will learn, become engaged with other members of the
community, and have a chance to express their creativity through certain activities at the festival.
Suggested Project Champion(s)
Richard Watts
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[email protected]
802 656 9775
Community Development and Applied Economics
UVM Program Board
Projected Budget and Justification
Estimated budget = $6,000-$8,000
This budget would cover the costs of rental equipment and set up, such as tents and chairs, advertising on campus and in local newspapers,
developing and printing signage, and creating merchandise, such as “Go Green Get-Down” T-Shirts or stickers. The merchandise is not an
integral part of the festival, though it would allow the creation of an image that could become more popular if the festival were to happen multiple
times. The merchandise would also allow the opportunity for some profits to be made back and account for a portion of the total spending.
Vendors would be invited to table, not paid, and if the festival were to become a more popular and recognized event in Burlington, vendors could
even be charged to be in the festival.
Justification for use of student-supported, CEF Funds
The Clean Energy Fund encourages a combination of clean energy ideals, as well as student engagement. The Go-Green Get Down would
involve students all throughout the university, as well as outside members of the city. Such an event encourages campus-wide learning and
engagement with the clean energy and sustainability initiatives happening in and around Burlington, and open students’ eyes to the vast
network of green-minded companies and projects in the area and ways that they can get involved.
Comments (0)
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#41
Receipt Free
Submitted by taylor cook on November 1, 2013
Total # of Voters: 12
Thumbs up (+): 9
Thumbs down (-): -3
Net Votes: 6
Summary of Project
I propose that UVM tackles the issue of excessive paper use in the consumer realm of the campus; specifically in Cat Pause, the bookstore, and
the dining facilities. As an off-campus student, I use my credit card for the majority of my purchases on campus. There have been many times
when I have purchased an item and have been handed a reciept, just to turn around and throw it away in the nearest trash can. In many cases,
when asked if I would like a receipt, the cashier has simply thrown away "my copy" themselves. I propose that as a campus, we utilize the
grownig technology around us, and go receipt-free. This simply entails installing an e-receipt program, in which the cashier simply emails a
virtual copy of the receipt to the consumer if they wish to have their own copy. In addition, for transaction confirmation, a simple Ipad or tablet
program could be used.
Introduction and Background
In a college setting, nearly everyone is exposed to technology just about 24/7. Whether it be a laptop, a cell phone, or a tablet of some sort, very
few of UVM attendees go without electronics in hand. With so many great sustainability efforts within the campus, it would seem that some of
the simplest and most impactful practices have been overlooked. Excessive paper use in general is still an issue in our school, however, the
paper that is wasted in stores and dining halls around campus is an easy fix. Based on my own observations and experiences, there are very
few consumers on campus who take a receipt with a purpose. By eliminating the paper receipts, I believe that we can cut back on paper waste,
and lessen our footprint even further. Many shops and restaurants in the Burlington area are paperless, a simple swipe of your finger on an Ipad
and the input of your email address (if you truly want a copy of your transaction) and you are on your way. I believe that it is time for UVM, a
large contributor to the population and environment of this area) to step up and follow the suit of the small businesses in the area.
Methodology and Timeframe
I believe that once installed, the receipt-less operation will easily become second nature and be carried out as a normal, everyday practice.
Initiation of the project is fairly simple, in that it requires a program purchase or development specific to the school in order to install an
application for electronic signatures and for emailing of transactions. These programs have already been developed, and would not require
much more effort than an investment. In addition, installation of the actual tablet or Ipad at cash registers around campus is a fairly easy task for
the IT and the programmers of the UVM campus. Involvement in this project includes those associated with the dining hall, IT and Tech
employees of campus, and training of those who are employed as cashiers at the dining and shopping locations.
Benefits and Results
This project will benefit UVM in a wide array of ways. The economic benefit is provided by the savings associated with costs of paper and toner,
and waste sorting. Environmental benefits will include less waste from receipts, toner cartiridges, and printers. Hopefully, with this initiative,
UVM's reputation of being a "green campus" will continue to build and improve.
Student Engagement
This project allows students to be stewards of the environment, without much effort at all. Students are supporting our campus-wide effort to
serve and protect the environment by supporting this new system. By opting for virtual receipts or no receipts at all, students and faculty are
doing their share of reducing waste.
Suggested Project Champion(s)
Taylor Cook - [email protected]
Richard Watts - [email protected]
Projected Budget and Justification
Ipads -The physical equipment necessary for this initiative simply includes Apple Ipads and their included hardware ($500 apiece).
Software -The software and applications will be essential to the project. The software for the computers at the registers, and the applications for
the Ipads are both required.
Justification for use of student-supported, CEF Funds
I believe that this project is worthy of CEF Funds because of the positive impact that it will have on the UVM community from a consumption and
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a waste perspective. With the support of the CEF, our community can work to reach the goal of being receipt-less, and maybe entirely paperless
in the future. The CEF would benefit greatly from having such a great and fairly simple initiative working with them!
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#42
Renewable Outside Lighting Research
Submitted by Alex Perkins on October 29, 2013
Total # of Voters: 11
Thumbs up (+): 8
Thumbs down (-): -3
Net Votes: 5
Summary of Project
This is a proposal for a research project on the methods that UVM could use to have renewable energy-powered outside lighting on campus
(streetlights, outside building lights, etc). The research would examine renewable options and conclude the most cost-effective and beneficial
method that UVM could potentially promote. Student involvement would be key to the research, particularly drawing from students within the
schools of engineering and environmental studies. Local businesses from the greater community could assist in the research as well.
Outside lighting changes would be a small, but important step in moving toward a truly sustainable campus. Ideally, conclusions from this
research project would set impetus for small-scale infrastructural changes to outside lighting on campus. Long-term monetary savings and
educational potential would grow as research and knowledge developed.
Introduction and Background
Methodology and Timeframe
The research project could be completed within one semester. Research would likely look into the economic, environmental, and social benefits
of various renewable methods of powering outside lighting on campus. It would research the different aspects of outside lighting itself and
compare renewable models to the existing one.
Step 1: Promote the research project as a student opportunity during one semester (ideally fall). Also find faculty and community members
willing to participate and assist the research project. Involve School of Engineering and Rubenstein School.
Step 2: Outline research parameters and begin research (spring semester). Research would include
Step 3: Report research findings at a campus event
Step 4: Assess next possible steps (further research, possible project designs)
Benefits and Results
Educational benefits are clear in this research proposal. Students would be directly involved and in charge of the research, with guidance from
faculty. This project has the potential for long-term educational benefits through further research on related topics. In addition, the project has
potential to produce not only new knolwdge, but also possible new projects, particularly infrastructural.The intended outcome of this project
would itself explain environmental and economic benefits to the university and greater community as a result of comparing different renewable
strategies for outside lighting.
Student Engagement
Suggested Project Champion(s)
Possible interested parties (non-specific) could include:
School of Engineering
Rubenstein School
Environmental professor Richard Watts (faculty support)
(student support and interest would be generated through promoting the project during one semester)
Projected Budget and Justification
An estimation of the research project's cost is around $5,000.
This would cover supplies, faculty time, costs of an event to present research findings, advertising, publication of research, etc. There are no
installation costs in this project.
Justification for use of student-supported, CEF Funds
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The university has everything to gain from a research project that (1) is about the university, (2) fully integrates students, (3) keeps the funds
within the university, (4) could provide useful information on improving UVM's sustainability and gain the resulting benefits from any change to
outside lighting.
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#43
Eco Ware for Everyone
Submitted by Enzo Cortet on October 31, 2013
Total # of Voters: 10
Thumbs up (+): 7
Thumbs down (-): -3
Net Votes: 4
Summary of Project
This investment proposition is to provide free Eco Ware containers to all on-campus students who are willing to claim this free benefit. The
usage of Eco Ware has been a hit but for all non environmentally friendly or conscious students, simply purchasing the $7.50 item has thrown
them off. Providing this container will not only promote the image that UVM would like to portray of being a eco friendly school, but it would also
increase thinking of sustainable ideas among students and could further encourage students to think green and come up with more innovative
ideas.
