2019 Global Leadership Summit

Executive Summary:

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Total amount requested from the CSF:
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If this is a loan, what is the estimated payback period?:

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TaskTimeframeEstimated Completion Date

Project Approval Forms:

TEDxUofW

Executive Summary:

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Creating a Sustainable Night Market

Executive Summary:

Student Involvement:

Education & Outreach:

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Explain how the impacts will be measured:

Total amount requested from the CSF:
This funding request is a:
If this is a loan, what is the estimated payback period?:

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ItemCost per ItemQuantityTotal Cost

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Project Completion Total:

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TaskTimeframeEstimated Completion Date

Project Approval Forms:

Vocal Theater Works Pinciple Production: Hydrogen Jukebox

Executive Summary:

During the spring term of 2019, the students of Vocal Theater Works will present the musical theatre piece Hydrogen Jukebox by Allen Ginsberg and Phillip Glass. The Hydrogen Jukeboxproject is an educational outreach performance that addresses ways in which our collective American culture and actions have shaped the modern world, resulting in ongoing issues of cultural suppression, war, and environmental degradation. A regional premier, this production allows Vocal Theater Works to examine central themes of this iconic work and their relevance to our local and university community.  After each performance, a panel comprised of performers and authorities from both the University of Washington and the Pacific Northwest community will engage the audience in conversation about the work and its primary themes. The students of Vocal Theater Works ask for a $6,000 grant from the Campus Sustainability Fund to help us complete this project. The Hydrogen Jukeboxproduction and post-performance discussion sessions will be held in Meany Studio Theater on the University of Washington Campus. This production represents collaboration between multiple ensembles within the School of Music, while also engaging input from across the University in the areas of anthropology, public health, and comparative literature.

 

For more information on this project, faculty and artistic directors involved please visit: https://music.washington.edu/events/2019-04-26/vocal-theatre-workshop-ph....

Student Involvement:

Role Creation:

Vocal Theater Works’ production of Hydrogen Jukeboxprovides various opportunities for student involvement. Eleven students will perform all principle sung roles in our double-cast production of Hydrogen Jukebox.The production also features spoken poetry and correspondence performed by a student narrator throughout the production. In their role preparation, students of Vocal Theater Works will apply their skills in acting, singing, movement, and musicianship, bringing life to individual and ensemble performances in this technically demanding work of Music Theatre. Each singing actor has the responsibility to establish the narrative world in which the sung poetry occurs, and to articulate Ginsberg’s call for cultural sustainability, peace, and environmental stewardship. 

 

Narrator:                     Trevor Ainge

Soprano 1:                 Sarah Fantappiè, Lauren Kulesa

Soprano 2:                  Erika Meyer, Tasha Hayward

Mezzo:                        Vivianna Oh, Inna Tsygankova

Tenor:                         Will Schlott, John O'Kane

Baritone 1:                  DJ Jordan, Christopher Benfield

Baritone 2/Bass:         Jacob Caspe

Instrumental Ensemble: The instrumental ensemble of 10 players consists of both students and School of Music Faculty.

 

Student Development Coordinator:

            Trevor Ainge serves as the 2018-2019 student development coordinator for Vocal Theater Works at the University of Washington. He serves in a leadership capacity in fundraising and outreach for this project.

 

Discussion Panelists:

            The post-performance discussion panels will consist of the ensemble cast of Hydrogen Jukebox. Cast members will share their experiences in creating the performance and speak to the work’s promotion of themes of peace, cultural sustainability, and environmental stewardship. The panel will also consist of authorities from the wider Pacific Northwest community, including Tom Carpenter, executive director of Hanford Challenge, and Liz Mattson, deputy director of Hanford Challenge. We will seek additional input from the departments of anthropology, public health and comparative literature at the University of Washington as well as local LGBT advocacy groups.

 

Community Stakeholders:

            In addition to the singing actors, narrator, and instrumentalists creating the production, the performance process includes stakeholders from the student population at the University as well as the broader community in the all-important role of audience members engaged in critical thinking and dialogue in the context of the shared experience of these performances.

 

 

Education & Outreach:

The Hydrogen Jukebox performances are by nature an educational outreach project. In their collaboration on this work, Glass and Ginsberg strove to form a portrait of America and assess the fruits of our collective identity. They felt that pressing social and environmental issues, with implications for both Americans and our global community, were not being addressed by contemporary politicians and media outlets. They created Hydrogen Jukebox to call attention to and assess our collective role in occasions of war, environmental devastation, cultural oppression, and the moral, health and environmental crisis occasioned by the proliferation of nuclear technology. Our presentation of this work provides the unique historical perspective of American views on the social and environmental problems that defined the latter half of the twentieth century. While the work stands as a valuable historical document, its relevance is maintained because American society still grapples with many of the same issues today. 

A predominant theme throughout Hydrogen Jukebox is the development and prevalent dependency on nuclear technology during the twentieth century. Nuclear technology in the United States was first developed as a weapon of war, and subsequently harnessed as a source of renewable energy. During the twenty-first century, the international community continues to struggle with issues surrounding the development of nuclear weapons and the use of nuclear energy. In 2011 the Fukushima Daiichi nuclear accident in Japan disturbed surrounding communities and ecologies and posed a complex global engineering problem. We have potent examples of Ginsberg’s themes here in Washington state. Our state is home to an increasingly complicated nuclear containment dilemma at the decommissioned Hanford nuclear production site. This very site is the birthplace of our colored relationship with nuclear technology, having provided the plutonium used in the bombing of Nagasaki. After the second World War, the Hanford Site continued its production of plutonium for nuclear weapons and civilian power until 1987. Many workers involved in the development and ongoing containment of spent nuclear material have suffered due to exposure to radiation. Inadequate containment of nuclear waste at Hanford continues to pose an ongoing threat to the environment and communities along the Columbia river. A startling comparison may be drawn between Ginsberg’s imagery of a landscape marred by nuclear fallout and the tangible environmental and personal effects of living and working along a nuclear site in Eastern Washington and along the Columbia river.

Beyond documenting the largest environmental concerns of the past century, the work treats themes of the twentieth century Gay liberation movement and the lived experiences of LGBT individuals. Allen Ginsberg, author of the Hydrogen Jukebox libretto, lived and worked as a prominent gay artist in a society that criminalized his sexual identity, and his experiences are highlighted throughout the work. While strides toward equality for this community have been made since the turn of the twenty-first century, we are still working towards equal rights for LGBT individuals across the nation. Only twenty-two states have outlawed discrimination against individuals based on sexual identity and gender identity. This leaves the LGBT community with unequal protection against discrimination in housing and employment across regions of the United States. Our production of Hydrogen Jukebox will engage the LGBT community and wider campus population in evaluation of the local impact of themes and issues relating to social justice and sustainability. This Production will also serve to further the historical preservation of this important work, insuring its ongoing potential to provoke thought, discussion, and change.

The Vocal Performance department of the School of Music has a robust publicity program in place for its productions. An event and information webpage created by the School of Music marketing department has been included in this proposal. The marketing department and students of Vocal Theater Works have also created social media profiles, events, and promotional materials for this production. In addition to our internet presence, promotional posters advertising Hydrogen Jukeboxwill be created and distributed throughout campus and the wider community at the beginning of the Spring 2019 term. Invitations to departments whose fields of study are related to this work will also be sent out in the months prior to the two performance dates. If funding allows, there are also plans for local radio and print media advertisements.

Environmental Impact:
  • Living Systems and Biodiversity
  • Environmental Justice
  • Community Development
  • Cultural Representation
  • Social Justice

Environmental Problem:

The primary sustainability challenge that we are addressing is a need for historical knowledge of how twentieth century American actions and culture continue to impact our contemporary world. Vocal Theater Works’ Hydrogen Jukeboxproduction and post-production discussions will engage the community with a portrait of American culture and demonstrate how our collective actions have resulted in war, environmental degradation, and cultural suppression. We hope that audience members will evaluate their own role as citizens and work collectively to learn from past mistakes in order to create a more just and environmentally sustainable future. 

 

Our secondary sustainability challenge will be to mitigate the environmental impact of production materials through the use of rented, borrowed and recycled goods. We will use a projector and visual media to minimize the use of physical set materials. When we must use physical goods such as props and costumes, we will use recycled materials. When acquiring goods, we will ensure that they can be reused or repurposed in future productions.

Explain how the impacts will be measured:

Sustainability impacts will be measured by attendance to the performance, and through participation in performance talk backs. We will hold two performances of Hydrogen Jukeboxin Meany Studio Theater, a performance space seating 250 guests. Our goals will be evaluated by the percentage of possible attendees who engage with the work.  We will also provide a physical opportunity for audience members to provide feedback as to contemporary issues and themes relevant to the work and the issues raised by the production. 

 

We will also quantify the physical goods acquired for this project. We will evaluate our success by the proportion of goods acquired that can be recycled and repurposed in future productions.

Total amount requested from the CSF: $6,000
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

Budget: CSF Funding Request
ItemCost per ItemQuantityTotal Cost
Projection Design1,00011,000
Stage Sets5001500
Costumes5001500
Choreography1,00011,000
Post-Event Disussion Panel and Recognition Ceremony2002400
Body Mics40031,200
Lighting1,00011,000
Commercial Media Publicity and Outreach4001400

Non-CSF Sources:

Budget: Non-CSF Funding Sources
ItemCost per ItemQuantityTotal CostFunding Source
Music Direction10,000110,000Friends of Opera Fund and Cisco Matching
Stage Direction and Project Management10,000110,000Friends of Opera Fund and School of Music Budget
Professional Orchestra Player7501750Friends of Opera Fund
Projector Rental2,00012,000Friends of Opera Fund
Music Rental Fee6501650Friends of Opera Fund
Music Rental Liscencing4001400Friends of Opera Fund
Vocal Score Rental1512180Friends of Opera Fund
Project Completion Total: $29,980

Timeline:

TaskTimeframeEstimated Completion Date
Production Meeting #11 dayDecember 10, 2019
Production Meeting #21 dayJanuary 14, 2019
Musical Rehearsal4 weeksFebruary 3, 2019
Staging and Choreography11 WeeksApril 19, 2019
Orchestral Rehearsals13 WeeksApril 22, 2019
Sound System Confirmation13 WeeksApril 22, 2019
Michrophone Purchase1 monthMarch 6, 2019
Costume Sizing for Cast1 dayMarch 4, 2019
Costuming and Props7 WeeksApril 16, 2019
Set Design Confirmation7 WeeksApril 16, 2019
Lighting Design14 WeeksApril 15, 2019
Projector Rental Confirmation7 WeeksMarch 6, 2019
Projection Design15 weeksApril 22, 2019
Discussion Panel: membership confirmation5 weeksFebruary 25, 2019
Discussion Panel: preliminary meeting1 dayMarch 14, 2019
Promotional Materials: generation10 weeksMarch 18, 2019
Promotional Materials: distributionongoingMarch 18 - April 27, 2019
Lighting Meeting1 dayMarch 4, 2019
Program Materials: compilation1 dayApril 1, 2019
Program Printing1 dayApril 22, 2019
Frinal Room Run #11 dayApril 17, 2019
Orchestra Sitzprobe1 dayApril 18, 2019
Final Room Run #21 dayApril 19, 2019
Projector Delivery and Instalation1 dayApril 20,2019
Meany Studio Theater Load-in1 dayApril 22, 2019
Piano Tech Rehearsal1 dayApril 22, 2019
Production Tech/Lighting5 daysAprill 25, 2019
Orchestra Dress Rehearsals2 daysApril 25, 2019
Performance #1, Discussion Panel1 dayApril 26, 2019
Performance #2, Discussion Panel1 dayApril 27, 2019
Set Strike1 dayApril 27, 2019
Load Out1 dayApril 28, 2019

Africa Now 2019 Conference

Executive Summary:

 

 

It is no secret that for over 500 years, the wealthy continent of Africa has been and continues to be exploited - both for its resources and its peoples. However, with the boom of communication and information technology in recent years, African voices have begun to spread around the globe, and we have learned that despite the revolutionary conflicts of the mid-20th century, African nation states remain under the influence of imperial powers. These previously-colonized countries are subject to the whim of the neocolonial and neoliberal policies imposed by international, financial institutions like the World Bank and International Monetary Fund. Furthermore, by listening closely the affected, we discover that the ongoing development projects are utterly unsustainable and do not serve to truly benefit Africans.

In recognizing that current development projects are draining Africa of its natural resources, destroying its ecosystems, and exploiting its peoples, Africa Now is seeking ~$13,000 to assist in organizing our second annual conference to inspire young Black students and professionals to join the movement for sustainable, afrocentric, African development. By tapping into the network of young, Black students and professionals in Washington, we can bring together an interdisciplinary group of driven individuals to evaluate how our skills can play a role in the sustainable growth of our common, ancestral homeland.

The Africa NOW Conference -- hosted and organized in collaboration with the African Student Association, Black Student Union, Phi Beta Sigma Fraternity, and other student organizations -- will bring together over 200, young, Black students and professionals. At the conference, we will provide them with the insights, knowledge, and resources necessary to envision sustainable ways to improve their communities in Seattle, in Africa, and across the Diaspora. Through an all-star panel, dynamic breakout sessions, and networking, we’ll inspire and equip young Black professionals to fight for a sustainable future for Africa.

The conference will be held in the Ethnic Cultural Center from 10am - 5pm. Lunch and refreshments will be provided throughout the day.

Student Involvement:

 

 

The first annual Africa Now conference was successful in gathering over 100, mostly Black or African, UW students to discuss and explore resources and tactics for sustainable, afrocentric development in their communities in Seattle, Africa, or the larger African Diaspora. For this year’s conference, we hope to repeat the strategies that helped us to cultivate student interest and involvement last year, while learning from the approaches that lacked the desired impact. Our goal is to involve as many interested and open-minded students as possible, as long as they are motivated to fight for sustainable development projects that center Africans and other oppressed groups.

The most important strategy for ensuring UW students are interested in attending the conference is for it to be organized by students. As students, the organizing board is aware of the general interests and concerns that our peers share; this allows us to target speakers, facilitators, and resources that can best address those needs. Given the success of last years event, dozens of students were interested in getting involved in the conference again. The level of interest required the Program Directors to institute an application process to select this year’s organizing board.

