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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

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

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  1. 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

  2. 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

  3. The Sustainability Office Director, Beth Savan 2 Sustainability Coordinators 2.5 Project Coordinators 25+ students/year (coursework, volunteer, part-time work)

  4. As a result… • Funding, staffing and student hours limit • Campaign duration • Campaign scope • therefore, selecting the best strategies is critical to create enduring change

  5. Case study 1: Fume Hoods

  6. 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

  7. 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

  8. Case Study 1: Fume Hoods • 1) Awareness raising • presentation • website • visual prompts • 2) Competition • ‘Sash Patrol’ • stamps • prizes

  9. Case Study: Fume Hoods Results

  10. Case Study: Fume Hoods Results

  11. 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.

  12. Case study 2: Printer Defaults in Libraries • started with a challenge… • first pilot • positive results

  13. Case study 2: Printer Defaults in Libraries • expansion to Central Libraries • information & awareness (site specific)

  14. Case study 2: Results of Uptake Proportion of jobs double-sided

  15. 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)

  16. Lessons Learned Defaults did lead to incredible results, however… • opportunities to default • cost of technological change • intrinsic motivations present?

  17. Concluding thoughts • importance of evaluation • consideration of tools (i.e. competition) • technological and behavioural opportunities are unique for each project

  18. Tyler Hunt, MA Project Coordinator t.hunt@utoronto.ca 416-978-6792 University of Toronto Sustainability Office sustainability@utoronto.ca www.sustainability.utoronto.ca facebook.com/sustainableUofT twitter.com/sustainableUofT sustainableUofT.tumblr.com

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