Introduction and Background
I see the amount of food that is wasted everyday at the dinning halls, and the amount of plastic utensils, paper napkins etc that are used and its
appalling. An inside source has even said that the Marché actually doesn’t compost its compost pile because they are contaminated by
students. By giving students these eco ware containers we would be fostering an environmentally friendly relationship concerning the usage of
non essential plastic products. It would teach students about how to reuse instead of simply throw away plates and valuable food that some
people don’t have access to. It would further increase the eco friendly thinking at this school, and could help stem other future environmentally
friendly ideas. It also will require less products to be used (Plastic forks, knives, cups, etc) and tossed away, giving sporks are provided with the
eco ware.
Methodology and Timeframe
This work would hopefully be implemented at the start of the next academic school year or next semester. The first semester could be a test for
how many students actually claim their free eco ware container, and we could tally how many students actually use it therefore enabling us to
document and record the success rate this plan is having. If we deem the operation to be a success than the plan could continue on indefinitely.
The eco ware would be given out by Residential advisors at the start of the semester or each student could sign up at the dinning halls or other
reslife spots on campus.
Benefits and Results
This project has the required qualities to be very successful. If students begin using the eco ware than the total amount of trash UVM produces
would decrease dramatically. This along with the the reduction in usage of plastic utensils and much more would reduce the energy put into
producing these goods. Although these effects may not decrease the green house gas emissions of UVM directly, the main learning point would
be to set an example for all students what the universities mission and direction is to achieve a carbon free school. It is a stepping stone to show
that we care about the environment and the educational knowledge gained is the true driving factor besides this plan.
Student Engagement
Student engagement in this project is huge because thats what the entire project is based off of. If students are interested in this eco ware than
they will claim their free container but if they aren't then that shows a lot about the student body and how we view the environment. Either way if
students participate than that shows the university is taking steps in the right direction, but if not it shows that we need to provide other motives
and incentives to encourage students to be active in becoming a carbon free university.
Suggested Project Champion(s)
Sodexo Food Services
Proffessor Richard Watts
Rubeinstein School
Projected Budget and Justification
The projected budget for this project would be $5,000-12,000 a year. The current eco ware is on sale for $7.50 but that includes money needed
to pay back production costs as well as a portion of that going towards profit. The university would be able to buy in large quantities, therefore
reducing the price because of bulk and not all student will possibly claim their free container. The order should be made by demand of the eco
ware.
Justification for use of student-supported, CEF Funds
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This plan is an investment for the future. It not only is another example of why our school is stressing to become a carbon free university but it
also shows the students that we care. The ban of plastic water sales on campus was a huge mile stone and I see this project in the same light.
Students will feel inspired and encouraged to push their ambitions to another level. New and more creative ideas could stem from this thought
process, and it could better the university as a whole.
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#44
Cycling Power: Retrofitting the cycling studio to help power itself
Submitted by Kelsey jonat on November 1, 2013
Total # of Voters: 13
Thumbs up (+): 8
Thumbs down (-): -5
Net Votes: 3
Summary of Project
Mission:
In an effort to lessen the amount of energy consumed by the University,small steps need to be taken . We believe the next step is to
have a room at the university that could sustain its energy use on its own through the labor of the students. By retrofitting the cycling room to
allow the transfer of energy from the cycles to the room, students would be allowed the opportunity to create clean renewable energy and see
their outputs put to use. Our mission is to see the cycling room full of students eager to see how much energy they can produce within the
timeframe of their exercise.
Introduction and Background
Currently there are 28 cycling bikes in the Gutterson Multipurpose room. Campus Recreation hosts five separate classes multiple times a week.
The studio become so full that students are encouraged to be at least 15 minutes early in order to get a spot. The cost of a fitness pass for a
student is $60.00 for unlimited use of the all of the classes.
Colleges across the country are ahead of UVM in regards of retrofitting their gyms to generate electricity. These universities include, Oregon
State, Berkley, University of British Columbia, and Drexel University, with many more institutions with completed or proposed projects (Re-rev).
Re-Rev is a company that specializes in retrofitting college campuses with electrical generating equipment.
Methodology and Timeframe
Methodology and Time Frame:
Our proposal consists of retrofitting the cycling machines by installing a generator to each system. When an individual uses the machine, it will
create power that will then be stored in that generator. This then can be converted into electricity either to power the cycling machines
themselves or connect to the UVM grid to be utilized in the gym. From this students will see their direct impact of using their own energy and
power to create a renewable source of energy for the school.
Our goal for this project’s timeline would be to have it completely installed and in working order over the course of 2014. This means that the
generators can be added gradually allowing there to be time to fund the project and install them properly. We also believe that it would be best
to try to install most of our proposal during the summer time since there is less traffic in the gym then.
Benefits and Results
Benefits and Results:
This project would benefit UVM greatly by providing an education to those who access the cycling room about renewable energy and the
processes of how it works. Those individuals will see their impact directly giving them an incentive to use the cycling room more and become
more excited about energy as a whole. This proposal is also a very clean option to gaining electricity for the gym because it is a clean and
renewable way of accessing energy by not constructing any new source of machine but rather retrofitting what we already have. Last, it
provides UVM with less energy costs, providing an economic benefit as the only thing that will have to be purchased is the generators and the
set up for those.
Student Engagement
Student Engagement:
With cycling and spinning being the two of the most popular campus recreation activities in the gym, the project would see much student
traffic through its life time. Students who are already frequent visitors to the gym would find the project a great new attribute to their current
workout. In addition, students who do not currently cycle or spin would see it as an incentive to go check out the room. The retrofitting of the
cycles would allow students to see how much physical energy would be needed to create electricity, and the revelation would be educating.
Moreover, students would be given a frequent opportunity to help in the production of electricity.
Suggested Project Champion(s)
Academic Support:
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Richard Watts is in support of the cycling room project. He believes in our clean energy initiative and believes it will bring positive attention to
the athletic department and be a useful educational tool for the university.
Projected Budget and Justification
Funding:
The cost of this project would be well within the Clean energy funds budget. Williams College in Williamstown, Mass cited that the cost of
retrofitting their 18 ellipticals was 13,000 dollars (Williams College). Extrapolating that figure to 28 bicycles, this project would estimate at around
20,000 dollars. This is just a small percentage (about 11.25%) of the Clean Energy Funds massive budget of 225,000 dollars.
Justification for use of student-supported, CEF Funds
Justification:
The newly retrofitted cycling room will capture the kinetic motion of aerobic exercise in an efficient and cost effective way that converts
otherwise wasted energy into productive renewable energy that feeds back into the buildings electrical system. Students pay for the cycling
studio and each class is almost always full; with this high-profile project, the cycling room will become an even more popular asset to the
university and influence more students to purchase passes. This clean energy projects sheds positive light on the athletic department and
university, and causes students to become aware of their environmental footprint and how much physical human energy it takes to produce
electricity.
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#45
Trees for Freshies
Submitted by Nick carson on October 31, 2013
Total # of Voters: 10
Thumbs up (+): 6
Thumbs down (-): -4
Net Votes: 2
Summary of Project
I would like to find a way to incorporate an energy effort into the freshmen orientation. I think that a reason why people choose this school is that
it has a distinct characteristic of being close to the planet in a good way. When I went through freshmen orientation it was really awkward even
though they tried their very best to make it not. I would like to have each freshman group plant one tree. This will help the environment in the
long run and it will help relieve the tension of a new place by giving new students something to do with their hands.