However, those students that weren’t selected to be a part of the organizing board, will still be able to contribute to making this project a reality if they so choose. We will reach out to the previous applicants as well as other students to help volunteer at the event on the day of. We will need volunteers to help set up the spaces, check-in attendees, and distribute conference resources - among other tasks. Beyond seeking volunteers from prior applicants, we will reach out to our collaborators (e.g. the Black Student Union, African Student Association, African Youth Coalition, etc.) to recruit volunteers.

Beyond serving as organizers or volunteers, the best way for students to get involved in the Africa Now Project is by attending the conference itself. The conference will be a great opportunity for students to learn about afrocentric, sustainable development projects and how to be involved in making that a reality. Despite the afrocentric nature of this event, the strategies and tactics of the conference can be applied to communities and countries that do not belong to the African diaspora. As such, Africa Now will seek to reach out to FIUTS, FASA, MEChA and other student organizations that serve students and communities of color. These groups could not only explore strategies for sustainable development, but they could also learn how to be better allies for Black/African people.

Education & Outreach:

 

 

The UW and Seattle-area African student population will learn about Africa Now through a variety of channels. At the current moment, awareness of Africa Now has mainly been spread via social media and word of mouth; additionally, the organizing board is actively collaborating with other Black and African student organizations on campus to ensure their student bodies are aware of the event; we are also planning to host at least 2 lead up events to promote awareness.

Our first collaboration was the Black student “Friendsgiving” event during the middle of Fall Quarter. Breaking bread with other students on campus was our first opportunity to spread the word about Africa Now and our future lead-up events. The first lead-up event we are planning will take place on January 17th at the African Student Association (ASA) meeting. The event, organized in collaboration with the ASA, Africa Now, and African Youth Coalition, will focus on identifying the challenges of working in/with African communities. The discussion will give the UW community its first taste of Africa Now in 2019.

Following the first lead-up discussion, Africa Now will be involved in the annual Black Diaspora meeting organized in Black History Month by the Black Student Union. As co-hosts, we will help lead the discussion around what it means to be a part of the African Diaspora; in particular, we want the students to consider how they can play a role in making sustainable, afrocentric development projects a reality - both in communities on the Continent and our local communities in/around Seattle. We also plan to organize a second lead-up event independent that will take place on the Seattle Central College campus in an effort to expand Africa Now beyond the UW community.

These discussions will allow the UW students in attendance to get directly involved in shaping Africa Now. At the discussions, we will have surveys available to gauge interest in the lead-up events as well as to learn what students hope to gain from the Africa Now conference. This will allow us to ensure our speakers/events are tailored appropriately to our audience. Furthermore, they will help to eliminate any blind spots our organizing board might have.

Other than attending the lead-up events and filling out pre-conference surveys, the best way for UW students to get involved with the project will be by attending the conference itself. The Africa Now Conference is being organized with Black/African UW students in mind. While we will not restrict access to this conference, the conference theme and topic will be entirely afrocentric. We intend to reach out to students from other underrepresented and marginalized groups; because, Africa Now and the African Youth Coalition, along with many other Black/African organizations, believe that Black Liberation will inevitably lead to the liberation of all other oppressed groups. By exploring afrocentric, sustainable strategies for development in Black/African communities, other oppressed/minority groups can learn tactics for opposing the status quo and centering their peoples’ voices in projects that take place in and outside of their communities.

At the end of the conference, attendees will be required to fill out a post-conference survey in order to receive their complimentary, conference t-shirts. By requiring surveys to be filled out, we’ll be receiving as much feedback as possible, and we can use these results - in comparison with pre-conference surveys - to learn methods for enhancing future programming. These results will also be used in grant reporting and general conference evaluation.

Environmental Impact:
  • Environmental Justice
  • Community Development
  • Cultural Representation
  • Social Justice

Environmental Problem:

 

The central focus of Africa Now is raising a local awareness about the unsustainability of global development projects, especially those taking place in African countries and communities. We want attendees to recognize the unique position of Africans - on the Continent and throughout the diaspora - to play a role in addressing the problems that arise from those projects. Africa Now sees development as having 4 key areas of impact that determine whether or not a project is sustainable: environmental, economic, political, and social. Each of these aspects is important to ensure that projects are truly sustainable for the people, their country, their land, and the world.  While the political and social areas are typically more locally/regionally isolate, the environmental and economic impacts and pressures can be - and typically are - global in nature.

The traditional focus of sustainability is on the impacts that are arising from global, economic development projects and climate change. The economic impacts of development go far beyond the jobs and wealth that are created by technology innovation and resource exploitation. Economics has to do with the control, consumption, distribution, and exploitation of resources, goods, and services, and, in relation to this, economic sustainability is typically thought of as combating global poverty and wealth inequality by affecting the utilization and distribution of regional resources. In this way, economic sustainability is deeply interconnected with environmental sustainability. Environmental sustainability has to do with preserving local environments and ecosystems, and promoting a global awareness of the issues arising from climate change. Given that extracting and utilizing natural resources contributes to the further degradation of the global climate, any effort to bring about environmental sustainability must be connected to global and local economies.

While economic and environmental efforts are typically concerned with a more global mindset, social and political sustainability projects are focused on local and regional levels. Social and political sustainability are typically concerned with the capabilities, rights, and freedoms afforded to Africans and other peoples. While there are many different facets to social sustainability (cultural practices, land rights, food scarcity, etc), we believe it important to focus on the health-related aspects of society. Given the ongoing health concerns in African nations (e.g. malaria, HIV/AIDS, mental health, lack access to adequate resources, etc.), it is crucial that Africans take major strides towards addressing these issues within their own communities to break from their dependency on aid from foreign governments and NGOs.

Additionally, given the pressures that foreign governments and NGOs place on African nations, there is an urgent need for African nations to gain true independence. Ever since previously-colonized countries - both inside and outside of Africa - gained their independence, the imperial powers have been using loans from the World Bank and International Monetary Fund to impose neoliberal policies on their former colonies. This has resulted in an illusion of independence in the majority of African Nations, which greatly restricts their ability to deal with sustainability issues, including climate change.

Given the fact that previously colonized countries are the most adversely affected by climate change and that Africans populate many of those regions, it would make sense to raise a trans-national awareness about the role that young Africans can play in contributing to sustainability locally and globally. We believe - given the natural humanitarian tendencies of many African cultures and communities - that afrocentric development will naturally lead to sustainability However, this will only occur if young Africans around the globe begin to have honest and difficult conversations about the ongoing, unsustainable projects that are continually affecting our communities.

The holistic, Africa Now conference will explore the four areas of sustainability (economic, environmental, social, and political) through a series of workshops, a panel discussion, and an inclusive resource fair. There will be four conference workshops, one for each area of sustainability, taking place during two breakout sessions; this means that Africa Now attendees will have to make a choice as to which areas of sustainability are most applicable to them, their work, and their lives.

The Africa Now organizing board has already begun to identify and contact potential speakers for the 2019 conference workshops and panel discussion. The following list of speakers are the individuals we have presently identified that could lead workshops in the relevant areas. As you can see, for many of the categories we have identified multiple potential speakers, and we hope to - where possible - pull one of each speaker to serve on our panel discussion such that the panel is as holistic as the conference itself.

Economic:

  • Isaiah Udutong
  • Nourah Yonous
  • Benjamin Fernandes

Social:

  • Christy Abram
  • Sitawa Wafula
  • Claire Gwayi

Political:

  • Francis Abugbilla
  • Belo-Osagie
  • Kehinde Andrews

Environmental:

  • Martin Bagaram
  • Paulo Ivo Garrido

Explain how the impacts will be measured:

 

The 2019 Africa Now organizing board has been working hard towards making the 2nd annual conference a reality since September of 2018. Since the end of September when the full organizing board was assembled, we have been actively working towards establishing what the conference will look like as well as putting together all of the initial details prior to contacting our potential speakers, facilitators, and resource fair individuals. Figure 1 (also included in supplementary documents) includes an extended - but not complete - gantt chart detailing much of the organizing activities that still need to be completed prior to, and following, the conference.

While there is still much to be done prior to the conference being underway, the board believes that the project is more than underway. The remaining details will be worked out by the extraordinary organizing board that was assembled for this year’s conference. The tremendous success of the inaugural conference saw Africa Now really take off in its own right. As such, there was a slight restructuring of the host organization and the way the board is assembled. The inaugural conference was hosted by the Phi Beta Sigma Fraternity, but we realized that it would be more advantageous if it were hosted by a grassroots community organization. As such, the primary host of the conference is the Seattle African Youth Coalition (AYC).

The AYC is also partnering with on-campus organizations (e.g. Phi Beta Sigma, Black Student Union, African Student Association, etc.) to promote and organize the event. Many of the outstanding members of this years organizing board are affiliated with one of those organizations. Having cross-campus affiliations as well as building coalitions with off-campus organization has allowed Africa Now to broaden its audience and establish deep ties with the Black and African youth around Seattle.

The full project team and organizing board is comprised of the following positions and the people occupying them:

  • Co-Program Director: Kemi Akinlosotu
  • Co-Program Director: Hawi Nemomssa
  • Advancement and Treasure Chair: Tyler Valentine
  • Secretary: Michelle Mvundura
  • Community Engagement: Mariam Tesfaye
  • Marketing Strategist: Deborah Keme
  • Graphic Designer: Ebneazer Tsegaye
  • General Officer: Mihret Haile
  • General Officer: Feven Gurmu
  • Program Advisor: Wole Akinlosotu
Total amount requested from the CSF: $13,200
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

List of organizations we are seeking to partner with
African Chamber of Commerce
Africans at microsoft
Africa Town
Ethiopian Community Center
City of Seattle Race & Social Justice Initiative
One Vibe Africa
She Leads Africa
Front and Centered
Dundu Nation
Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date

Project Approval Forms:

Black Student Union Legacy S Soriee

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

Total amount requested from the CSF:
This funding request is a:
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date

Project Approval Forms:

University of Washington Precious Plastic

Executive Summary:

Inspired by Dave Hakken's project, Precious Plastic, the University of Washington Precious Plastic (UWPP) project plans to build a small-scale plastic recycling workspace on campus in the Maple Hall Makerspace. Housing and Food Services supports Precious Plastic and has accepted the administrative responsibility for this project. The workspace will consist of four machines that shred, melt, compress, and mold used plastic, so it can be transformed into usable products, such as 3D printing filament. We will use machines already available on the market, as well as build the remainder of the machines using open source blueprints and online resources from preciousplastic.com. This project is designed to be cross-disciplinary, providing raw material to arts and science students for 3D printing, construction projects, and as a sculptural medium. Additionally, the project will generate research opportunities in the fields of material and mechanical engineering, waste management policy, sustainability, industrial design, communications, and business development. For example, Precious Plastic could be utilized as a lab space for faculty and their classes or as culminating projects for students’ theses. In the long-term, sale of recycled plastic filament and finished products can reduce costs for University departments and create a revenue stream to eventually self-fund Precious Plastic operations.

Student Involvement:

Leadership for this project primarily stems from GreenEvans, a UW Registered Student Organization (RSO) from the Evans School of Public Policy and Governance. Graduate students from this program include Emily Coleman, Katy Ricchiuto, and Micah Stanovsky. The undergraduate members of the leadership team include Isabella Castro, Sierra Schonberg, Oliver Kou, Emma Turner, David Frantz, Alishia Orloff, Alexis Neumann, and Mason Clugston. After attending the Autumn 2018 Engineering Kick Off and the Program on the Environment’s Fall Kick Off event, we have received interest from over 100 students to participate in this project. We also plan to attend more on-campus events, such as the 2018 UW Sustainability Fair. We will further work with any students who would like to incorporate Precious Plastic into their capstone projects or major. This allows us to help students who need to develop individual projects while gaining interest and involvement in Precious Plastic. Through the capstone outreach, we will teach undergrad students how to work with others on projects and give them professional experience. As our project moves through its phases, we will reach out to several different disciplines and faculty on campus.

UWPP offers three overarching opportunities for student involvement:

Research & Design
We will engage with students from material and mechanical engineering to build the machines and to develop safe processes for every plastic type we will recycle. With Joyce Cooper as a faculty advisor, John Hamann, a mechanical engineering student, will use UWPP for his senior project, designing the shredder to comply with the Washington Administrative Code (WAC). Additionally, we will work with communications and graphic design students to create messaging and marketing materials to educate students about UWPP. Industrial design students could build products for the machines to create or supporting infrastructure, including specialized collection bins for certain materials. Furthermore, students from the College of Built Environments can do research regarding the collection and impact of UWPP, as well as look at the scalability of our model.

Environmental Policy & Impact
UWPP creates an opportunity for policy students from the Evans School of Public Policy and Governance to discover potential solutions to a national waste crisis. We will also meet with the acting director of the Program on the Environment, Kristi Straus, to find a way to incorporate UWPP into Sustainability Studio, or another one of its sustainability classes.

Product Use & Business Development
For ongoing operations, we foresee bringing in a wide range of students to design and market final products, as well as use the 3D printer filament that we produce. We would like to allow art and industrial design students to create products that we could sell in the University Bookstore. We would also invite students from the Foster School of Business to develop a business plan for the operation with the goal to become a self-sufficient operation in the future. We envision selling the 3D printer filament to students in programs such as art, architecture, medicine, engineering, and dentistry, as well as to student organizations on campus.

 

Education & Outreach:

Our leadership will conduct presentations in undergraduate and graduate classes to raise awareness about the project and increase student involvement. The students can reach out to Precious Plastic through the use of social media (twitter, Instagram and Facebook). We will have our email in the bios for each of the social media outlets allowing anyone who is interested in UWPP to contact us. In addition, we will contact the heads of departments of majors to send out emails to the specific majors that would pertain to Precious Plastic.

The designs for the shredder and the compression machine come from years of R&D from the experiences and improvements provided by the open source community. Improvements made to the shredder and compression machines to meet safety standards will be documented and shared with the broader precious plastic community.

