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Short-term intervention, long-term change: Two case studies from the University of Toronto. Tyler Hunt, MA Project Coordinator, Sustainability Office University of Toronto Thanks and acknowledgements to: Elah Feder, non-presenting author Beth Savan, Director, Sustainability Office

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Short term intervention long term change two case studies from the university of toronto

Short-term intervention, long-term change:Two case studies from the University of Toronto

Tyler Hunt, MA

Project Coordinator, Sustainability Office

University of Toronto

Thanks and acknowledgements to:

Elah Feder, non-presenting author

Beth Savan, Director, Sustainability Office

Zannah Matson, Graduate, University of Toronto

Photo purchased from iStock


The University of Toronto:

A city within a city

over 250 buildings on three campuses

the U of T community:

65,000 students

10,000 staff

6,000 faculty


The Sustainability Office

Director, Beth Savan

2 Sustainability Coordinators

2.5 Project Coordinators

25+ students/year (coursework, volunteer, part-time work)


As a result
As a result…

  • Funding, staffing and student hours limit

    • Campaign duration

    • Campaign scope

  • therefore, selecting the best strategies is critical to create enduring change



Case study 1: Fume Hoods

  • Fume hoods use incredible amounts of energy

+

>

+

  • Fume hoods exhaust large volumes of air

  • Exhausted air must be replaced with fresh supply air

  • Supply air must be heated/cooled

    Less exhaust

     less supply air

     less energy to condition supply air


Case study 1 vav fume hoods
Case Study 1: VAV Fume Hoods

  • Goal: Minimize air flow through fume hoods, while maintaining or improving safety

  • Encourage fume hood users to position sashes

    • as low as possible when not in use

    • at safe working height when in use


Case study 1 fume hoods
Case Study 1: Fume Hoods

  • 1) Awareness raising

    • presentation

    • website

    • visual prompts

  • 2) Competition

    • ‘Sash Patrol’

    • stamps

    • prizes




Case study lessons learned
Case Study: Lessons Learned

  • program endurance

  • use of commitments

  • ‘ownership’ of the campaign (discussion vs. lecture)

  • competition

Staats, H., Harland, P. and Wilke, H. (2004), “Effecting durable change a team approach to improve environmental behavior in the household”, Environment and Behavior, Vol. 36 No. 3: 341-67.

Dwyer, W.O., Leeming, F.C., Cobern, M.K., Porter, B.E. and Jackson, J.M. (1993), “Critical review of behavioural interventions to preserve environment: research since 1980”, Environmental Behavior, Vol. 25 No. 3: 275-321.

Bachman and Katzev, 1982; Pardini and Katzev, 1983-1984; Katzev and Pardini, 1987-88; Katzev and Johnson, 1984; Katzev and Johnson, 1983

Gardner & Stern. Environmental Problems and Human Behaviours. Needham Heights: Allyn & Bacon, Inc., 1996

Gneezy, U. and Rustichini, A. (2000), “Pay enough or don't pay at all” The Quarterly Journal of Economics, Vol. 115 No. 3: 791-810.

Lepper, M.R., Greene, D. and Nisbett, R.E. (1973), “Undermining children's intrinsic interest with extrinsic rewards: a test of the ‘overjustification’ hypothesis” Journal of Personality and Social Psychology, Vol. 28 No. 1: 129-37.


Case study 2: Printer Defaults in Libraries

  • started with a challenge…

  • first pilot

  • positive results


Case study 2: Printer Defaults in Libraries

  • expansion to Central Libraries

  • information & awareness (site specific)


Case study 2 results of uptake
Case study 2: Results of Uptake

Proportion of jobs double-sided


Sheets of Paper Saved In Libraries

  • Sheets actually used since initiatives started (up until June 2011) 1,823,789

  • Sheets that would be been used without increase in double-siding 2,745,694

  • SHEETS SAVED SINCE INITIATIVES STARTED 921,905

  • (A PERCENTAGE REDUCTION OF) 34%

  • PREDICTED ANNUAL SAVINGS (based on calculated 756,421

  • percentage reduction)


Lessons learned
Lessons Learned

Defaults did lead to incredible results, however…

  • opportunities to default

  • cost of technological change

  • intrinsic motivations present?


Concluding thoughts
Concluding thoughts

  • importance of evaluation

  • consideration of tools (i.e. competition)

  • technological and behavioural opportunities are unique for each project


Tyler Hunt, MA

Project Coordinator

[email protected]

416-978-6792

University of Toronto Sustainability Office

[email protected]

www.sustainability.utoronto.ca

facebook.com/sustainableUofT

twitter.com/sustainableUofT

sustainableUofT.tumblr.com


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