Introduction and Background
Methodology and Timeframe
An important obstacles to accomplish this project is to find a good location for several hundred trees to be planted each year, I suggest Jericho
forest or another location south of UVM. This project does not need a lot of resources due to the use of student labor and the existing contract
with transportation in the area so start up costs would be minimal. Late summer is a good time to plant these trees because most species need
the winter for their seeds to germinate.
Benefits and Results
The benefits of this program are the relationship students will develop with each other, the earth, themselves and the University. They will also
have the opportunity to try new things, many of these students have never planted a tree before, and UVM as a leader in environmental
responsibility, it’s important for its students to understand personally what it means to get your hands dirty and protect the state of Vermont.
Student Engagement
Student engagement in this project is key. If done properly it will help adjust people from their high school lives to being a productive member of
a college community like UVM. The use of a tree is symbolic as these students are planting roots that they will sprout from over the next four
years. After they graduate and go on to their niches all over the world, they can always come back to campus and remind themselves about how
important a good beginning and proper maintenance is for mast growth.
Suggested Project Champion(s)
Since UVM is home to the Rubinstein school, there wouldn’t be a shortage of student engagement from kids interested in Dendrology. Classes
in soil science, dendrology, NR, and meteorology could all participate in this program in conjunction with the new students creating a valuable
mixing pot of people to meet and work with on this common goal that is good for the earth (and fun!).
The initial set up would be worked through the CEF and Reslife. The combination of a CEF administrative staff with the personnel of Reslife and
the new RAs would help create a multifaceted approach to cooperation between offices at the school helping to create a good environment for
new students as well as faculty.
Projected Budget and Justification
This is a good investment of student funds because it allows students to gain valuable experiences not only in environmental preservation but
also people skills, agriculture, friendship, and about themselves. The cost would extend to the transportation and the seeds which are minimal
compared to the benefits the kids get from this opportunity.
The funding for this project is roughly estimated below:
50.00 for seeds
0.00 for labor
10,000 for transportation (including driver pay)
Total 10,050
Justification for use of student-supported, CEF Funds
This proposal fits the mission of the CEF by acclimating new students to the hands on culture here at UVM. It also helps promote individual
awareness about environmental impacts and it encourages student participation in reversing our effects on climate change. It additionally
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promotes teamwork and communication which are crucial in a new environment like college.
Comments (1)
Its an attachment
Comment by Nick carson - Posted on October 31, 2013
Its an attachment
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#46
Clean Energy Fund Month
Submitted by Lida Benson on November 1, 2013
Total # of Voters: 6
Thumbs up (+): 4
Thumbs down (-): -2
Net Votes: 2
Summary of Project
I am interested in seeing the Clean Energy Fund sponsor a university-wide Month of Sustainability and Clean Energy. From sustainablematerial art projects to clean energy technology displays, dorm-centered energy use reduction competitions to noteworthy speakers, a month of
community engaging discussions and activities focusing on sustainability would not only increase the presence of the Clean Energy Fund on
campus but would also draw the greater UVM community into discussions of sustainability and positive campus lifestyle changes. I think hosting
a Clean Energy Fund Month would be an entertaining and enlightening way to incorporate and introduce the entire UVM student community to a
large amount of diverse clean energy and sustainability focus projects. In the CEFM there would be something for everyone, from artists to
engineers and everything in between, and it would really drive home the point that sustainability and clean energy transcends academic
disciplines and applies to all realms of UVM life.
Introduction and Background
Methodology and Timeframe
I envision at least four components to the Clean Energy Fund Month, with the possibility for expansion. To make the CEFM happen, smaller
task forces would be created to come up with and execute the different components, and planning for this event should not take more than one
year.
1) First, as a way to both passively and actively engage the student body, the Clean Energy Fund Month (CEFM) can kickoff with an art
installation competition. Student will have the ability to design and create art pieces, preferably large and sturdy enough to be installed
outdoors, made entirely of sustainable or recycled materials and methods. Installed on the green between the Davis Center and Bailey Howe
Library, these highly visible and highly trafficked art works would not only enhance this outdoor space but would invite discussion about the
intersection between art and sustainability. Additionally, cash prizes could be awarded for the most sustainable or cleanly created art piece.
UCLA does a similar competition, “showcas[ing] innovative artwork that conveys a sustainable message and utilizes recycled and reused
materials. Pieces [are] judged on creativity and sustainability” (E3 UCLA). Using UCLA’s foundation plan, we should be able to easily
implement a similar design competition. This component of the CEFM would be in conjunction with the Art Department and the Davis Center Art
(DCA) Curatorial Team.
2) Another component of the CEFM can be a clean energy technology display. There are many students and faculty members researching,
developing, or building technologies to increase our clean energy on campus, from solar panels to wind turbines to the above stated zeroemission cars. Instead of having a one-time, science fair type of display catered only to science students and faculty members, the CEFM can
place these technology displays (ideally tangible 3D projects and not simply research posters) in the lobbies of various campus buildings, even
tailoring which technologies fit in best with that particular building or department. Well-curated and easily understandable placards
accompanying the displays will allow a layperson to comprehend the technology and interpret it into his or her daily life. Transforming these
more esoteric science ideas into museum or art-like pieces would expose countless more students to the incredible research being done on our
campus. By placing this research in academic buildings throughout campus, it reminds students not only of the research being done by the
university but also of the fact that clean energy technologies can infiltrate all aspects of campus life, regardless of academic discipline. This
component of the CEFM would be in conjunction with all (or as many as want to participate) academic departments, especially those in the
Rubenstein School and the College of Engineering and Mathematical Sciences.
3) A third and major component of the CEFM can be an all-dorm energy usage reduction challenge. Dorms would commit themselves to a
reduction in overall energy usage, incorporating lights, electronics, and laundry. Each dorm would be assigned an Energy Advisor, a professor
with a passion for or background in sustainability, to monitor the dorm’s energy use and host weekly meeting where residents can suggest
ideas that help meet the reduced use goal. The dorm floor with the greatest reduction in overall energy consumption would receive a prize,
something in agreement with the Clean Energy Fund and UVM’s commitment to sustainability, perhaps a redeemable certificate to a car share
program or a gift card for produce from a local farm. The University of Southern California successfully hosted a “Dorm Energy Competition”
between freshman living facilities and offered free massages during finals week to the winning residence (USC Sustainability), and I think this
would be easy to implement on UVM’s campus. This component of the CEFM would be in conjunction with UVM Residential Life and all
students living on-campus.
4) Lastly, having the CEFM means drawing more attention to guest speakers, like those presented in the Energy Action Seminar, or relevant
film screenings on campus. Hosting speakers or movie viewings during evening time slots, when classes are less frequent, would increase the
number of students able to attend. I also propose (as I did in my Assignment 3 writing), that all CEFM events, including guest speakers and any
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seminars or lectures, only take place in UVM’s LEED-certified buildings. By housing these special energy-focused events in the Davis Center,
Aiken Center, or University Heights residential complex, all LEED-certified buildings, it would be “practice what you preach” moment of
implementing these concepts of sustainability and clean energy to everyday, practical activities.
Benefits and Results
I believe having the Clean Energy Fund host a Clean Energy Fund Month would be a diverse, tangible, and daily (at least for a month) way to
implement sustainable and clean energy practices on campus. It would also hugely increase the CEF’s exposure and draw in countless more
students passionate about making tangible clean energy changes on UVM’s campus.There are numerous benefits to hosting a CEFM – energy
would be saved during the dorm competition, there would be multiple opportunities to learn about clean energy and sustainable technology, and
the overall aesthetic of campus would increase with various art projects.There are also numerous opportunities to expand the CEFM in future
years depending on funding availability and student interest (for example, a future CEFM could host a student sustainable design “dream”
competition, where students would have no restrictions in creating the sustainable technological design of their dreams).