We will be attending several events throughout the school year such as Earth Day, Engineering Kick Off, and Program of Environment Kick off. We will reach out and attend multiple event as we learn about them and will join in. We will also reach out to FIGs, organization, and clubs around the university’s main Seattle campus—such as Comotion—which have expressed an interest in this project. On top of providing guidance in the design and production of 3D printers for student use in general, WOOF3D’s engineering lead, Raymond Guthrie, has agreed to aid in overcoming any extruder/nozzle challenges that may arise in the use of materials beyond PLA for printing filament. At Earth Day 2019, we hope to demonstrate the machines’ capabilities and produce items for the event made from recycled plastic.

Throughout the project, there are opportunities for a homework assignment, extra credit, or for experience for the students. They would come into our location and help us either create the filament, produce the items from the filament or go to learn about the organization. We will also try to work with the RA’s to have competitions between the dorms to see how much can be properly recycled. This allows engagement with the undergrad students as well as an opportunity to spread awareness of UWPP while also spreading knowledge on how to be sustainable and help the environment.

The UW Recycling department supports this project and will assist in the collection of plastics. Collection bins, initially placed in the Mapple Hall undergraduate residences, will feature education materials about the project and the environmental issues with plastic. Outreach efforts will engage faculty for class labs or field trips, and students for thesis projects or other research. We will evaluate our program by tracking the project’s costs, processes, outcomes, and impacts. This data will allow UW to act as a leader within our community and to exemplify innovation by sharing knowledge with other schools and organizations hoping to develop their own small-scale recycling facility.

 

Environmental Impact:
  • Waste

Environmental Problem:

UWPP would result in four impacts on the UW Seattle Campus:

1) Waste Diversion: UWPP will help UW Recycling meet its goal of 70% waste diversion by 2020. We estimate that, when fully operational, we will process approximately 1.5 tons of plastic a year. Our potential location, Maple Hall, generates about 56 tons of garbage a year and 21 tons of recycling a year.  If all of that material at Maple Hall was redirected to this project, it would prevent 1.23 tons of material annual from the garbage.

2) Waste Reduction: Education can lead to behavioral changes. Through our outreach efforts, students can learn about the recycling process. We want to promote the lessons of a closed-loop system and encourage students to live by those principles.

3) Conserving Resources: By using recycled materials in products, UW can reduce its purchasing of and dependence on virgin materials. Specific to our work with campus makerspaces and 3D printing materials, the most common type of printer filament used on campus is PLA (polylactide); PLA is primarily derived from various plant starches and can therefore be commercially composted if treated correctly, however, since “the compost of composters in the USA must be compliant with Organic Materials Review Institute (OMRI) regulations. PLA is not 100% compostable … if the compost still contains PLA residues, their compost does not meet the OMRI regulation requirements. Therefore, many composters regard PLA as a contaminant” and it remains far more energy- and cost-effective to recycle the material; according to a recent European study, the environmental impact of recycling PLA is over 50 times less than that of composting.

4) Reducing Carbon Emissions and Pollution: Diverting waste reduces the amount of carbon emissions burned transporting this trash to recycling facilities and to landfills. In the most recent IPCC report, research found that petrochemicals, which include plastics, are the third-highest industrial emitter of greenhouse gases, and these emissions will grown by 20% by 2030. Despite the growing impact of UW Recycling programs, UW net greenhouse gas emissions show growth year over year, which, based on societal trends, will only get worse. This project will contribute to reigning in emissions generated by the University.

5) Improving environmental equity: China called our practices of sending our contaminated recycling to other countries, “foreign garbage smuggling.” By not solving our waste issues domestically, we are continuing to place an unfair burden on others. Creating a model for small scale community recycling will allow us to take steps towards environmental justice.

6) Cost Savings Benefits: One aspect of our project will be applying design to mitigate the problems plastic creates. Plastic film has become a recent problem for UW recycling since its removal from the waste stream costs roughly $17.65/hour to $23.51/hour to pay Waste Collector workers to sort. We hope to pose this issue as a design project for students in the Industrial Design program on campus to develop new plastic film receticles to optimize the collection of materials.

 

 

Explain how the impacts will be measured:

Throughout the research, development, and initial use stages of the machines, we will develop performance metrics to monitor our success and fulfill CSF’s quarterly reporting requirements. While these data points have yet to be finalized, initial metrics are as follows:

  1. Starting with First Quarter of Operation
    1. Number of students Involved (enrolled, employed, volunteer, service learners)
    2. Number of student hours logged
    3. Number of media mentions (Twitter, Facebook, Instagram)
    4. Number of Class, RSO, and community groups contacted
    5. Number of events and field trips organized (UW campus and off-campus)
    6. Number of events attended and tabled  (UW campus and off-campus)
  2. Starting with Second Quarter of Operation
    1. Number of Machines Running
    2. Number of Products Designed
    3. Processable Types of Plastic
  3. Starting with Third Quarter of Operation
    1. Amount of plastic diverted (in pounds)
    2. Number of Collection Spots on Campus
    3. Amount of 3D filament or other product produced (in pounds)
    4. Amount of CO2 emittance avoided

 

Total amount requested from the CSF: $20,796
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

Due to sit restrictions, we are unable to submit our detailed budget. Please see our supplemental materials for the full budget.
ItemCost per ItemQuantityTotal CostNotes
Shredder Materials3,00213002To be constructed from purchased materials.
Compression Molder Materials1,38111381To be constructed from purchased materials.
Extruder389313893Complete machine purchased.
Injection Molder197911979Complete machine purchased.
Product Molds65053250Reusable molds for end-use products.
Wood Chipper1251125For interim use while Shredder is built
Utility Carts1184472
Extruder Cleaning Liquid1810184
Scale50150
Hot Plate2661266
Hot Stamp Machine3751375
Maintenance Costs2004800Quarterly maintenance & repair.
Safety Glasses18118
Heat-Resistant Gloves12560
Respirators275135Half-mask.
PAPR Respirators112122242EH&S Staff indicate that this is the most conservative and safest respirator option.
Lab Aprons17585
Lockout Boxes16580
Collection Tote18590
Storage Shelves1701170
Storage Shelves & Bins1551155
Towels3113124-pack.
Sponges1311324-pack.
Biodegradable dish soap42521010 Gal. total.
Printed Materials & Marketing40041600$400 / quarter for 1 year.
Lockable Document Storage43143
Desk87187

Non-CSF Sources:

ItemCost per ItemQuantityTotal CostNotes
Dabble Lab Membership1009900Cost of 9 annual memberships for UWPP leadership team.
Office Rent600127200Cost comparable to market-rate office space in University District.
Project Completion Total:

Timeline:

UWPP Project Timeline
TaskTimeframeEstimated Completion Date
Outreach to students and staffOngoingN/A - Start Date September 2018
Become independent RSO1 monthNovember 2018
Produce safety, operation, and training manuals3 monthsFebruary 2019
Build and acquire machines3 monthsFebruary 2019
Plastic collectionOngoingN/A - Start Date January 2019
Material researchOngoingN/A - Start Date January 2019
Prototype design for marketable products OngoingN/A - Start Date January 2019
First products showcase and interactive demonstration1 dayApril 2019 (Earth Day)
Class visits and demonstrationsOngoingN/A - Start Date May 2019
Begin selling products through the University Book StoreOngoingN/A - Start Date June 2019
Selling 3D Printer FilamentOngoingN/A - Start Date Autumn 2019

Double Dip Conference

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Healthy building certification for the UW Tower – education and demonstration

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Life Sciences Building Rooftop Solar Array - Supplementary

Executive Summary:

UW-Solar has been working with the architects and engineers designing the Life Sciences Building for the last four years. We were part of the proposal, funding, and installation of the Building Integrated Photovoltaic (BIPV) fins on the South facade of the building, but have always been aiming to install a larger and more efficient solar panel system on the roof. This proposal is requesting $50,000 to complete the necessary funding for a rooftop solar array on the Life Sciences Building- the new home of UW Biology that was completed this fall. The proposed design is a 100 kW array that would produce an estimated 105,000 kWh/yr, which is equivalent to more than 78 metric tons of CO2e. This system is estimated to cost a total of $300,000, of which $250,000 has already been secured. Therefore, we are requesting the final $50,000 to allow us to fully build-out this system, otherwise we will need to reduce the size to 80 kW. We are hoping the funds for this project come from the new collaboration between CSF and the Student Technology Fee (STF). Producing energy by conventional power plants produces large amounts of greenhouse gases that contribute to climate change. By generating energy on-site using solar energy, this project would decrease the carbon footprint of the Life Sciences Building and the University as a whole. This project would provide three distinct benefits: an economic return to the University, an increase in the sustainability efforts of the campus, and exposing UW-solar students to real-world engineering design and communication with industry professionals. If funded, this project would be the fifth successful rooftop installation designed by UW-Solar, and complete our efforts on the Life Sciences Building. UW-Solar is part of the Urban Infrastructure Lab in the Department of Urban Design & Planning. We are an interdisciplinary student team that work to promote, design, and install solar installation on campus. For more information, visit our website https://blogs.uw.edu/urbanlab/projects/uw-solar/.

Student Involvement:

 

 

Over the three years that this project has been in development, a number of students have been involved. The leadership team for this project has varied between one to five people over this tenure, with Alex Ratcliff as the long-standing project manager.

 

The two students currently leading this project are Shivani Joshi and Alex Ratcliff. Aside from these two, there are more than thirty students actively involved in UW Solar, of which a number have been partially involved in the project when necessary. Shivani and Alex stand as the two principal students during this grant proposal stage, but at least two other students will be brought onto the team during the drafting of the Request for Proposal (RFP).

 

Shivani has recently joined the Life Sciences team and has been helping out in the finalisation of the CSF full proposal which includes revisiting cost and energy performance estimations. She will also be involved in future planning including contractor selection, communication with professional architects and engineers, and interpreting submitted construction documents.

 

Alex has been the project manager for the Life Sciences Building for the last three years. He assisted on the BIPV installation, was the student representative for the Putting the Green in Greenhouse project, and has been working diligently for the installation of a full-sized solar array on the roof. Alex’s primary responsibilities include drafting construction documents, communication with Devin Kleiner, Robert Goff, and other building managers, meeting with UW administrators to discuss the project, and the writing and review of all official documentation.

Education & Outreach:

 

 

The Life Sciences building contains a virtual dashboard that will enable interested students and visitors to experience and learn about how the BIPV panels are helping the building be more energy efficient by following the panels’ energy production. They will also be able to monitor the amount of water that will be recycled by the lab-water recovery system. The dashboard is an interactive system and will be able to engage students and visitors by giving them live updates.

 

The students who are directly involved with UW Solar will be able to experience a real life working environment by being present on the construction site and taking part in the process. Professionals will personally interact with the students and educate them about the detail of the actual installation as well as revise their design and make any appropriate adjustments. One of the scoring guidelines of the RFP will be a “student engagement” proposal that the contractor will be required to submit. Typically, we receive bids that allow students to join walkthroughs of the site, witness the construction of the array, review the construction documents with the project engineer, and participate in the commissioning process.

 

The Life Science building BIPV project will be thoroughly discussed on the UW Solar website as well as being highlighted in the upcoming edition of the Civil and Environmental Engineering newsletter.

Environmental Impact:
  • Energy Use

Environmental Problem:

 

With this solar installation, we will be reducing the University’s carbon footprint by reducing the amount of CO2 and CO2e produced through conventional energy production. The carbon footprint of the Life Sciences building, due to its lab spaces and large physical footprint, is relatively high. The rooftop photovoltaic panels will help reduce the carbon footprint of the LIfe Sciences building as they will be using solar (renewable) energy in addition to the traditional energy production methods, thus increasing its energy self sufficiency. The rooftop space can accommodate 100kW solar array (approximately 335 standard panels) which will generate 105,000 kWh/year (estimate made using the NREL PVWatt Calculator). This is equivalent to more than 78 metric tons of CO2e, which can be compared to the amount of carbon generated from:

  • 9,000 gallons of gasoline
  • 86,000 pounds of coal
  • 185 barrels of oil

Explain how the impacts will be measured:

The Life Sciences Building has installed a virtual dashboard in the first floor lobby of the building. This dashboard receives information from meters installed throughout the building, and students can interact with the dashboard to see the real-time and historical data of several building metrics including, but not limited to, the energy production from the BIPV panels and the volume of water recycled by the lab-water recovery system. The infrastructure necessary to connect the rooftop system to this system is already in place, and simply requires installing the system. In this way, students will be able to see the measured electrical production of the rooftop system recorded by the system meters. The dashboard will present data on the amount of kWh produced and may have an option to see the equivalent CO2e.

Total amount requested from the CSF: $50,000
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

This budget is subject change, and a revised budget will be submitted with bid from our Request for Proposal.
ItemCost Expected Funding Source
Solar Panels$80,000Original CSF Award
Wiring$15,000Original CSF Award
Racking System$10,000This Application
Labor$100,000Donation
Permitting$500This Application
Inverters$50,000Original CSF Award
Metering$7,000This Application
Weather Station$500This Application
Transformer$2,500This Application
IT Equipment$4,000This Application
Comissioning$5,000Original CSF Award
Operations & Maintenance$3,000This Application
Shipping$2,500This Application
Contingency$20,000This Application

Non-CSF Sources:

Previous awards given to this project.
SourceAmountFunding TypeNote
CSF$150,000GrantPreliminary grant awarded to the project in 2017
Undisclosed Donor$100,000DonationDonation given to fund this rooftop project
Project Completion Total: $300,000

Timeline:

Timeline is subject to change and will need coordination with UW Capital Projects & Development and Procurement.
TaskTimeframeEstimated Completion Date
CSF Proposal Submitted2 weeksOctober 15th, 2018
CSF Award NotificationN/AEarly November, 2018
Communication with CPD and UW Procurement2 monthsEnd of November/Early December, 2018
Request for Proposal (RFP) Drafted & Submitted2 monthsEnd of November/Early December, 2018
Bids ReceivedN/AJanuary/February, 2019
Contractor Selected1 weekFebruary/March, 2019
Array Constructed4 monthsEnd of Summer, 2019

Rebound: The Bounce Back Used Notebooks Deserve

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HUB Bin Expansion Project

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Salvage Wood Project Advertising Campaign

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WashPIRG 100% Renewable Energy Plant Potting Event

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TSA Night Market 2018

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ReThink UW's Fourth Annual Resilience Summit

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Engage with Renewable Energy: Interactive Art Exhibition & Reusables Workshop

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Row for Climate

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UW Anaerobic Digester: Food Waste, Renewable Energy & Public Health (Phase 2)

Executive Summary:

The University District Food Bank (UDFB) serves some of the poorest and most vulnerable individuals in the North Seattle and University District community. The University District has one of the highest rates of poverty in Seattle, which was shown in by 2016 study that approximately 60% of University District residents have an income at or below the federal poverty threshold (Keeley, 2016). These residents often cannot access enough healthy and nutritious food and depend on UDFB to survive. UDFB distributes 45,000 pounds of food (i.e. fruits, vegetables, dairy, bread, canned food, etc.) to over 1,200 families per week, maintains a 2,000 square foot rooftop garden, and co-locates with a café (Street Bean) that employs homeless and low-income youth.