Student Engagement
In looking at past projects funded by the University of Vermont’s Clean Energy Fund, what is lacking is overall student community engagement
(CEF Projects Portfolio). Helix bamboo street lamps, virtual computer labs in Kalkin, and a student-built zero emissions vehicle are all noble
achievements in UVM’s dedication to sustainability and clean energy, but these projects fall short in that they do not engage the greater UVM
student body in conversations about carbon neutrality and clean energy. For example, I venture to guess that the average UVM student does
not know about the $38,200 award – a huge sum – given to the Alternative Energy Racing Organization by the Clean Energy Fund, because not
every student has an interest in engineering or technology projects, and certainly not every student has an inherent passion for clean energy. A
month-long clean energy and sustainability awareness project made up of various components allows for great student involvement and
diversity of interests (CEF FAQ).
Suggested Project Champion(s)
Projected Budget and Justification
This funding has a very favorable return investment – not only would it bolster UVM’s image in the world of collegiate sustainability and
commitment to clean energy, but in the future, were the CEFM to grow and expand in scope, off-campus businesses and technology companies
could easily be incorporated and generate a profit for UVM through advertising and exposure.
Justification for use of student-supported, CEF Funds
While the Clean Energy Fund Month does not directly tackle clean energy projects on campus, it will draw a lot of attention onto the Clean
Energy Fund itself, increasing the awareness of students to the CEF and to the clean energy project opportunities it provides.
This project is appropriate for the Clean Energy Fund because it is using the funds for a specific student-oriented events – the goal is to have
speakers, displays, competitions, community dinners, group projects, et cetera that speak specifically to students’ interests. Thus, their money
is directly going to something that tangibly benefits them, unlike more esoteric and less applicable projects like the zero-emission car.
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#47
Green Space in L/L Research
Submitted by Lucas John Gajewski on October 29, 2013
Total # of Voters: 7
Thumbs up (+): 4
Thumbs down (-): -3
Net Votes: 1
Summary of Project
I would like to begin the construction of green spaces around the Living and Learning Building. As I cannot do this right now, I would like to do
some research about what it would take to construct the spaces and where people would like to see them the most. This is important because
our university spends a lot of time talking itself up as a green and sustainable university, but at times doesn't really back it up.
Introduction and Background
This project would consist of interviews with different professors and members of the university community, so as to acertain the challenges
incorporated in introducting green spaces here around L/L. Following the primary research, I would begin to poll students here in the building to
see what exactly they would want to see and where.
This project is both important and valuable because I think that everyone should be taught about green spaces, not just people directly involved
in the environmental community. It is not enough to only have Environmental Studies majors care about it, we need everyone to become
invested. What this takes is beauty.
Methodology and Timeframe
The timeframe for this research would be the rest of this semester, and into the beginning of next semester.
It will take time to set up all of the interviews, and more time to poll as many students as I can. My goal is to get an answer from 250-500 people,
if possible.
Benefits and Results
The benefits and results of this project would be that we could move forward from here and begin to look at the logistics of construction and
implementation.
If people seem to be interested enough, I see no reason why the university shouldn't look into real implementation of green spaces. If done
correctly, it does not have to be incredibly expensive.
Student Engagement
If people show enough interest, the next phase would be to ask them if they are interested in working directly on the project. The best part about
having the students build the green spaces is that they will foster a personal connection with the projects, leading to a better maintenance and
proliferation of the greenspaces across campus.
Who knows, if this project works out, why shouldn't each and every campus have a green space of their own that they can care for and work
on? Student engagement makes the possibilities endless.
Suggested Project Champion(s)
I would be the sole researcher on this project, as it is relatively small.
My name is Lucas Gajewski
603-793-8310
[email protected]
However, my professor RIchard Watts has expressed interest in helping me with the research, and as such I would list him as a cosponsor.
Projected Budget and Justification
I would need one hundred dollars. This would cover the purchase of an audio recording device for the interviews, the ability to print surveys, and
the purchase of a clipboard and binder to hold all of my information. Everything else I would be able to do by myself.
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Justification for use of student-supported, CEF Funds
Without the assistance of funding, it would become very difficult for me to organize and collect the data that I need to perform comprehensive
research. Put simply, I would not be able to keep everything together and the research itself would suffer.
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#48
Green Roofs
Submitted by Charlie Bailey on November 1, 2013
Total # of Voters: 8
Thumbs up (+): 4
Thumbs down (-): -4
Net Votes: 0
Summary of Project
Aidan DiPrima, Elana Cole, Charlie Bailey, and Greg Drapcho
Our proposal for UVM’s Clean Energy Fund is to start by putting at least one green roof on one of the UVM buildings with the possibility of more
following in the foreseeable future. This innovative project relates to renewable energy on campus through research, such as studies and labs,
along with education involving courses and experimental projects in regards to the Clean Energy Fund’s proposal requirements.
Introduction and Background
In the United States, buildings account for 40% of raw material consumption, 30% of greenhouse gas emissions, 35% of total energy use, and
65% of electricity use. Green roofs are emerging on buildings all over the world, and have seen a rather large growth in popularity here in
America. In the U.S. alone, 25 percent more square feet of green roofing was installed on roofs in 2005 than in 2004, and as of 2007 there was
an estimated 6.6 million square feet of completed or ongoing projects. The advantage of green roofs is that it allows people to minimize their
bills, while maximizing the beauty of an urban landscape, such as our college campus here in Vermont. Also called an “eco-roof” or “living
roof”; green roofs are an extension to an existing roof, covered and concealed with vegetation that can provide many public, private, and designbased benefits. With the addition of these rooftops, not only will the natural beauty of the community be enhanced, but it can also be used for
teaching students in a hands-on environment.
Methodology and Timeframe
Gardens could be initially put on either residential buildings, and also on Aiken as an educational tool for environmental students. The
timeframe really depends on awareness, funding, and resources to build green roofs. In the near future they could be implemented on the library
due to its high traffic flow of students.
Benefits and Results
As a growing field in research and development, these roofs provide new information on technological approaches to installing and sustaining
diverse plant communities As such, on-campus green roof projects are an excellent way to provide experience in developing new technologies
while working in a research environment. For the general public, green roofs offer many advantages as well. They tend to last longer than
conventional roofs, have lower energy costs because they use natural insulation, provide peaceful retreats for people and animals, and absorb
storm water, conceivably abating the demand for costly drainage systems. Additionally, according to the Center for Climate Systems Research,
a comparison of a standard black tar roof and a green roof showed the following results – comparing one square meter of a black tar roof and a
green roof, the black tar roof produced 500 kWh per year, whereas the green roof produced 140 kWh per year. On average, for one-story
structures, a green roof saves $4.50 per square foot on an annual basis.
Student Engagement
The goal of the green roofs would be to serve as a model for future university projects and inspire others in the community to take on green
roofing projects as well. Additionally, this idea would be used as a portable design for teaching in classrooms, provide information and hands-on
experiences, and finally bring excitement to the idea of green roofs on existing and future UVM buildings.
Suggested Project Champion(s)
1. Green Mountain Power:
163 Acorn Lane
Colchester, VT 05446
1-888-835-4672
[email protected] - See more at: http://www.greenmountainpower.com/customers/contact/#sthash.RLPUykLA.dpuf
2. Vermont Department of Public Service and Other State Departments
Address: 112 State Street Third Floor • Montpelier, VT • 05620-2601
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General Phone Number: 802-828-2811
Fax: 802-828-2342
Consumer Hotline: 800-622-4496
TTY: 800-734-8390
3. Private Companies with helpful background
Apex Green Roofs: Installed green roofs on the Fletcher Allen Hospital
Phone: 617.629.APEX
617.629.2739
Fax: 617.629.2740
170 School Street
Somerville, MA 02145
4. Alumni
Projected Budget and Justification
The initial investment of it will always be more expensive than a traditional roofing system. A conventional roof usually ranges somewhere
under $10 per square foot, while an extensive roof system ranges typically between $10 to $15. Intensive systems tend to be more around the
$20 to $25 range per square foot due to the depth of the growing medium and the extra structural support. Other than the vegetation and soil, a
green roof has several other layers, which will raise the cost. For either an intensive or extensive roof, maintenance costs range from $0.75 to
$1.50 per square foot. The costs of maintaining an extensive roof decrease after plants become more established and cover the roof, whereas
maintenance costs will remain more constant for an intensive roof.
Justification for use of student-supported, CEF Funds
The Purpose of this project is not only to create a more efficient and greener environment on campus, it is also a stepping stone for other future
projects because it gives awareness for students and the surrounding community about the issues we face and the ways in which we can
correct them. Although this technology does not fully take into account replacing where we get our heat or electricity, it does provide more
efficient buildings that offer a variety of different benefits. Unlike other projects that might only incorporate one aspect, green roofs can be used
as a learning tool for students and can provide an aesthetically pleasing environment while still providing stormwater retention and insulation.
Because the location is on campus, much of the labor cost could potentially be free with classes, projects, research, and maintenance involving
students. This gives the university more options on the location and design aspect of the project.
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#49
Pedal-A-Watt
Submitted by Lauren Knopp on October 31, 2013
Total # of Voters: 14
Thumbs up (+): 7
Thumbs down (-): -7
Net Votes: 0
Summary of Project
Our proposal for the Clean Energy Fund is purchasing Pedal-a-Watt's which uses manual power from the stationary bikes in the gym to create
energy. UVM is an active campus and many people use the gym daily. By using Pedal-a-Watt we could collect energy from students going
about their regular workout routine. Although this method would not create an abundance of energy it would be enough to power machines in
the gym that normally run off electricity. Pedal-a-Watts attaches to the back wheel and as the pedals move it creates power. In a twenty minute
workout a rider could create up to 300 watts of power.
Introduction and Background
Methodology and Timeframe
Pedal-a-Watt is easy to install and would work right away once the machines were set up and connected to the source that was using the
power. It does not require any construction, they are small devices that attach to the stationary bikes in the gym.
Benefits and Results
ecause Pedal-a-Watts have not yet been used at a university, UVM would be paving the way for introducing this environmental technology on a
large scale basis. This would continue the schools reputation as an environmental leader and help other schools to follow suit in using manual
energy generation.
Pedal-a-Watt is not a realistic substitute to electricity because the amount of manual input required to power the bike is much higher than the
amount of power produced, even so it is a start and can help the schools environmental impact and set a good example. It also gives UVM an
opportunity to do research and improve a technology that has not yet been fully developed.
Student Engagement
This is a great opportunity for students to participate in the university's goal of reducing their environmental impact. The students will be the one
generating the power and this will give the students incentive to implement change in the community. This would present an opportunity for
students who do not normally participate in environmentally friendly activities, to be activists at UVM.
Suggested Project Champion(s)
Our professor Richard Watts, from the Rubenstein School, has said he is in support of the proposal.
Projected Budget and Justification
Justification for use of student-supported, CEF Funds
This proposal should be funded by the Clean Energy Fund because it will bring together the UVM community in alternative energy sources and
healthy living.
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#50
Eco-Engagement
Submitted by Casey Ann Short on October 31, 2013
Total # of Voters: 5
Thumbs up (+): 2
Thumbs down (-): -3
Net Votes: -1
Summary of Project
This project would be a club, joinable by all UVM students interested in sustainability. Two parts to the eco-engagement project would work
together to enrich students, faculty, and the community's understanding of environmental issues today. During the school year the organization
would foster workshops, lectures, and discussion groups to enrich student's understanding of their place within the community and the
community's place in environmental devestation. These meetings will also provide a space to plan community outreach events, whether directly
environmental or through environmental education at local schools.
The second part of the project is to set up a 3 week Sustainability Summer Camp for students ranging from 3-7th grade. UVM students involved
in different positions will coordinate the outreach, recruitment, activity planning, counseling, and instruction at the camp to engage, educate, and
excite a young generation of eco-protectors.
Introduction and Background
As a political science major I have always been passionate to enact positive change in my society. Upon studying the politics behind the
environmental movement, I saw time and time again where the efforts of noble citizens are thwarted by politicians who are not interested in
environmental protection. As I began to reflect, trying despereately to understand a way to change a system so resisten to change, I realized I
was focused on the wrong people. Instead of focusing on changing minds, I shifted my focus to the minds of those who have not yet made an
opinion, children. By creating environmentally connected and conscience students, we are creating a passion for nature and the world we live in,
which translates to a passion to protect it.
Methodology and Timeframe
This project would begin in the Fall of 2014 with a staff member similar to the staff members who assist alternative spring break (ASB) student
directors. There would be 4 coordinating student directors to work with this staff member and begin the recruitment process as early as the
Freshman weekend club fair. The first meeting would take place in September, with a keynote speaker, and the process of training, education,
and discussion would take place. Meetings would continue throughout the first semester, with outreach events taking place weekly/monthly.
Students who were interested in leadership positions as camp couslers would committ to being at (almost) every meeting, doing the activities to
prepare them for the summer.
We would need to work with staff members from the schools in the area to understand younger students needs/ previous environmental
education. The summer camp would be low cost, and would take place at UVM.
Benefits and Results
The most obvious benefit is the production of informed students active in environmental engagement. The hope is to leave students with the
excitement to spread the information like wild fire, as children often do. The information will leave with them to their parents, siblings, friends,
teachers, and will create another facet of community conversation and concern. By engaging these young minds, we are creating life long
activists, whom will be filling important positions in our society in less time than we realize.
This is also an important way to engage students, and as a nation we need to increase our student's interests in science.
Student Engagement
This project will provide opportunities for students to get involved in many different roles. Of course the student directors will be taking the most
active role, by planning and executing plans spanning a 12 month period. The next level of engagement is in the student leaders, who will be the
ones working directly with students at the summer camp. Finally students who do not wish to commit to participation in the summer camp will
have many opportunities to get involved in meetings, smaller community events, and important discussions.
Suggested Project Champion(s)
If chosen I would be interested in implementing the project. My name is Casey Ann Short (925) 818-2677 [email protected] and I would be
working as one of the student directors. I would be confident to include my peer Tory Gallogly in this project, as she is a student of Rubenstein,
and has a much larger understanding of Environmental Science than myself. I am not sure of her interest, as she is studying abroad this
semester, however I am sure she would make a great student director as well. Her phone number is 401 374 1509. Professor Richard Watts is
willing to be a staff advisor and help with further planning and recruitment.
Projected Budget and Justification
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At this time I am not sure what the budget implications are. The funds would mainly be required for the staff director, as well as supplies for the
club efforts/ camp. There would be room for fundraising and donations as well.
Justification for use of student-supported, CEF Funds
This project will be educating future UVM students, while creating a community that is supportive of our Clean Energy innitiatives. This is an
excellent project that provides opportunities for knowledge and activism not only for UVM students, but for community and children of the VT
community.
Comments (0)
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#51
Photovoltaic Installation and Education
Submitted by Sarah Adams on November 4, 2013
Total # of Voters: 5
Thumbs up (+): 2
Thumbs down (-): -3
Net Votes: -1
Summary of Project
In an effort to reduce energy consumption along with the greenhouse gases that coincide, The University of Vermont is going to have to go
beyond conservation and efficiency-- we must invest in clean, renewable energy technologies. Investing in renewable energy technologies on
campus creates undeniable environmental benefits, while providing opportunities for students to get involved in the planning, design, and
installation of renewable energy projects. Of the mainstream renewable energy technologies that exist such as solar electric, solar hot water,
biomass, and geothermal, solar electric has great potential to be a successful source of renewable energy that will lower the campus’s
environmental impact, serve as a learning tool for students and the academic community, and establish the University of Vermont as a
renewable energy leader.