 

UDFB is struggling with a tragic irony though—there is too much food waste. Grocery store chains often use food banks (including UDFB) as a dumping ground for expired or damaged food, while receiving a tax break for the donation. UDFB receives food that spoils quickly, and in turn, UDFB pays ~$6,000 per year to haul away food waste to a municipal composting facility. The garbage trucks that haul away the food waste pollute the North Seattle neighborhood. The exhaust from these trucks is a public health risk for individuals and families.  This inexcusable situation prevents the food bank from using their financial resources to better serve the community.

Many residents also feel stigmatized when they use the food bank. A 2016 Seattle Times article documented the feelings of one community member, “When I was going to the food bank, it’s not like I was talking about it...it’s something people don’t talk about” (Balk, 2016). This stigma hinders the food bank from integrating into the community and increasing access to UDFB’s resources.

To address these pressing community, environmental, and public health issues, we propose building an anaerobic digester at UDFB. A digester would utilize food waste to create compost and natural gas. The compost would be used on UDFB’s rooftop garden and the gas would provide electricity to power UDFB’s refrigeration system. By reducing food waste and electricity costs, UDFB would save ~$12,000 per year. With these funds, UDFB would expand their services and hire 1-2 youth who are transitioning out of homeless. These youth would operate and maintain the digester to gain job skills. UDFB also wants to create a strong educational partnership with the University of Washington (UW). Dozens of UW students and staff already volunteer at UDFB: serving clients and working on the rooftop garden, but there is no academic partnership with UW. This is an opportunity for a UW-UDFB academic partnership focusing on civil/environmental engineering, soil science, public health, and small business development. Dr. Heidi Gough from the Department of Civil & Environmental Engineering would like to sign a Memorandum of Understanding (MOU) with UDFB to formally incorporate the digester into her graduate and undergraduate curriculum, and Dr. Sally Brown from the School of Forest Resources may also be interested in incorporating the digester into her graduate/undergraduate curriculum.  

Student Involvement:

This project would involve 10-15 UW graduate/undergraduate student volunteers per year. These students would conduct research projects on any aspect of the digester (e.g. gas composition, compost, engineering, business, etc.). A UW faculty member (Dr. Heidi Gough or Dr. Sally Brown) would supervise these students and oversee their research papers/projects.

The local small-business (Impact Bioenergy) that designs and builds anaerobic digesters would build a custom-designed digester at UDFB. Volunteers from the community (residents, UW students, nonprofit organizations) could participate in building the anaerobic digester, and the UW student volunteers could also be trained to lead digester tours for UW students and community members. 

A UW Registered Student Organization (RSO), Global Sustainability Initiative (GSI), has been the main RSO supporting student involvement and interest in this project. The undergraduate members include: Caelan Wisont, Zhaoyi Fang, Yushan Tong, and Kyler Jobe. GSI focuses on promoting sustainability on a global scale, emphasizing household-scale anaerobic digestion projects to create methane gas for stoves. GSI grew out of SafeFlame LLC, which was started by a UW MBA graduate (Kevin Cussen), and received a CSF grant in 2015-2016. GSI also connects interested students to anaerobic digestion projects and gets students excited about working with anaerobic digestion, renewable energy, and public health. GSI would promote interest among other RSOs and recruit undergraduate students from the Sustainability Studio (ENVIR 480) course to conduct research projects on the anaerobic digester.

The digester project team has also reached out to the following RSOs to increase student support/interest: Eco-Reps, Huskies for Food Justice, Students Expressing Environmental Dedication (SEED), and Engineers Without Borders.

The University of Washington (UW) is located within 10 minutes walking distance of the UDFB, but the UDFB receives relatively little attention from the UW community. Very few people at UW are aware of the food bank and its mission, and we believe this anaerobic digestion project would help establish a thriving partnership between UW and the UDFB. With an anaerobic digester, there would be a variety of departments, students and professors that could collaborate with the food bank. Several environmental departments at UW, such as Civil & Environmental Engineering and School of Forest Resources are eager to conduct research projects on the anaerobic digestion process. There is a wide range of topics and ideas that could be explored: the engineering of how to design/construct an efficient and safe digester for community-level operations, the microbiology of how food waste can be turned into compost, and the public health of how an anaerobic digester can address food insecurity. Undergraduate students, graduate students, and professors would be able to support the food bank with ideas and projects on how to improve the anaerobic digestion process. Although this project is not located on the UW campus, we believe that it is reasonable to ask for Campus Sustainability Funding (CSF) to support this project because of the potential to establish a strong academic partnership between UW-UDFB, which would give students and faculty access to digester technology. This collaboration between UW and the UDFB would be the first in the nation (we know of no other university in the U.S. that has partnered with a food bank to study its anaerobic digester).

In summary, building an anaerobic digester would allow UDFB to:

a) Host free community workshops focusing on food waste utilization and renewable energy production.

b) Reduce food waste disposal costs and increase services to residents.  

c) Become a center of community education about food waste, public health, and renewable energy.

d) Establish a strong academic and educational collaboration with UW.

Education & Outreach:

We will publicize our project in three ways:

1) RSOs: GSI and the other RSOs listed above will advertise this project to UW students and publicize this digester project during their tabling events. GSI is the main undergraduate student group that is helping to push this project forward, and their current network with other RSOs will help raise awareness about our project on the UW Seattle campus.

2) Signage: If the digester is built, we will create signage on/around the digester with educational information about anaerobic digestion. For instance, the signage will explain how anaerobic digestion works, how the gas/compost is being used, statistics/scale of the current project, how the project could be scaled up, other digester projects currently happening in Seattle, etc. These signs would be located on the outside of the digester and available for anyone to read.

3) Undergraduate/Graduate Courses: The faculty members collaborating on this project (Dr. Heidi Gough, Department of Civil & Environmental Engineering; Dr. Sally Brown, School of Forest Resources) will encourage their undergraduate and graduate students to conduct research projects on the anaerobic digester. Dr. Gough is primarily interested in the gas production and how changing the inputs (types of food waste) affects the composition of the gas. Dr. Brown is interested in soil science and how the type of food waste affects the chemical makeup of the compost. Additionally, we will do a quarterly presentation for the Sustainability Studio (ENVIR 480) course. This would be a 15-20-minute presentation for the undergraduate students in this course at the beginning of each quarter. ENVIR 480 focuses on sustainability, and a previous group of students from this course conducted a research project on anaerobic digestion.

In addition to publicizing the UDFB project, we will continue to investigate the interest and potential for building an anaerobic digester on the UW campus. We had originally been pursuing CSF funding and gathering student/faculty/staff support build a digester on the UW campus. There has been support for the project, but it is proving to be difficult to find a location for the digester on the UW Seattle. We will continue to investigate interest and feasibility for this UW project, as a way of conducting student outreach.

Environmental Impact:
  • Energy Use
  • Food
  • Waste

Environmental Problem:

Food waste is an urgent public health issue. In the U.S., approximately 31% of post-harvest food is wasted (i.e. thrown away or spoiled). This is approximately 133 billion pounds of food annually, costing approximately $161 billion (“USDA | OCE | U.S. Food Waste Challenge | FAQ’s,” n.d.). This is shocking and shameful, given national rates of food insecurity and poverty. In addition, food waste often rots in landfills, creating methane gas, which is nearly 4x as damaging to the ozone layer as CO2 emissions. We must address food waste at the local, city, and national level.

 

This anaerobic digester project would provide a small-scale model of how to utilize food waste to produce renewable energy and compost. The anaerobic digester that we are proposing to install is custom-built by a Seattle-based business called Impact Bioenergy (http://impactbioenergy.com/). The digester is approximately 900 square feet and can process ~850-960 pounds of pre-consumer food waste per day. The digester can store ~1,227 square feet of RNG, which would power UDFB’s refrigeration system. Although this is a relatively small-scale model, it will show how a community organization can utilize food waste to produce RNG, which reduces methane emissions, carbon emissions, and pollution associated with hauling food waste to composting facilities/landfills. Other universities in the U.S. have installed anaerobic digesters, but we do not know of any other universities/colleges in the Pacific Northwest Region that have partnered with a food bank that has an anaerobic digester.

 

The anaerobic digestion project would reduce pollution in the University District neighborhood by reducing the number of garbage trucks that haul away food waste from the UDFB. By diverting food waste to the anaerobic digester, the UDFB would be supporting fuel conservation and would benefit the University District (and Washington State) by advancing bioenergy, increasing the supply of renewable energy, and decreasing the demand for fossil fuels. UDFB would become a model of renewable energy and waste reduction at the neighborhood level. In summary, the anaerobic digester would:

a)    Reduce UDFB’s food waste costs

b)    Reduce pollution by not hauling food waste and avoiding methane emissions from decomposing food waste that sits in large fields.

c)     Advance bioenergy that recovers renewable resources like water and organic matter.

d)    Provide increased community resilience via renewable energy production and food security.

Explain how the impacts will be measured:

To evaluate the digester’s effectiveness, we will measure:

Food Waste

-        Pounds of food waste diverted to digester from waste-stream (which usually goes to Cedar Grove composting facility),

-        Type of food waste used (X % meat, X% vegetables, etc.)

Gas/Electricity:

-        Cubic feet of RNG produced per week

-        Amount of electricity generated per day/week

Compost:

-        Pounds of compost produced per week

Pollution:

-        Carbon emission reductions of not having to haul away X pounds of food waste

-        Methane emission reductions of preventing food waste from rotting in landfill (for other facilities where food waste is not composted)

Costs:

-        Cost-savings of diverting waste (cost reductions of not hauling away food waste in garbage trucks)

-        Cost-savings of producing compost (rather than purchasing from a 3rd party)

-        Cost-savings of producing electricity/gas

Total amount requested from the CSF: $35,000
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

Budgest Estimate
ItemCost per ItemQuantityTotal Cost
Anaerobic biomethane system w/ 13kw power output1740001174000
Digestate Storage & Fertigation Tank10000110000
Health & Safety Equipment6001600
Transportation (Flatbed Truck Fees/Mileage)131111311
Biodigester equipment120011200
Material Handling/Heavy Equipment7001700
Permit Fees750017500
Anti-acids/Microbial Community175011750
Electricity/Gas Utility Codes320013200
Signage125011250
Rentals3001300
Project Manager5001500
Volunteer Coordinator4001400
Electrician290012900
Engineer380013800
Laboratory Fees3001300

Non-CSF Sources:

Funding Options
SPU Waste-Free Communities Matching Grant15000
Boeing ECF Grant40000
Anonymous Donation50000
Neighborhood Matching Fund100000
Project Completion Total: $210,000

Timeline:

Project Timeline Estimate
TaskTimeframeEstimated Completion Date
Finalize custom design of on-site anaerobic digestion systemNovember-December 2018December 2018
Community outreach (find volunteers and raise awareness about project)November-December 2018December 2018
Collect supplies/materials for buidling anaerobic digesterNovember-December 2018December 2018
Permit AcquisitionNovember 2018-January 2019January 2019
Build anaerobic digesterJanuary-April 2019April 2019
Safety/Efficiency AssessmentsApril-May 2019May 2019
Train/Hire youth internsApril-May 2019May 2019
UW Educational Partnership begins (incorporate digester into curriculum)May-June 2019June 2019
Community Workshops beginMay-June 2019June 2019

SER-UW Native Plant Nursery - Future Growth

Executive Summary:

Overview:

Since 2013, the Society for Ecological Restoration-UW Native Plant Nursery has provided a local and sustainable source of plant material for student ecological restoration projects in Union Bay Natural Area and Yesler Swamp, as well as many restoration sites on the University of Washington campus and throughout the Seattle community. Located at the Center for Urban Horticulture, it has been a much-needed hub for student involvement in the applications of horticulture and restoration beyond coursework. With the support of the CSF, we have been able improve our production practices and educational curriculum over the past few years. We aim to keep this momentum in both areas while focusing on our growth and financial sustainability.

The Nursery is committed to the goal of providing 100% of plants to students for coursework, as well as graduate student and other on-campus restoration projects. We provide plants for two classes: Restoration of North American Ecosystems (ESRM 473) and Senior Restoration Capstone (ESRM 462-464), and over the past two years we have strengthened our relationship with both. In 2016 we provided only 32% of species for ESRM 473, but were able to provide 100% in 2017 and 2018, and while in 2017 we were able to provide only 39% of plants to Capstone, in 2018 we provided 78%. Although we have made improvements, a significant number of species still need to be outsourced to other nurseries in the region, as Capstone requests comprise the majority of our orders.

In order to provide a greater percentage of plant material for student projects, the Nursery will implement production systems for two groups of species that are in high demand but require specific infrastructure for their growth: a fern propagation unit, and rhizome beds. Production systems for both of these groups will allow us to provide more genetically appropriate plants for restoration, increase biodiversity of student projects, and offset the carbon emissions associated with outsourcing plants. As there is high demand for these species, both from students and at past public plant sales, these production systems will increase our revenue and help us move toward greater financial sustainability.

Student interest in the Nursery has also grown substantially over the past few years in terms of both volunteer involvement and interest in internship opportunities. Implementing these production systems will greatly increase the scope of educational opportunities available through the Nursery. In tandem with this, we will increase our outreach efforts to the UW student body.

A graduate RA position will guide the infrastructure projects over the course of one year while continuing to manage the day-to-day production tasks at the Nursery. Assistance will be provided by an hourly part-time student position. Interns have contributed greatly to the growth of the nursery over the past few years, and their involvement will continue to be integral to the success of this project. Support will also be provided by a faculty advisor and UWBG staff.