Introduction and Background
I imagine this course to be a small 5-credit course with 2 groups of about 5 students that will work with renewable energy providers and
contractors to eventually see through the installation of a PV array on a decided-upon area of campus. Three credits will be attained in the
normal 3-hour classroom format so students can learn the basics of what goes into installing a PV array and so groups can meet. The remaining
2 credits will be treated similarly to “internship hours” working at or with renewable energy providers and contractors. A professor with
knowledge of business, engineering, and environmental studies/science and experience with renewable energy (especially with PV’s) should
be assigned. This provides students with context to apply what they are learning in class at a time that is relevant and the information is still
fresh in their minds.
Methodology and Timeframe
Benefits and Results
Possible benefits from this proposal are endless, however there are a few that really stand out. The educational benefits this course has on the
students involved, as well as students all over campus who walk by the installation and learn to appreciate renewable energy as a viable source
of energy for our future. Investing in Photovoltaics drives further development of the technology while at the same time diminishes fossil fuel use
(scientific and environmental benefits!!). There are ways to supplement the deficit of energy produced in the Winter due to lack of sunlight, such
as pro-rating to allow for a period of time when output is minimal. At Rutgers University in New Jersey, with a climate not too different than
ours-- they were able to produce 22,254 kW of energy derived from solar , placing them in second place for campuses with the most total
installed capacity
(http://www.aashe.org/resources/campus-solar-photovoltaic-installations/campus/rutgers-the-state-university-of-new-jersey-nj/). This amount of
energy was produced from 3 separate solar voltaic arrays throughout campus. Knowing that it is possible in our climate, this should give us
hope and motivation to really consider this kind of project.
Student Engagement
Solar energy can take place in two ways here on campus-- which should both be implemented in order to make the greatest learning impact.
The first way involves Photovoltaic (PV) installations to be designed, purchased, and installed primarily by students, with the assistance of a
consultant or a professional from a renewable energy supplier. This puts the physical responsibility of everything from creation to installation to
maintenance in the hands of the student. The second way is more business oriented because it’s important to not only know how to design and
install PV’s, but to know how to introduce them into a community by communicating with contractors and suppliers. A course that exposes
students to both paths from start to finish, seeing through the installation of a PV array, is ideal. In my experience, I’ve found that it’s of no use
to learn information if I don’t know how to apply it in the real world.
Suggested Project Champion(s)
Projected Budget and Justification
Funding
Depending on which path is taken in the course, the PV’s would be owned by the University of Vermont or by a renewable energy provider. In
the first scenario, students in the course would design and purchase PV’s under the financing of the Clean Energy Fund and eventual energy
savings over time. The university would then be responsible for maintenance and operation of the installation year after year. The technology as
well as the energy that it produces, therefore, would remain property of the University, with all stages from production to usage occurring
internally. With a Power Purchase Agreement (PPA), a renewable energy provider installs and owns the PV system and is responsible for
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installation, operation, maintenance, and cost of the system, and the University is contractually obligated to purchase power from that PV
system for a number of years and at a rate established by the provider. This power would be purchased with funding from the Clean Energy
Fund.
There are some concerns over a slow pay-back period or large expense of photovoltaics, however they are extremely financially viable when
electricity rates are high (as they are here, especially in the Winter), and when local utilities and state governments provide incentives or
subsidies. In the state of Vermont many incentives exist, such as property tax exemption, sales tax exemption, Green Mountain Power Solar
GMP Incentive, Vermont Small Scale Renewable Energy Incentive, and Vermont New Metering Performance based incentive.
(http://realgoodssolar.com/solar-near-you/vermont-solar/vermont-solar-energy-rebates-incentives/)
Justification for use of student-supported, CEF Funds
Comments (0)
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#52
CNG-only Busses, even on nighttime routes
Submitted by Nathan Reilly on November 1, 2013
Total # of Voters: 12
Thumbs up (+): 4
Thumbs down (-): -8
Net Votes: -4
Summary of Project
While UVM has long relied on its reputation as an environmentally-friendly institution, the University’s recently-adopted Climate Action Plan will
compel the entire UVM community to make significant changes in lifestyle. These changes must be part of efforts to reduce UVM’s electricity
usage while simultaneously adopting additional renewable energy sources. While there are sweeping tasks and surveys to be conducted, it is
also both possible and prudent to make more immediate changes to how UVM functions. One such change should be the transition to an
entirely Compressed Natural Gas (CNG)-powered fleet for the Campus Area Transit System (CATS) for all routes at all times.
Introduction and Background
Currently, CATS utilizes a mixture of both old diesel-powered Blue Bird busses and new CNG-powered hybrid busses. During the day, the
majority of the active busses in the fleet are new CNG busses, which can be incredibly crowded at peak hours or during inclement weather. For
nighttime runs, CATS utilizes a fleet of older diesel busses on off-campus routes, running at 10-15 minute intervals until 3am (Transportation
Services).
At time of preliminary draft there is no available information on the prices, fuel efficiency, operating costs or technical limitations of CATS current
fleet, but common sense dictates that an aging diesel-powered bus is far less fuel efficient and far more polluting than its new CNG-driven
alternative. At a time when the University is struggling to reduce its ecological footprint, any such opportunities for more efficient, cleaner
transportation technologies should not be overlooked (Department of Energy 2011).
Absent technical information, it is not immediately apparent that UVM needs to utilize its diesel-powered vehicles at all. According to a 2007
article published in “University Communications,” UVM planned to have six CNG vehicles in operation by “Fall of 2008,” twice the requisite
number of vehicles to cover the three off-campus routes specified on UVMs Transportation Services website (Brown 2007).
Methodology and Timeframe
I propose that the University of Vermont run only hybrid CNG-powered vehicles throughout its transportation system, effective immediately.
Current diesel busses should be decommissioned and removed from the University’s vehicle inventory.
If any infrastructure improvements are necessitated by this transition, they should be completed before any further developments occur. Such
improvements could include the construction of a fuel station similar to the high-speed fueling station located at 645 Pine Street, where CNG
CATS busses are currently fueled (Brown 2007)
Benefits and Results
Benefits include lower airborne toxin emissions by vehicles running comparable routes to todays diesel busses, as well as reduced noise,
reduced dependence on foreign oil, local economic growth through infrastructure construction and maintenance and overall savings on a
significantly cheaper fuel source. These benefits will be felt throughout UVMs student and faculty population, and ripples of these effects will
also spread out into the surrounding Burlington community in the form additional jobs and infrastructure improvements.
Student Engagement
The student engagement in this project is relatively limited, but this may be due to the fact that there are few apparent actions that need to be
taken. Absent further technical information, it seems that all that needs to be done is ban old diesel busses from running on-campus, and let
UVMs fleet of CNG busses take their place. Students merely need to ride the new busses.
Suggested Project Champion(s)
Richard Watts (UVM Associate Professor) 802 656 9775
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Projected Budget and Justification
If no new CNG busses need to be purchased, the cost of this transition will be minimal. At this time, the cost of additional busses is unclear.
There may be some costs associated with removing current diesel busses from active duty, but as these vehicles have definitive value, it is
conceivable that they could be sold to another organization. Ideally, from an emissions perspective, these busses should never again be run.
Justification for use of student-supported, CEF Funds
As a collective commons, any improvements to UVM’s transportation system will benefit all community members who choose to utilize CATS.
As the improvements would call for additional clean energy use instead of traditional fossil fuel, I believe it is appropriate to call on the Clean
Energy Fund to make these changes possible.
Sources
U.S. Department of Energy. Vehicle Technologies Program. Department of Energy, 2011. Web. 06 Oct. 2013.
Transportation Services. Transportation Updates. Campus Area Transportation, n.d. Web. 06 Oct. 2013.
Brown, Joshua. Clean Bus, Clean Air. University Communications, 2007. Web. 06 Oct 2013.
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Awarded
Funding
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#53
Building a Sustainable Campus Food System at UVM: A Spring 2014 Speaker Series
Submitted by Alison Nihart on November 1, 2013
Total # of Voters: 12
Thumbs up (+): 9
Thumbs down (-): -3
Net Votes: 6
Summary of Project
The goal of this proposal is to bring 3-5 guest speakers to the University of Vermont during the Spring 2014 semester to share their expertise on
a range of subjects related to sustainable university food service, including energy issues. These events will serve an educational purpose for
the UVM community and also provide a forum for discussion regarding our community goals for the UVM campus food system.
Introduction and Background
The University of Vermont (UVM) has demonstrated a strong commitment to food systems research, education, and outreach through its
support of the Food Systems Initiative and the Food Systems Graduate Program. In addition to the academic education our students receive on
our local, regional, and global food systems, we see UVM’s campus food system as a living laboratory for understanding the real world
connections between production, distribution, consumption, and sustainability. One critical component of UVM’s food system is the energy used
on campus to support our dining facilities. Key questions for UVM revolve around our current food-related energy use and the opportunity to
connect renewable energy projects with food systems infrastructure investments.
During their four years at UVM, students are exposed to critical thinking about the food system. We also have an opportunity and a responsibility
to show students how we can “eat the talk” with a campus food system worthy of our academic knowledge and community values. This
exposure can inform student behavior after graduation, as students apply the knowledge and habits they learned at UVM in the world beyond
our campus.
In 2012, UVM signed the Real Food Campus Commitment, which commits UVM to tracking our dining purchases using the Real Food
Calculator, and to purchasing 20% Real Food by 2020, thus solidifying the institution’s support for the development of an ecologically sound,
local, fair, and humane food system. The Real Food Working Group, comprised of students, faculty, staff, administration, and representatives
from University Dining Services, is responsible for implementing the Campus Commitment. For more information, see www.uvm.edu/realfood.
Some attempts to understand our current food system infrastructure and develop ideas for future sustainability investments are already
underway. In Fall 2013, a course titled “Mapping the Food System” is tracking UVM’s food purchases as they are delivered to campus and
make their way through the campus food system. The Clean Energy Fund supported this course by approving staff time to support the service
learning component. The outputs from this project will provide a picture of current patterns and help UVM identify potential opportunities for
future infrastructure investments.
Additionally, UVM’s current dining services contract is set to expire June 31, 2015. This transition provides the UVM community with an
opportunity to assess our current campus food system and articulate a vision for the future that integrates our academic knowledge and
community values related to food system sustainability. Bringing in outside experts for this seminar series will offer a venue for the UVM
community to engage in a dialogue on this topic.
Project Design
The seminar series will feature 3-5 speakers who are experts on campus food system sustainability, energy, and/or food and renewable energy
systems.
Potential seminar topics include, but are not limited to:
-
How does energy use in the food system apply to a university context?
-
How do institutional food systems use energy, and where are the key opportunities for
How can sustainable food system efforts incorporate energy use and production? Examples of sustainable food systems at other
colleges
How might UVM food system infrastructure investments support local food purchasing and, by extension, the Vermont Farm to Plate
Strategic Plan?
-
What is the potential energy impact of implementing particular sustainable food purchasing practices?
-
How might campus food and renewable energy infrastructure support the needs of dining services?
-
What is the energy use of distribution networks required to move food to campus?
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What is the everyday energy use that could be ameliorated with individual student behavior change (e.g. remove small dorm
refrigerators, pull the vending machines, etc.)
Methodology and Timeframe
Methodology and Timeframe
We envision a total of 3-5 speakers over the course of the spring 2014 semester.
A list of potential speakers will be generated by December 2013 and prioritized by a group of UVM stakeholders including, but not limited to:
-
Food Systems Steering Committee
-
Center for Research on Vermont
-
Real Food Working Group
-
Office of Sustainability
-
Key faculty members: David Conner, Eric Garza, and others
-
Key administrators: Annie Stevens, Dennis DePaul, Joe Speidel, and others
-
Farm to institution experts: Diane Imrie and others (e.g. Farm to Institution New England)
Once a speaker accepts the invitation to speak, a graduate student coordinator will handle the logistical arrangements, including travel, stipend,
room reservations, and marketing.
Other potential partners include: The Rubenstein School of Environment and Natural Resources, the Environmental Program, the
Transportation Research Center, the Gund Institute for Ecological Economics, and the Community Development and Applied Economics
Department.
Benefits and Results
This seminar series will provide an opportunity to educate and generate dialogue among the UVM community on campus dining initiatives that
could improve the social, environmental, and economic sustainability of UVM’s food system and the Vermont food system. It will also provide
valuable information for campus food and energy planning.
Student Engagement
Students in the Real Food Working Group will have an opportunity to weigh in on the selection of speakers. A graduate student will receive
valuable professional experience and a stipend to coordinate the logistics of the series. The speaker series will be open to students from across
the university and the organizers will invite faculty members to offer class assignments or extra credit for attending the seminars. The seminars
could also inform future student research projects related to campus food and energy planning.
Suggested Project Champion(s)
Doug Lantagne, [email protected]
Richard Watts, [email protected]
Amy Trubek, [email protected]
Gioia Thompson, [email protected]
Alison Nihart, [email protected]
Projected Budget and Justification
Projected Expenses
5 speakers at an average of $1,500 each ($500 compensation + $500 travel fees + $500 lodging and meals)
$
7,500
Lunch or dinner for each lecturer ($20/head x 6 participants (students, faculty, and staff) x 5 lectures
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$
600
Posters (11x17 color; $25 per lecture for student graphic design; $150 per lecture for 200 posters printed at Print and Mail)
$
875
Student coordinator reimbursement (100 hours @ $18/hr)
$
1,800
Total
$
10,775
Leveraged Funds
Food Systems Initiative
$
1,500
Food Systems Graduate Program
$
250
Total
$
1,750
Total Request from CEF
$
9,025
Additional Leveraged In-Kind Contributions
Office of Sustainability staff time
20 hours
Food Systems Initiative staff time
20 hours
We are also seeking funds and in-kind contributions from CRV
Budget Justification
The budget includes money to cover travel and lodging expenses for all 5 speakers, as we assume at this point that they would all be traveling
to Burlington in order to participate. To increase the value to faculty, students, and staff, we have also included money for a group lunch or
dinner during their time here. In addition to online outreach, posters will advertise the event across campus, including in every residence hall. In
order to manage the logistics, we have included compensation for a graduate student.
Justification for use of student-supported, CEF Funds
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The CEF is a self-imposed student fee intended to increase the UVM’s campus sustainability, of which transitioning to a sustainable food
system is a critical piece. Although food systems education is well-supported at UVM, few current efforts relate directly to the campus food
system. As UVM continues to emphasize both the academic and operations sides of food systems, energy use will be one of the key
considerations for evaluating future sustainability infrastructure investments. Potential projects include investments in energy efficiency and
renewable energy as part of our campus food system infrastructure; planning for energy and food security at the campus level; and integrating
energy and sustainability considerations into future campus food system planning efforts.
The use of CEF funds to target speakers who can show sustainability successes from other campuses could strongly influence community
perceptions and visioning for a potential future campus food system. This in turn could have ramifications for the upcoming development of the
campus dining RFP and subsequent negotiations with campus dining services contractors. Energy considerations will remain critical
components of campus food system planning efforts, as UVM attempts to balance food and energy sustainability priorities.