 

Stakeholders: UW Botanic Gardens, Capstone, ESRM students, Carlson Center volunteers.

 

Estimated Total Cost: $64,340.70

 

 

Student Involvement:

From its beginning, the SER-UW Nursery has provided valuable leadership experience for graduate students pursuing careers in the fields of environmental horticulture and restoration. The Nursery continues to be an entirely student-run project, providing graduate students with the opportunity to gain skills in project management, volunteer coordination, and team leadership. Along with guiding specific projects to advance the Nursery, the RA also manages weekly operations such as administrative tasks, coordinating volunteer work parties, directing and educating interns and guiding their projects, and planning and implementing plant production schedules. A student assistant position will support the RA with administrative tasks, group work with interns, and weekly work parties.

The intern education curriculum has been built and strengthened through the support of past CSF grants and continues to provide a valuable experience for many undergraduate students. Since 2015, the Nursery has involved 26 interns from majors across many schools and departments, including Environmental Engineering, Biology, Communications, Environmental Studies, and Environmental Science and Resource Management (ESRM). Interns are interviewed by the RA each quarter and two candidates selected based on their potential to succeed in daily nursery tasks as well as their fit for quarterly projects that will benefit both the Nursery and their individual interests.

Along with the option to gain internship credit through ESRM 399 or their school’s option, the quarter provides them with the chance to not only develop knowledge of nursery management and plant production, but also valuable skills in teamwork, communication, and responsibility. Interns are expected to coordinate with the RA and each other to complete plant care tasks and there are many chances for active leadership roles in plant sale events and weekly work parties.

Our goal is to have a further eight (two per quarter and two in summer) undergraduate interns over the course of the next year who will be directly involved with fulfilling the goals of this project while gaining valuable experience related to their fields of study. We will host Communications interns whose focus will be the further development of our outreach program. Interns in the Plant Biology and ESRM programs can gain experience in research and data collection related to propagation protocols needed for fern and rhizomatous species and their success.

Through each academic quarter since 2015, the Nursery has hosted weekly work parties that provide a unique opportunity for students across many departments and disciplines to be involved in the process of native plant production and horticulture. In addition, these volunteers are an intrinsic part of our workforce, and the Nursery would be unable to function without their involvement. Our weekly volunteer work parties have continued to be highly successful. In 2016 the Nursery hosted students for a total of 750 volunteer hours, while in 2017, students contributed 900 volunteer hours. Looking forward, our goal is to reach and maintain a minimum of 1,000 volunteer hours over the next five years. Many of these students are fulfilling volunteer credit for classes such as ESRM 100, ENVIR 240, and ESRM 412, and it is more valuable for them to have plant production-related experience versus simple labor tasks such as weeding and pot washing. Having these production systems in place would provide volunteers with a much greater variety of production-related skills to learn, and allow us to keep up with growing interest in volunteering by providing new opportunities.

The Nursery has also continued to develop a relationship with the UW Carlson Center, an organization which provides opportunities for students to be involved with on-campus and community partners and to integrate academic coursework with volunteer activity. Multiple service learning positions are available each quarter through the nursery, with each position contributing 20 hours per quarter. Besides providing the structure for students to volunteer on a recurring basis, service learners are also able to help guide other students at work parties and are often trusted with more detail-oriented production tasks. Past service learners have also applied and been accepted as interns after realizing a continued interest in native plant production through their volunteer work. The Nursery will continue to partner with the Carlson Center and is committed to providing 15 service learning positions through the academic year.  

Education & Outreach:

Over the past three years, the nursery has hosted six bi-annual public plant sales open to the UW and broader Seattle community. Since the first public sale, interest in the event has grown substantially, with attendance increasing and definite interest from the broader Seattle community in supporting a student-run organization and purchasing student-grown plants. We will continue to host bi-annual public plant sales in the Spring and the Fall of each year and continue to develop our advertising in order to reach an even broader audience throughout the Seattle area. Our goal is to host two Communications interns who will focus on the further development of this programming. Under the guidance of the RA, two interns, one in Spring and one in Fall, will help to coordinate the public plant sales and refine our promotional materials by creating reusable templates for events, updating contact lists, and creating signage for use on the day of the event.

Although we have built a strong undergraduate and graduate student community invested in the Nursery, we deal with a challenging situation in terms of student involvement. As we are located at the Center for Urban Horticulture, a 20-minute walk or 10-minute bus ride from campus, we are not as visible to much of the student body outside of the departments and programs we are regularly in touch with. As we increase our offerings of volunteer activities by implementing this project, we will also increase our visibility on campus, encouraging a wider group of student participants. Our weekly volunteer work parties not only help students to be engaged through volunteering and learning skills, they are also social activities that allow students from diverse backgrounds and majors to come together and share ideas, and we hope to continue to expand this circle.

Along with involvement in the plant sales, Communications internships will also help to facilitate this outreach to the greater student body. Interns will be involved in the creation of permanent fliers to hang in UW facilities, as well as contributing to the development of the Nursery’s social media presence. All materials created for both the plant sales and student outreach will include the CSF logo.

As has been our commitment in the past, research conducted during the design and implementation of this project will be made available to the Greater Seattle horticultural community. Over the past few years, the Nursery has cultivated a relationship with Oxbow Farms and Conservation Center in Carnation, WA. The Nursery has modeled its production practices after those of Oxbow’s Native Plant Nursery, and we continue to use their technical advice and expertise. Both a fern propagation unit and rhizome beds are established infrastructure at Oxbow, and we will rely on their guidance to continue to set reasonable goals and refine these production systems in our nursery. As we continue to expand our own production records and protocols, we are committed to reciprocating this exchange of information with the horticulture and restoration community of our region.

As we think about our outreach within the UW community and beyond, there is potential for collaboration with other organizations that share our goals and values. The Olympic Natural Resource Center is developing an Ethnoforestry project that will encourage a stronger connection between the main UW campus and the ONRC’s home base on the Olympic Peninsula. This unique project would be focused on the development of an internship program to help bridge this gap, and there is an opportunity for the Nursery to act as a host for their interns on a part-time basis. This partnership, facilitated by the two project RAs, would provide ONRC interns with a stronger understanding of native plant production and nursery work, and allow Nursery interns to learn more about tribal uses of native plants, an important and often underrepresented aspect of horticulture in our region.

Environmental Impact:
  • Living Systems and Biodiversity

Environmental Problem:

Although the Nursery is able to produce much of the plant material needed for student projects, there is still a significant portion that requires outsourcing to nurseries throughout the Puget Sound region. Along with the inconvenience to students, who must coordinate their own transportation or use UCars, there is the environmental cost of carbon emissions associated with plant material pickup or delivery. The majority of native plant nurseries in the region are located outside of the immediate Seattle area and often require a 45 minute or greater drive to reach. Restoration planting projects are often done in multiple phases, and across multiple orders placed by student groups this travel and the associated carbon footprint adds up quickly.

Along with the issue of outsourcing material, there is a concern for genetic diversity as well as the responsible use of resources such as water and media. Unlike a farm or ornamental nursery, producing native plants for conservation and restoration requires the preservation of genetic diversity for many species. Although using salvaged plant material is sustainable from a financial and re-use perspective, it is often not environmentally responsible in terms of preserving this diversity. Along with this, in our past few years of salvaging plant material, we have seen that many of these species have lower survival rates, resulting in wasted resources of media, water, and fertilizer on plants that do not survive to the outplanting stage. Finally, salvaged material is only sporadically available, and even less so now that King County has ended its native plant salvage program.

Currently, the nursery relies completely on salvages for acquiring all fern species. Although we can continue to supplement our stock with salvaged material, a fern production system will provide a continuous source of material that has genetic variation appropriate for restoration projects and will be more responsible in terms of resource usage. In addition, although rhizome bed production relies on vegetative reproduction which can result in a loss of genetic diversity, we will research and implement best practices for re-incorporating new genetic material in rhizome bed production for each species. Propagation protocols will be developed for each species throughout the course of the project to ensure that we are making the most of our resources, and to have documentation that future Nursery Managers can consult and improve on.

Lastly, the provision of a greater variety of species from both the fern unit and rhizome beds will facilitate greater biodiversity in restored ecosystems. Often we are unable to fill requests for these species and are required to substitute greater numbers of fewer species, leading to a less diverse plant palette for student projects. Increasing the diversity of the plants we are able to provide will, in turn, create richer habitat not just in the Union Bay Natural Area and Yesler Swamp, but in student projects across campus.

 

Explain how the impacts will be measured:

In order to measure the environmental impacts of this project, the RA and student assistant will be responsible for the collection of data on numbers of plants produced, which will allow us to measure how well we have met our target production goals. From this information, we will be able to measure the diversity of species supplied to student projects and assess an increase in biodiversity based on plant sale data.

A continued increase in the number of plants provided to student projects and classes will also be a measure of greater carbon offset for each restoration project. More plants produced directly on University grounds equates to a reduction in carbon emissions related to travel or shipping of material from around the state. As we continue to increase our production numbers both with this project and for species we already grow, the number of plants needing to be outsourced will decrease. We will be able to compare the percentage of outsourced plants from previous years with sales for this upcoming year and equate this to a reduction in our carbon footprint.

Although more difficult to quantify, there is also an educational component that is important to consider in terms of our environmental impact. During work parties, student volunteers are actively educated about the environmental costs associated with plant production. We discuss water usage, as well as sustainability problems with using peat as a growing media and the alternatives. They experience first hand that everything is recycled, from plastic containers to growing tags to the liquid fertilizer that we use.

This winter quarter, an intern created a survey designed to assess the educational impacts of work parties and what volunteers learned from the events in terms of plant production and sustainability, as well as areas that could be improved upon. We would like to use this survey regularly at work parties both as a way to improve them and to assess the value of the education we can provide about environmental issues.

 

Total amount requested from the CSF: $64,340
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

Please see attached .csv for budget
ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

Project Completion Total: $64,340

Timeline:

TaskTimeframeEstimated Completion Date
Design of rhizome beds and fern unit2 monthsAugust 2018
Construction of rhizome beds and fern unit2 monthsOctober 2018
Promotional materials for plant sales2 monthsNovember 2018 (for Fall plant sale in Mid-Nov.)
Student outreach fliers and social media protocols3 monthsMarch 2019
Draft propagation protocols for species4 monthsDecember 2018
Final propagation protocols for species5 monthsMay 2019

Bringing green games to the UW campus

Executive Summary:

Over the past year, a team consisting of a researcher and students within the College of the Environment conducted a feasibility study to evaluate the potential of using games to promote more sustainable actions on campus (i.e., “green games”). The feasibility study consisted of three parts: a review of existing games, hosting a game jam, and a survey of the UW community to assess receptiveness and preferences related to green gaming. The feasibility study resulted in many positive outcomes, including development of game prototypes, creating connections in the sustainability and gaming communities (both within and outside of UW), and measuring interest and preferences related to green games.

The feasibility study identified opportunities as well as challenges related to implementing green games on campus (see Appendix for full feasibility study results). Some of the most important opportunities uncovered by the feasibility study include demonstrating substantial interest in environmentally-themed games across the UW community, demonstrating potential to create games with moderate resources, and interest from other universities in using games to promote sustainability. Leveraging these opportunities, however, will require overcoming challenges also identified in the feasibility study. One of these is skepticism, particularly about digital games, which may be seen as antithetical to sustainability issues due to interfering with time in nature, being overly monetized, or even addictive. A second – and greater – challenge for implementing games to promote sustainability is competing in the “attention economy”, which includes a large marketplace of games for the purpose of making money. Environmental games geared toward raising awareness and promoting behavior changes have to compete with a well-financed industry vying for players. Finally, we still don’t know how effective games are in terms of educating and convincing players to actually modify future behavior.

The project team has taken many of the lessons learned from the feasibility study, and proposes to conduct a pilot campus gaming project with the following three objectives:

1) Develop and test impact of games related to multiple environmental issues on campus

2) Create a flexible engagement model for green games that can be built on in future years and deployed in many different events and venues

3) Share knowledge and establish partnerships with other universities to help use green games on their campuses

Specifically, we will implement this pilot project over the course of the 2018-2019 academic year by developing games that engage students and encourage sustainable actions and thinking on four different environmental topics. The games will be deployed and promoted at six locations using mobile kiosks on campus over a six-week period (i.e., campaign), during which we will track engagement, player responses, and commitments to take on sustainability-based pledges. We will follow up with players two months following (via email) to evaluate follow-through and how impactful the gaming approach was to their learning and willingness to take positive action. In addition to the targeted campaign period, kiosks and individual games will also be used at special events, and for outreach in conjunction with project partners and stakeholders.

Student Involvement:

Student Leadership and Jobs

The project team includes three students, all of whom will play critical roles that will ultimately add substantially to their expertise, professional and leadership experience. Two undergraduate students will lead the majority of the creative game design and technical implementation, as well as assisting with all aspects of overall promotion and project management. A PhD student will consult on design of the evaluation component of the project, and gain access to research data that will support his PhD research in the process. Lastly, we will hire a student graphic designer to help with developing art assets for the games.

Student volunteers and partners

We will also pursue opportunities to involve students in the game development process (e.g., Earth Games class, Game Dev Club), beta-testing (Game Dev Club, HCDE, Earthgames), or in the gaming-impact evaluation stage (e.g., Information School or Program of the Environment capstone programs). As mentioned in the Education and Outreach section, we are planning to reach out strategically to student groups and research groups on campus working on specific environmental topics featured in the final games (i.e., water pollution, electronic waste, plastics, etc). Students in these groups would be invited to assist with helping develop game content/ideas, beta-testing, outreach, and promotion of specific games.

These efforts are in addition to strategically coordinating with specific project partners (see Stakeholders section) to reach UW students that are particularly interested in learning about or applying gaming approaches to promote sustainability.

Student participants

UW students will be able to play the games on the kiosks and can choose to receive a survey a few months later. By playing the games and completing the survey, students can both have a new experience related to sustainability as well as helping inform the process by which games can help shape environmental attitudes and behaviors. 

Education & Outreach:

The games will be distributed on campus using mobile kiosks for a period of three weeks at a time in a total of six locations (i.e., the “campaign”). The games will not only serve to educate players but will also help us to collect information about how and if games can link to changes in awareness, motivation, and behavior. The kiosks will be placed in six high-traffic areas where people may have a few minutes of leisure to spare, such as coffee shops, food court areas, and/or community living areas in residence halls. We have identified a priority list of locations (Table 1) on campus based on traffic volumes and space to place a kiosk where it will be visible but not impede normal operations, and are currently working with staff at Housing and Food Services on permission and to determine their preferences in locating kiosks. Our goal is that 400-500 players will interact with each of the three kiosks over the entire six-week period.

The exhibit will be promoted (using signage and instructions) at each site to encourage players to engage spontaneously. However, during the six-week period, we will also promote the project using flyers, emails, and newsletter posts directed at departments in close proximity to the kiosks to encourage students, staff, and faculty to look for them, as well as promoting the entire six-week “campaign” via social media and blog posts. Throughout the campaign, there will be a gentle incentive to seek out kiosks and play through games, which is the opportunity to enter a drawing for gift cards.

Although not a final list, game topics that are top candidates as the focus of game development include water pollution, electronic waste, plastics, composting, and energy use. Since the games will be focused on specific environmental issues, this will allow us to strategically reach out to student groups about “adopting” and helping to promote one or more games during the campaign. For example, two student groups on campus that work on issues of water quality that have already committed to assisting in this way for a game related to water pollution. They are the outreach group SEAS (Students Explore Aquatic Science) and UW’s Freshwater Initiative (https://freshwater.uw.edu/about/), a graduate student collective that spearheads research and outreach related to freshwater conservation. As the game topics are finalized (summer 2018), we will reach out to other student and research groups on campus to request their “adoption” of a topical game leading up to and during the campus campaign.

In addition to the focused campaign period, we will also use the kiosks at multiple special events during the year. Planned events include UW’s Sustainability Festival and Earth Day Celebration; however, we anticipate that the kiosks will make an attractive temporary exhibit for additional special events on campus as the project progresses (e.g., opening of the new Burke Museum).  Finally, we will work strategically with project partners and stakeholders (see below) to promote the project and games to students, staff, and faculty across campus that are interested in applying gaming approaches to promote sustainability.

Campus Partners and Stakeholders

The campus unit that we will work most closely with is Housing and Food Services (HFS). We are currently working with them on locations for game kiosks at high-traffic areas with a “captive audience” (e.g., coffee shops, community living spaces in residential halls). In addition to working with HFS on optimal locations and placement of kiosks, we also wish to work closely with them to align game content to support HFS’ sustainability priorities and/or integrate with their current efforts (e.g., meeting composting goals in eating areas).

Students Expressing Environmental Dedication (SEED) are one of the most important RSOs that we will seek to work with, both to help us align the game content with sustainability efforts in residence halls and helping us create content that engages students. Although SEED is currently undergoing an annual change in leadership (see attached letter), we have worked with them as part of the feasibility study and are hopeful that the new leadership will want to continue collaborating.

The Buerk Center for Entrepreneurship (Foster School of Business) is a priority project partner, given our strong desire to engage with entrepreneurs and change-makers at UW on the topic of environmental gaming. During the feasibility study, we engaged on an ad hoc basis with staff and students at the Buerk Center and Foster School of Business who were interested in environmental gaming approaches for promoting sustainability and/or creating businesses in more sustainable ways. For this project, we will work with Buerk Center staff to schedule specific events and opportunities for knowledge exchange, incorporating the games and mobile kiosks that we’ll produce. Some of these opportunities include: sharing knowledge and expertise in green games with classes and students (e.g., making presentations), bringing gaming kiosks to events associated with the annual Alaska Airlines Environmental Innovation Challenge (http://depts.washington.edu/foster/2018-alaska-airlines-environmental-innovation-challenge/), or working with student teams who may want to collaborate on the gaming kiosks project.

The Center for Creative Conservation or C3 (under which Earthgames is housed) was a substantial partner during the feasibility study, helping to promote the game jam and survey. This project is an excellent fit for the mission and goals of C3, and we will again coordinate project activities with C3. We are also coordinating with leadership of Earthgames to share project resources and plan for project longevity. As with the Buerk Center, this will entail scheduling opportunities to intersect at specific points in the project timeline. Based on preliminary meetings with Earthgames leadership, this could include having students in the Earthgames class help with kiosk deployment, assist with beta-testing, and development or updating of games for future versions of the project. If we are required to purchase tablet computers for this project, our plan is to transfer ownership of these to Earthgames at the end of the pilot project to allow broader use over time by students and groups for sustainability or environmental gaming projects.

Environmental Impact:
  • Energy Use
  • Food
  • Transportation
  • Waste
  • Water

Environmental Problem:

Over the past years, the severity of environmental issues has increased, and the negative impacts of human activity on the environment become more evident. Reversing these harmful actions and implementing sustainable actions prove to be difficult, because such habits are ingrained into our daily lives and often embedded within larger economic or even political forces (e.g., The Clean Power Plan, The Paris Agreement). Consequently, we need to identify novel ways to instigate individuals within a community, such as the UW campus, to not only act in sustainable ways every day but to constantly become better eco-citizens.

We believe that – by allowing people to connect with environmental issues in positive, creative ways – games can help people overcome boredom, despair or habits of convenience that stand in the way of action. In addition to being fun, characteristics of games that help to communicate environmental issues include interactivity (i.e., players choose directions and outcomes), capacity to communicate process, and potential to incorporate storytelling and emotional content. As such, we believe that games offer largely untapped potential to help address the broader environmental issue of engaging and inspiring people to become better eco-citizens at multiple levels. This might include changing daily actions and habits, advocating for sustainability in their community or government, or even deciding to apply their professional skills and ingenuity to sustainability problems.

At a local (campus) level, we believe games have enormous potential to help individuals make the connection between their daily actions and meeting campus-wide goals. For example, the goal of reducing carbon emissions 36% below 2005 levels by 2035 (UW Climate Action Plan) can seem abstract to an individual; however, a game can help make links between daily actions of many individuals (e.g., turning off lights, personal cups) and real environmental progress at large scales. One of the important results of the feasibility study was that people were most interested in games that helped demonstrate or realize environmental benefits while also being fun to play (see Appendix). As such, we plan to create games that capitalize on these interests and preferences to help meet campus-wide goals and support existing campus initiatives. For example, our games – both content and specific actions that individuals can commit to - will be designed to help support the UW Climate Action Plan, the 2020 70% Waste Diversion goal, and sustainability priorities of Housing and Food Services department.

Explain how the impacts will be measured:

Direct project success will be readily measurable using three metrics, 1) the number of students, staff, and faculty that we reach through the gaming kiosks over the academic year, 2) the number and types of sustainable actions that players commit to doing, and 3) the rate at which people report on following through on their actions. All of these metrics will be captured as a result of deploying the gaming kiosks during the campus campaign (and other special events) and the follow up survey.

The number of students and faculty that engage with the project through our outreach in partnership with stakeholders (see Partners and Stakeholders) will be another way that we track and measure project success. For example, as a result of presenting this gaming project to students in the Alaska Airlines Environmental Innovation Challenge, a student entrepreneurial team may be inspired to further develop and expand on this model, or use gaming approaches in a project. Another avenue that we are pursuing includes outreach to other Washington State universities, so a measure of success would be partnering with another university campus to deploy the kiosks at another campus for a period of time. We will keep track of these types of interactions over the project duration to measure project reach and success.

Total amount requested from the CSF: $15,867
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost
Research staff project manager$30/hr + 32.4% benefits1606,355.20
Student project manager$20/hr + 20.7% benefits1403,379.60
Student game developer$20/hr + 20.7% benefits2205,310.80
Graphic design (student contractor)$20/hr (no benefits)40800.00
Game participant incentives$25.008200.00
Kiosk design/security (locking stand)$200.003600.00
18" tablet computers$600.0031,800.00
Cloud computing for game hosting200.00
Printing/promotional costs (postcards, flyers)100.00

Non-CSF Sources:

Request approval to use remaining funds from the Feasibility Study (UW Budget 16-4912)funds rollover2,878.78
Borrow (vs. purchase) tablet computers from Information School, School of Aquatic & Fishery Sciences)in-kind1,800.00
Theo Chocolatesin-kind for gaming participant prizes200.00
Aqua Verde Restaurantin-kind for gaming participant prizes150.00
Ivar's Restaurantin-kind for gaming participant prizes100.00
Project Completion Total: $19,195

Timeline:

TaskTimeframeEstimated Completion Date
Finalize kiosk design and locations with HFS1 monthJuly 2018
Finalize 4 topics (e.g., water pollution, waste) and desired behavioral changes1 monthAugust 2018
Draft design of games/art assets2 monthsSeptember 2018
Develop game back-end for survey and mailing list1 monthOctober 2018
Game development and beta-testing3 monthsDecember 2018
Develop follow up materials/surveys/get HSB approval1-2 monthsJanuary 2018
Deploy kiosks for three weeks each at 6 selected locations & promote6 weeksJan - Feb 2018
Send out follow up survey to players to evaluate impact 3 weeksApril 2018
Present project results (e.g., UW Earth Day, other universities)2 monthsMay - June 2018

Go Team, Go Green!

Executive Summary:

The Go Team, Go Green project uses a friendly competitive spirit and school pride as motivating factors to engage in campus sustainability. A fundamental aspect of student life at UW –as well as at universities around the country and worldwide– is intercollegiate athletics. Major UW sports events such as men's football and women's basketball are extremely popular among students on campus, and also provide an important means for alumni and other community members to stay connected and involved with the UW flagship campus in Seattle. Here we propose to use this powerful community and campus social phenomenon of intercollegiate athletics as a motivating factor for sustainability.

Specifically, we will work with a broad array of student groups at UW and other Pac-12 campuses to organize intercollegiate sustainability challenges to occur during the school year in the week leading up to particular intercollegiate Pac-12 athletics matches. For example, in the week before the UW-University of Colorado football match, student groups from the Seattle and Boulder campuses will have a friendly competition for the most sustainable student group and overall campus; another such competition would occur in the week leading up to the UW-Oregon women's basketball match. Judges will be made up of students from a participating Pac-12 school not competing against UW that week.

To support these competitions, we will:

I. Create a dedicated UW website that will house the 2018-19 line-up, digital tools allowing participants to measure and report on their carbon footprints and other environmental behaviors, a microblog bulletin board for recording their efforts and posting images or video, a timeline drawn from project-specific Instagram and Twitter hashtags (e.g., #GoTeamGoGreen), and an interactive scoreboard for game day.

II. Engage student groups at UW and in the partner schools during Summer and Fall 2018 to plan for the Fall and Winter sustainability match-ups, respectively. We have already begun this process in the Spring 2018 with five Pac-12 schools: ASU, CU, Stanford, OSU and WSU.

III. Organize four intercollegiate Pac-12 competitions in both F18 and W19 by:

  • posting a line-up of participating groups from the competing campuses on the project website;
  • promoting the event on social media, city-wide publications and our website, encouraging participating groups from both campuses to do the same;
  • working with the non-competing (non-UW Pac-12) school -involved in a different challenge week that year- who will be voting on the "winning" school.
  • announcing the results on game day, possibly during halftime of the sports event.

At the end of the Fall and Winter seasons, the UW students involved in the project will choose a winning (non-UW) competitor, which will receive a sustainable bamboo plaque. All school groups that qualify for award consideration will receive certificates of participation.

We envision these competitions ultimately leading to intercollegiate collaborations, sparking sharing of ideas, increased visibility for all of our respective efforts, and possible cascading impacts on sports enthusiasts as well as the athletic programs and nationally televised events themselves, throughout the Pac-12 and across the nation.

Student Involvement:

Students will be directly involved all stages of the Go Team, Go Green (GTGG) project: website design, contact with colleagues around Pac-12, social media promotion of the challenges, participation in the competitions, design of the participation certificates and award plaques, and judging of the non-UW school groups to determine who will receive those plaques. We detail some of the more complex aspects of this student involvement in the sections that follow.

Website design

The GTGG website will be the virtual home for the intercollegiate competitions. It will house the tools that participating school groups at all of the Pac-12 campuses will use to learn about the challenges, sign up their group for the competition, converse with their competitors, and record their sustainability successes. In order to raise interest and broaden participation, and because the students will want to promote their efforts on their own social media platforms, the GTGG website will also include a "news feed" culled from other social media sites; for example, filtering Instagram and Twitter posts to include those containing #GoTeamGoGreen. Our approach here will build on the successes of –as well as the lessons learned from– the peer-to-peer conversations promoted as part of the ISCFC (see http://footprint.stanford.edu/discuss): the successful climate awareness program for which Dr. Hodin is co-director.

Student involvement in the website design will occur in two phases in during Summer 2018. In Phase 1, participating students work together on overall "mock-up" design concepts for the website. All members of the Project Team will provide feedback, and our professional programmer (David Cohn) will put together a site architecture based on that design.

In Phase 2, once that site architecture is in place, Mr. Cohn will lay out one or more internal pages over which the students will have more programming and creative control. The students could then claim that page as something that they helped program, and would be credited as such. Examples of such student led aspects of the website could include the design of the page that lists the team line-ups and the "scoreboard" for game day, as well as the page element that runs news feeds from Instagram and Twitter with GTGG-related hashtags.

Contact with colleagues around Pac-12

Corina Yballa, Senior in the UW Program on the Environment (planned graduation: Dec 2018), is excited to lead the effort during Summer 2018 of coordinating with UW's "competitors" for the Fall and Winter. Among Ms. Yballa's first responsibilities will be following up on contacts we have already initiated with sustainability groups at CU, ASU and Stanford (see attached letters from all three campuses), and expanding those contacts to include at least five additional Pac-12 schools. Furthermore, Ms. Yballa, in coordination with our partner student groups at UW (see attached PAFs), will begin to make concrete plans for the Fall season competitions, including documenting the guidelines for participating in and judging the competitions, and establishing a social media presence for GTGG. During this period, Ms. Yballa will be closely coordinating with UW athletics (see attached PAF from Karen Baebler) to plan for their promotion of the GTGG challenges, and for the possibility of announcing of winners during halftime.