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#54
Energy Monitoring System in GreenHouse
Submitted by Anna-Linnea Towle on October 21, 2013
Total # of Voters: 39
Thumbs up (+): 27
Thumbs down (-): -12
Net Votes: 15
Summary of Project
The idea is to install an in depth monitoring system in the GreenHouse residence hall. It would be able to show real time energy consumption of
individual suites or hallways and could provide valuable learning opportunities. The monitoring system could help us to see which appliances
and practices are inefficient and will help the GreenHouse community to become even more green. The GreenHouse is filled with students who
are interested in living sustainably and could be a testbed for renewable practices across campus. And energy monitoring system would get this
process started.
Introduction and Background
GreenHouse has always been a learning community based on living sustainably. As technology is used more and more in every day life, our
energy consumption increases. It is difficult for people to understand just how much energy they are consuming when the use of technology has
been integrated so completely in to our lives. An energy monitoring system would provide real time, visual data for people to see their energy
consumption and would quanifiy the data into something that people could understand. It would allow people who know little about energy
consumption to connect their daily habits to their carbon footprint. An energy monitoring system could help members of GreenHouse and other
residence halls to learn which habits to change in order to decrease their energy consumption.
Methodology and Timeframe
Seeing as this is a University, the Physical Plant will need to be involved. Depending on the speed of the approval process, the installation can
occur during Winter or Spring Break. It may take up to three weeks to decide where to purchase the monitoring system from. After that, all that
needs to be done is installation. The electrical maintenence crew will be responsible for long-term maintenance, along with whoever we
purchase the system from.
Benefits and Results
The main point of this system is for students to learn about how much energy we consume on a daily basis, so that we can decrease our
consumption. The Office of Sustainability will be able to use the data that we collect to educate the entire campus so that others may benefit
from the GreenHouse's findings. Students may now learn to live sustainably in the techonology-oriented world we live in today.
Student Engagement
Once this system is in place, each person will be able to see how changing their daily habits can affect the energy consumption of the entire
building. Depending on how detailed the system is (whether it can read the consumption of an individual floor, suite, or room) we could have
competitions between floors, suites, and rooms on who can decrease their energy consumption the most. The students will be able to see just
how much of an impact their choices can make, and will be able to use that information when they move off campus and on to the rest of their
lives. The students in GreenHouse could be integrated in choosing and designing the system, and will thus teach them more about living
sustainably. Another important thing that the students will learn is that the Clean Energy Fund exists as a viable resource for future clean energy
ventures.
Suggested Project Champion(s)
Anna Towle, [email protected], 978-302-4619, Electrical Engineering
Kristen Bianchi, [email protected], 518-860-7318, Environmental Studies
Both village leaders in GreenHouse
Projected Budget and Justification
Energy monitoring system are relatively inexpensive, especially compared to other clean energy options. A monitoring system can be purchased
for around $1000 plus installation fees. Electrical maintenance crew or Electrical Engineering professors could install the system, getting paid
their usual salary. The installation is very simple and is just added on to the already existing wiring system of the building.
Justification for use of student-supported, CEF Funds
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Published on UVM Office of Sustainability (http://www.uvm.edu/sustain)
The purpose of the CEF is to use student funds to provide the school and students with new clean energies and to educate the campus about
different energy options. If people do not understand their personal energy consumption, they can't best understand the need for clean energy in
the world. This energy monitoring system would help to teach everyone on campus about our energy consumption, why we need to decrease it,
how to decrease it, and why we need to invest more in clean energy. The energy monitoring system is a perfect tool for the CEF to use.
Comments (1)
Expansion of Idea
Comment by James Patrick Dee - Posted on November 12, 2013
I think it is a great idea, especially the competitive aspect that this could create between floors. I think for it to be a grand idea however, it should
be expanded to more dorms across campus.
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CEF Project Ideas
Published on UVM Office of Sustainability (http://www.uvm.edu/sustain)
#55
Photovoltaic Arrays on the GreenHouse Roof
Submitted by Anna-Linnea Towle on October 13, 2013
Total # of Voters: 46
Thumbs up (+): 30
Thumbs down (-): -16
Net Votes: 14
Summary of Project
The GreenHouse residential learning community is based on promoting sustainable living. The building has a large angled south=facing roof
that would be perfect for solar panels. The building is LEED Gold certified and the residents are all interested in living sustainably. The added
solar panels could be used as a launching point for workshops and talks about renewable energy, and could provide a great teaching
opportunity for the entire campus about renewable energy.
Introduction and Background
GreenHouse is an environmentally friendly dorm on campus. It is LEED Gold certified and has the perfect roof for solar panels. Students have
been inquiring about putting solar panels up for years, and having them up would spark a lot of interest from students about renewable energy.
Students living in GreenHouse could help with the planning and execution of the projet and learn what goes in to installing solar panels. UVM is
an environmentally friendly campus, and as such we should have some renewable energies of our own.
Methodology and Timeframe
Students and staff memebers in GreenHouse could help with a lot of the planning and execution. The physical plant and Office of Sustainability
will be heavily involved in the structural end of the installation, making sure that everything is safe and up to code. The project will most likely
take place over the summer, with most of the planning happening over the winter.
As for long term maintanence, a lot of solar array companies come with maintenance contracts. It ould be very similar to the maintenance set
up for the wind turbine on campus, or the solar panels on the Votey roof.
Benefits and Results
The most obvious benefit from solar panels would be the energy savings for the GreenHouse building. Large solar panels could save a lot of
money in energy. THe solar panels would also serve as a great educational tool. Classes could talk about the process needed to install them
and the energy saved by them. The solar panels could be the focus point of different workshops and educational talks on campus.
Student Engagement
Members of the GreenHouse community would be very interested in planning this projects and helping to install it. They could work with the
Office os Sustainability to plan out the intallation and time line of the project, and also to hold informational sessions with other students on
campus.
Suggested Project Champion(s)
Anna Towle, [email protected], 978-302-4619, GreenHouse student and Village Leader
Projected Budget and Justification
Based off of the Comprehensive Campus Renewable Energy Feasibility Study, UNiversity Heights South has the potential to house about
180kW of photovoltaic arrays. At $4/watt, this system would cost $720,000. For the first installation of solar panels on the GreenHouse,
however, we canfocus on SOuth 1, which can hold aobut 70kW, costing $280,000. However, it is worth noting that every year the solar panels
will be saving UVM money on energy.
If the CEF does not want to invest too heavily in solar panels at this point, a power purchase agreement is a viable option. This would require
little upfront cost, thought the per year saving would be less. After the PPA is over, UVM would be making money off of the system.
Justification for use of student-supported, CEF Funds
The Clean ENergy Fund was created for exaxtly what it says-to fund clean energy projects. Installing solar panels in the roof of a LEED Gold
certified residence hall is exactly the kind of projects that it should be funding. Thought the initial capital for a PV project is large, they will save
the University a lof of money over the years to come while providing clean energy to the GreenHouse and decreasing our total carbon footprint.
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CEF Project Ideas
Published on UVM Office of Sustainability (http://www.uvm.edu/sustain)
Comments (1)
Reference on original CEF Greenhouse PV project
Comment by Mieko Ozeki, M.S., A.L.M - Posted on October 15, 2013
The original project for PV at UHeights Greenhouse was approved for a structural and electrical feasibility study in 2010-2011. The project
funding was rolled up into the Comprehensive Campus Renewable Energy Feasibility Study in 2012 and is under review by the CEF committee
to do a site specific feasibility study. Structural and electrical studies precede implementation of any installation project on campus.
http://www.uvm.edu/sustain/cef/cef-projects/greenhouse-solar-structural-...
Due to risk management policies, students are not permitted to work on installation projects. Internships around documentation of an installation
may be possible because the CEF has an allotment of funds toward internships:
http://www.uvm.edu/sustain/cef/cef-projects/clean-energy-internship-program
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