Sometime during the Fall, Ms. Yballa will help us identify and train another student lead who will take over for the remainder of the project. The student lead in the Fall and Winter will work closely with the partner ("competitor") schools to plan the final details for the challenges, continue the social media presence, and work as a liaison to University digital and print publications to promote the competitions.

Participation in the challenges

The groups taking part in the challenges will be student groups on the two campuses that have ongoing or planned sustainability efforts. Participating groups could be dormitories, clubs, fraternities or any other student grouping. Non-student UW groups are also welcome to join. First, the group will register on the GTGG website (which will add them to our participant page, and provide a link to their website if any). Then, they will use the microblog bulletin board to introduce their sustainability efforts, and announce what they plan to accomplish during the upcoming game week. During the week, they will post updates on the microblog and social media, as they choose.

We will provide tools that will help participants analyze the environmental impact of their plans (see the Explain How the Impacts Will Be Measured section, above), but ultimately what constitutes a 'sustainability effort' is entirely up to the group in question. These could range from traditional approaches –such as working to enhance recycling rates in dormitories– to less traditional endeavors –such as producing an original music video about ocean plastic. The student group is responsible for describing their efforts in a persuasive and engaging manner to the judges and the public at large.

Choosing a winning competitor

On game day, the previous week's posts from the student groups on the competing campuses will be judged by students from a third Pac-12 school not competing that week. So for example, the student judges of the UW-Stanford competition might be from Oregon State. We do not foresee judges being overly reliant on numeric assessments alone. Our judging criteria will encourage artistic expression and storytelling as effective aspects of sustainability that could be rewarded. Furthermore, we want to give creative latitude to the judges in announcing winners. We can, for example, imagine winners in different categories: most creative post, lowest carbon group, most ambitious sustainability effort during the week. We will encourage the judging school to announce the categories in advance, so we can post them during "competition week" on the GTGG website's interactive scoreboard, alongside a line-up of the competing groups.

At the end of the Fall and Winter seasons, the UW students involved in the project will choose a winning (non-UW) competitor, which will receive a student-designed plaque to hang in their dormitory or club office. All school groups that qualify for award consideration will receive certificates of participation that they can distribute to individual students.

Education & Outreach:

Outreach to the campus community and the broader public is connected at its core to the Go Team, Go Green concept. First, the connection with high profile sporting events is a ready-made mechanism for enhancing interest in the challenges. The average attendance at home Husky football matches in 2017 was over 68,000 (ncaa.org), with another estimated 1.4 million television viewers (statista.com). Even a brief mention during the matches of our parallel sustainability competition thus has the potential reaching enormous audiences, composed of individuals who likely span the spectrum from those who consider themselves hard-core environmentalists to those for whom sustainability is not a major daily concern. We are currently in discussions with UW Assistant Athletic Director Karen Baebler (see here attached PAF) about the possibility of announcing the weekly GTGG winner on game day, perhaps during half time of the home football or basketball matches.

Because these sports events are such potent cultural phenomena, the upcoming Pac-12 competitor for any home UW football match is well known to a large swath of the broader UW community. In this way, GTGG is providing a dual 'hook' for heightening interest in campus sustainability: the competitive element, and the specific tie-in to a competitor –the school UW will be playing the following weekend– already on the mind of many UW community members. We thus predict a receptive and captive audience for events that otherwise may not typically garner campus-wide attention.

In the lead up to this proposal, we have already forged connections with numerous student groups: the UW Student Association for Green Environments (SAGE), United Students Against Sweatshop Labor, UW GreenGreeks, UW Sustainable Gamers, the UW Sustainability Action Network, Students for a Sustainable Stanford, the CU Environmental Center and ASU Campus Student Sustainability. Each of these organizations has groups of committed students and their own mechanisms of outreach, which they will be able to use to promote GTGG. One of the central goals of GTGG is to, in turn, create a platform to increase the visibility of the diverse sustainability efforts of these partner organizations, and then to use this platform as an incubator for new ideas and new connections among such groups, within and across the Pac-12 campuses.

Social media and microblogging are the main tools that the competing student groups will use to promote their GTGG efforts, and the GTGG team will likewise use these same modes of outreach to spread the word about the project and the upcoming challenges. We will also be sure to work with UW print and online publications –such as the Daily, UW News, Friday Harbor Labs Tide Bites and the College of the Environment newsletter– to promote the competitions and highlight the achievements of the competitors with feature stories.

Recently we learned of a Pac-12 Sustainability initiative, and their discussions to highlight a Pac-12 Sustainable Game of the Week (see attached letter of support from CU Sustainability liaison Dave Newport). This latter concept was for Pac-12 to choose a single nationally televised game from the Pac-12 each week, and have a short segment during the broadcast highlighting sustainability efforts on the home team's campus. We will continue conversations with Pac-12 Conference leadership to pursue this exciting connection.

And finally, we will take advantage of certain historically-potent sports match-ups, such as the yearly WSU-UW football game known as the Apple Cup. In the week leading up to this prominent match-up, GTGG will host a parallel competition that we will call the Apple Core Cup, focusing particularly on issues of waste, sustainable agriculture, biodiversity and food choices. We expect this latter to garner particularly heightened student and community interest and corresponding media attention.

Environmental Impact:
  • Energy Use
  • Food
  • Living Systems and Biodiversity
  • Transportation
  • Waste
  • Water
  • Environmental Justice

Environmental Problem:

(Note: we checked all of the above "areas of environmental impact" to indicate that we are not placing any limits on competing groups in terms of what aspects of sustainability they want to promote)

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The central environmental problem addressed by the Go Team, Go Green project is: how do we encourage sustainable behaviors in those who don't often practice them? According to a 2016 Pew study, 75% of the US population reports being concerned about the environment, but only 20% say that they take consistent environmental actions. While we do not have corresponding statistics for the UW, we can assume that this basic trend is true on campus as well. How can we close this gap between environmental concern and environmental action?

Social science research offers some clues. One set of explanations for lack of environmental action is that environmental problems can seem distant and insurmountable. If instead, environmental challenges are seen as near and solvable, individuals are more likely to act (Stoknes, Energy Research & Social Science, 2014). Furthermore, social norms of behavior ("Keeping up with the Joneses" in common parlance) have been shown to be especially powerful motivators for environmental actions (Griskevicius et al., International Journal for Sustainability Communication, 2008). To put it simply: competition with peers spurs sustainability.

The Go Team, Go Green project thus uses friendly competition and community building as tools for engaging the broader UW community in sustainable behaviors. By linking intercollegiate competitions in sustainability with major intercollegiate Pac-12 sports matches, we furthermore will explicitly couple environmental sustainability to school spirit.

A second environmental problem that our project addresses relates to challenges of increasing visibility for the laudable and diverse efforts of sustainability groups on the UW campus and elsewhere. By linking sustainability to the enormous cultural phenomenon of intercollegiate sports –and doing so in a way that 'tells a story'– we offer the potential to shine bright, stadium lights on the unsung successes of sustainability groups at UW and on our counterpart campuses as well.

And finally, we address the environmental problem of what is often-times a lack of coordination between (or even awareness of) groups having common cause. We describe our project as a competition; but at its heart, it is truly a collaborative meeting place for Pac-12 sustainability enthusiasts who can better leverage their efforts in concert.

One example is Students for a Sustainable Stanford (see their attached letter of support), who are trying to persuade Coca-Cola to produce small medium and large compostable cups for their sports event concessions. They believe –and they are likely correct– that Coca-Cola would be more apt to respond to this request if it was a pan-Pac-12 effort rather than just one coming from Stanford alone. 

Explain how the impacts will be measured:

Integrated into the project's intercollegiate competition framework are both quantitative and qualitative assessments of environmental impacts. Go Team, Go Green (GTGG) project director, Dr. Jason Hodin, is co-director of the International Student Carbon Footprint Challenge (ISCFC), a program that will relocate to the UW server as part of GTGG. The central tool of the ISCFC is a highly detailed location-calibrated student footprint calculator. With CSF funding for GTGG we will produce a slightly modified version of this calculator that targets on-campus college life a bit more directly: for example, by giving options for dormitory living. At that point, the tool will be well suited for students and groups of students on the opposing campuses to document their carbon impacts, as well as estimating carbon reductions from their efforts.

A second tool that we will use in this context is the UW commuter calculator, which breaks down commuting option by calories money and carbon saved or expended (see PAF from Marilyn Ostergren). Finally, we will link to the UW sustainability dashboard (http://green.uw.edu/dashboard) as well as any corresponding pages available on the other Pac-12 web sites, so that the competing groups on the two campuses can assess their efforts as they relate to the campus at large. Specifically, tools like the sustainability dashboard (in combination with aforementioned calculators) can allow groups to estimate how their sustainability ideas –if adopted as campus policy– could impact university-wide carbon emissions, water usage or landfill disposal rates, for example.

In addition to these numerical self-assessments by the competing student groups, we encourage qualitative assessments as well. Video documentation, artistic representations and storytelling are all effective modes of communication about sustainability. As such, the image- and video-enabled bulletin board that we will develop for the GTGG site during Summer 2018 -as well as the GTGG news feed culled from Instagram and Twitter- will encourage the posting of a wide range of documentation of the sustainability efforts of the competing student groups: from the results of their carbon audits, to short films of their sustainable action projects at work.

In sum, a broad range of environmental impacts –from carbon emission accounting to raising community awareness to site specific actions like watershed cleanups– will all be relevant actions for the competitions. On game day, students from a Pac-12 school competing in a different week will analyze the various student groups' posts that document their efforts to choose both a winning student group and, on balance, the winning school. And finally, at the end of the quarter, UW participants will choose a winning competitor to receive a sustainable bamboo plaque, designed by UW students; to qualify for this award, that school will have had to participate both as competitors and judges. All participating student groups from all campuses will receive certificates of participation, printed on 100% post-consumer waste recycled paper.

Total amount requested from the CSF: $52,205
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

Salary/benefits breakdown for project director Hodin, 4 students, a professional programmer and misc material costs.
ItemCost per ItemQuantityTotal Cost
Hodin salary7281 per month at 100% FTE0.25 FTE, 8 months (Jul-Feb)14562
Hodin benefits32.5% on Hodin salary4733
Undergrad student lead$15 per hour10 hrs/week, 8 months5200
Undergrad computer programing$15 per hour10 hrs per week, 3 months, 3 students5850
Undergrad benefits20.7% on total student wages2287
Professional computer programming (David Cohn)$90 per hour215 hours19260
2 plaques, bamboo$78 each156
paper costs (promotional materials, certificates) eco-friendly paper$2020
teleconference line UW (Zoom pro 100)$48 per year1 year48

Non-CSF Sources:

Salary/benefits breakdown for Dr. Kristi Straus
ItemCost per itemQuantityTotal Cost
Straus salary6668 per month at 100% FTE2 summer weeks, 1 week each Fall and Winter (1 month total)6668
Straus benefits24.9% on Straus Salary1660
Project Completion Total: $60,533

Timeline:

Website development and project planning in Summer 2018; project execution in F 2018 and W 2019
TaskTimeframeEstimated Completion Date
Website design and development3 months 9/15/2018
Coordination with four fall competitors2.5 months 9/1/2018
Coordination with four winter competitors4.5 months11/1/2018
Planning with student groups at UWthroughout3/30/2019
Fall competitions3 months (Fall quarter)12/15/18
Winter competitions3 months (Winter quarter)3/30/2019

Ethnoforestry: Bringing a new method of sustainable forestry to campus

Executive Summary:

In current forest management practices and education traditional ecological knowledge of indigenous people is not often addressed or acknowledged. Local tribes have thousands of years of collective knowledge about the inner workings of ecosystems, plant growth, and traditional foods and medicines. This important information should be utilized to make more informed decisions about forest management to enhance both ecosystem and community wellbeing and provide a holistic approach to sustainability. As a way to bring traditional knowledge to the forefront of forest management, a new discipline of ethnoforestry has been created and will be implemented on campus through this project.

Ethnoforestry elicits traditional ecological knowledge by local people and incorporates it into the forest management process. Through this work, culturally important plants could be planted in forests where they can be harvested commercially or by tribal members to use, generating new small businesses and jobs in places hit hardest by the reduction in the logging industry. Management would be tailored to benefit the ecosystem as well as the local community. In order for this type of work to be widespread and successful, it is important to start by teaching and generating opportunities for students to learn about this in a hands-on way.

This grant would be used to execute several objectives including the following: plan a brand new interdisciplinary ethnoforestry class on campus, propagate and grow culturally important species, build an internship and volunteer program, strengthen relationships with local tribes, and construct a new nursery at the Olympic Natural Resources Center (ONRC). This project will take place at the Center for Urban Horticulture and at ONRC.

Through this grant, one Research Assistant position will be funded to spearhead the project. The RA would handle logistics, building relationships with local tribes, collaborating with other departments on campus, developing an intern and volunteer program, and more. Through this project, UW students will have a wide range of chances to get involved and learn and apply this knowledge.

In the Summer of 2019, funds from the CSF grant would be used to construct a new nursery at ONRC. This space will bring together both tribal youth and UW students for a collaborative way to share scientific information and traditional ecological knowledge. During this summer, ONRC will offer internships to local tribal youth and UW undergraduate students where they can learn about ethnoforestry, lands management, and plant production.

Through this project, ONRC will collaborate with many different groups both on and off campus. We will strengthen our current relationship with the SER-UW Nursery through the sharing of resources, staff time, and expertise. We will continue to build our relationship with the Quileute tribe and begin to work with their high school science classes to help monitor and grow plants in the ONRC nursery. We will also create brand new partnerships with UW Grounds, the Carlson Center, and other related departments. This project will be an opportunity to break the current mold of restoration and lands management and create a new, more inclusive and interdisciplinary model. 

Student Involvement:

This ethnoforestry project will allow students from all majors from Environmental Science and Resource Management to Anthropology to get involved in the process. Creating a project where students from different backgrounds and fields are able to learn together in an inclusive environment will lead to success. In order to achieve this, we will create internship and volunteer opportunities on a regular basis in partnership with the SER-UW Nursery. With both projects supporting one another, we will enhance the amount of volunteer events, interns, and plants produced overall to have a greater impact on campus.

Since the Nursery has an already established volunteer base whose interests may overlap with ethnoforestry, we will partner with them to offer additional opportunities. The Nursery has agreed to work with our interns to provide more opportunities for them to learn about plant production and nursery management in their nursery. This will allow for both the RA and interns to help assist their efforts while also giving interns a more well-rounded internship experience. We will work with the SER-UW communications team to add our ethnoforestry work parties into their weekly mailer to reach more students across campus. Because we already have a strong relationship between groups, we believe that this will help gain a dedicated intern and volunteer base.

We will host one to two interns each quarter during the year and an additional three to five interns over the Summer of 2019. During the year, interns will work on a wide range of projects that will allow them to leave with a diverse skill set in topics ranging from nursery production of ethnobotanical species to restoration. Interns will assist in the creation of new beds designed to grow bare root plants (meaning plants that grow directly in a raised bed instead of a nursery pot). This style of plant growth uses less soil, is more water efficient, and allows for more plants per square foot than growing in pots. This will lower the footprint of the project by reducing resources while teaching a different method of plant growth.

In addition, interns will help with the plant propagation and production of ethnoforestry species. After, they will plan and execute a new restoration site on campus where we will install these species, showing the full process of ethnoforestry while restoring a campus green space. This project will be in partnership with SER-UW and will give us the opportunity to build our relationship with UW Grounds. Finally, interns will also help plan and execute the ONRC nursery.

Over the summer of 2019, interns will be based out of ONRC. During the internship, they will assist in the establishment of the ONRC nursery and learn plant propagation and production techniques in this new space. This will be paired with field work on a new watershed study that incorporates ethnoforestry in the study plan. Students can see the full scope of the mission of ethnoforestry from seed collection to implementation in a scientific study.

During this time, we will also work with the Quileute tribe’s Youth Opportunities Program (YOP) that offers internships for high school tribal students. YOP is a great chance for tribal youth to gain experience and new skills. Unfortunately, there is often a lack of placements for these students. ONRC has established a partnership with YOP to host interns during the Summer of 2019. This will be an excellent chance to teach young people from the Quileute tribe about lands management, restoration, and plant propagation. The high school dropout rate is high on the reservation with a lack of support to help students attend college. This internship will be a way for these students to explore future careers and a pathway to the University of Washington. Jobs on or near the reservation are often in this field, making this a good opportunity for tribal students to earn a degree and return to their home for their career if they choose. In addition, this will allow for the UW undergraduate interns and tribal youth to learn from one another. Tribal students can share their important traditional ecological knowledge and experience, while UW students can provide mentorship and gain leadership skills.

Volunteer opportunities will also be offered on a regular basis on main campus. During this events, volunteers will be able to assist in growing ethnoforestry plants, working on restoration sites, creating new plant beds, and more. Based on the involvement of volunteers through the SER network, we anticipate having 10-15 students participate at each event. In order to reach a wider audience, we will work with ESRM 100 where students must complete a volunteer requirement. In the SER-UW Nursery, this has brought in dozens of additional volunteers throughout the year, allowing more students a chance to learn and be exposed to new techniques like ethnoforestry. We will also partner with the UW Carlson Center for Experiential Learning and Diversity to offer service-learning opportunities. Additionally, we will work with interested capstone students. ESRM students are required to complete a two quarter capstone project in their final year. For those interested in ethnoforestry, this can be one of the only opportunities for them to engage in this topic. Students can work with ONRC and the Nursery to establish a research project focused on this topic. Resources and space could be made available at the Center for Urban Horticulture if students wanted to run a greenhouse experiment.

Students will be able to gain a skill set that allows them to look through a new lens and understand why incorporating traditional ecological knowledge and wisdom is a crucial step in the future of lands management, restoration, and forest ecology.

Education & Outreach:

Education and outreach will be key components of our project. One of our main goals is to have both formal and informal ways for students to learn approaches to ethnoforestry and how to apply it. Our internship and volunteer programs will generate educational opportunities and student involvement in the project. There is currently no program like this on campus for students to learn about both traditional ecological knowledge and forestry in a holistic fashion.

This project will be publicized by sharing with the SEFS, ESRM, Biology, Anthropology, and College of Built Environment communities as well as with the SER-UW network. As a former SER-UW Nursery Manager that worked on volunteer recruitment, I am very familiar with reaching out to groups on campus and will bring that expertise to this project.

The RA position will be responsible for coordinating all internships and volunteer events. In addition, this position will also be in charge of developing an interdisciplinary ethnoforestry course. After connecting with both undergraduate and graduate students in ESRM and SEFS, it has become clear that students are missing this in their education. This course would work with local tribal members and other departments at UW to create a class that is a mixture of lecture and field experience. This class would take students from seed collection of culturally important species to planting in a formalized setting.

Students will also have the unique opportunity to learn the process of designing and implementing a nursery. This type of learning-by-doing experience is rarely fulfilled by traditional classes but represents tasks that are often required in the post-collegiate life. Growers face many challenges when attempting to propagate and grow species including pests, extreme weather, and irrigation. Students will learn how to design a technologically sophisticated nursery space that is equipped to deal with issues that may arise when producing plants. The ONRC nursery will have overhead and drip irrigation installed and be set to timers to automatically distribute water at set intervals depending on current rainfall conditions and temperatures. In addition, it will have temperature and wind gauges to provide information about current conditions so the nursery can be managed accordingly. These additions will help the nursery run smoothly, reduce the amount of resources needed, and will make tasks that often take many hours and staff to accomplish and automate them. Because the nursery will not have students in it daily to complete these tasks, this system will help the plants thrive.

This nursery will also serve as a hub for local coastal tribes to learn about plant propagation and production. Both the Quileute and Hoh tribes have expressed an interest in growing their own native plants for their reservations and restore local forests with cultural keystone species. This nursery will be a space to bring tribes together for a common goal and learn from one another. Instead of having a separate nursery on each reservation, they can grow plants together at the ONRC nursery. This will hopefully strengthen their relationship with one another and ONRC. Space and tools will be provided at no charge to them. In addition, the RA position will put together propagation protocols for plant species they would like to grow in order to ensure success. In the future, we hope that tribes feel a sense of ownership and will consistently come to the nursery to help with its maintenance and teach their youth about culturally important plants.

Environmental Impact:
  • Living Systems and Biodiversity

Environmental Problem:

The boom and bust cycle of the logging industry left many rural Washington communities without jobs and stuck in a cycle of persistent poverty. As a way to generate stable, long term jobs while benefiting the ecosystem, culturally important species can be installed into forests that can provide a source of plants for tribal members and also be harvested and sold as a non-timber forest product. Local tribes have often been neglected and ignored by forest managers and their deep knowledge of the landscape pushed aside. This can be combated by incorporating a new forest management technique and philosophy: ethnoforestry. In this new approach, traditional knowledge by tribes is highlighted and respected as key information to fully understand how we should manage our ecosystems. Through this process, culturally important plants can be grown, planted in forests, and harvested for food, medicine, goods, or commercially to be sold in the local community.

This approach can be scaled up for large ecosystems or scaled down to bring to UW’s campus through this project. This effort will help teach students how this concept can be applied to a real setting. Plants grown on campus will be used for restoring campus green spaces for students to experience the full scope of the project while increasing sustainability. Generating a new ONRC nursery will also provide a space to learn plant propagation and production, connect with local tribes, generate pathways for tribal youth to pursue higher education, and grow ethnoforestry species that can be used both at ONRC and on nearby reservations. Finally, building an ethnoforestry class on campus we be an excellent place for students to learn and practice these skills. The future of sustainability in forest management does not lie in perfecting tree growth and timber harvests. Instead, we believe creating a system that encourages ecosystem wellbeing along with community wellbeing will result in true sustainability. Teaching these concepts to students across campus will foster a new generation of professionals who can bring an inclusive approach to forest and ecosystem management forward.

Explain how the impacts will be measured:

Impacts will be measured through a mixture of student involvement and projects. We hope to host between six and twelve undergraduate interns next year, two to five tribal youth interns, and at least 15 volunteers per month at work parties. This will allow us to build momentum, provide projects for interested students, and establish partnerships with groups on campus. Creating bare root beds and the ONRC nursery will be impactful and increase the sustainability of the project. Bare root beds will be shared with the SER-UW Nursery to help add to their stock of available plants. It will also be used for on-campus restoration at our future ethnoforestry site. This approach to growing reduces resources and space and teaches students a new skill that is not being done on campus. In addition, creating the nursery will greatly add to the sustainability of the project and increase its impacts. This will be a unique space where both local community members and UW students come together to learn and experience plant production and ethnoforestry.

Total amount requested from the CSF: $92,800
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost
** Budget uploaded to application

Non-CSF Sources:

Organization SourceDescription Amount
ONRCIn-kind Donation Donation of facility usage and staff time of ONRC staff members$5-10,000
Project Completion Total: $102,800

Timeline:

TaskTimeframeEstimated Completion Date
Create bare root beds 2-3 months December 2018
Establish partnerships with other departments on campus 6February 2019
Establish new on-campus restoration site 6-8 monthsApril 2019
Design and construct ONRC nursery 10-12 months July 2019
Grow ethnoforestry plant species 6-12 months August 2019
Create ethnoforestry class 12 months August 2019

A Feast for the Senses: A Community Pop-Up Cafe

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

Total amount requested from the CSF:
This funding request is a:
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date

Project Approval Forms:

Northwest Center for Livable Communities

Executive Summary:

Above all else the NWCLC is a tool for students to learn and implement the academic resources afforded to them here at the University of Washington to help better the environment around them. With 30 years’ experience, we are looking to take the next step forward to develop a multi-discipline studio (open to all majors) that will look to implement strategies for sustainability within the communities students live, work, and go to school. This studio would be interdisciplinary with the hope to involve students from all the disciplines of the College of Built Environments namely urban planning, architecture, community environment and planning, landscape architecture, construction management and real estate but, as well as other colleges and their departments. This could be students from global/ public health, communications, business, engineering, economics, sociology and the list goes on. This studio would continue the goals of NWCLC while allowing a new focus at the University of Washington campus.  This studio development will create long term and sustainable infrastructure that will bring the design and management resources at the College of Built Environments with, the long term planning of the Campus Sustainability Fund(CSF). In conjunction we will be forming a speaker series that focuses on subjects of sustainability, design, building that will be public events, outside of the studio. With this series we will not only educate the large student body and the public, but hope to attract more students to the studio. Below is our mission statement, we feel it aligns well with that of the CSF.

 

“The goal of the NWCLC is to partner with NGOs, Government Agencies, Non Profits, and Community Members to provide community driven, urban planning work within the scope of sustainability, cultural equity, and economic vitality. This is done through expert led and student driven work, which is facilitated though the foundations home at The University of Washington. Putting community and sustainability above all. The NWCLC seeks to build relationships within our community, from Seattle, to our more global community. With project types ranging from Feasibility Analysis, to detailed Urban Development Plans, the NWCLC's portfolio is wide ranging and ever growing.

 

With over 30 years active and approximately 300+ hours of professional experience, the NWCLC has made a name for itself in The Pacific Northwest as one of the leading Non-Profit Urban Planning entities at not only the University of Washington Seattle Campus, but throughout the Region.”

 

The NWCLC looks to build a long term partnership with the CSF. While the NWCLC is currently financially sustainable at the level in which we operate. We are seeking funding to allow us to expand in order to facilitate partnering with CSF and the university capital projects department. This would allow us to provide planning and organization work for at least one project a year. The particular project selected for UW students would be through a studio class.

Student Involvement:

A) As stated above, the studio is made up entirely of students
Student interaction will be, from day one to project completion.

B) Student recruitment will be handled by the new marketing materials as well as a heavy recruiting camping within the college of built environments.  Any outside class hour’s work that is needed to be done, will be typically be handled by students recruited from the class. Furthermore, most organizations that we partner with CSF, UW Farm est. will be student run as well.

Education & Outreach:

The marketing for NWCLC recently went through a rebranding and is more visible than ever.  With the development of a brand new website, new logo and marketing, student body perception of the class has risen steadily. Currently there are fifteen students within the course and (our maximum) and that number has been steady for two years. The studios have been well received by the student body. To date, more than 90+ students have already been involved with NWCLC. While our community projects mentioned above, have impacted literally thousands of people with in the greater Seattle metro area, there are with plans to do projects in Eastern Washington in the near term.

 

With more developments occurring, the body of work can only get better as we look to expand. That being said while we look to improve the NWCLC reach, that does not mean there will be a drop in quality. Quite the opposite.  One can see the improvement in project quality as the years have go by. We expect this trend to continue. We would like to take this time to invite any member of CSF to attend a final review or mid-year review, to be able to see the projects we are currently working on. Of course, if the partnership between CSF and NWCLC came to fruition, any member is of course welcome to attend a project final review for future UW campus projects as well.

 

 

 

Furthermore, we hope to gain massive support from the student body, with our speaker series and the projects that are designed and built on campus. We plan to leave a lasting footprint of sustainability on campus.

Environmental Impact:
  • Energy Use
  • Food
  • Living Systems and Biodiversity
  • Transportation
  • Waste
  • Water
  • Environmental Justice

Environmental Problem:

  1. The main issue the NWCLC looks to address are issues relating to the sustainability of in communities. Similar to our namesake we look to develop visibility of sustainable issues (though the speaker series) and sustainable solutions (through the studio), these are the primary goals of our Center currently. Unfortunately, we lack the financial resources and infrastructure currently to be as effective as we can at the local campus level.

 

 

  1. If provided with the grant from CSF, the NWCLC will address these issues with by:

 

  1. Developing a speaker/event series- This will allow people that might not be involved at Gould Hall to come and see issues of sustainability, as well as be introduced to the many concepts that are covered within the studio. A secondary goal would be to reduce the fear of joining a studio as a non-major.

 

2. Developing of a non-major multi-disciplinary studio that will partner with various organizations on campus, including CSF, with the goal of completing at least one project a year on campus, in the area of sustainability. The planning, design, and implementation of the projects would be completed by students.  

Explain how the impacts will be measured:

 Project monitoring will be completed by a deliverable to CSF and supporting organizations this would be sent out at the completion of each quarter. These may be in the form of project reports or project presentations that could be given with all parties that are involved. Of course the project monitoring may look different for each project, but a deliverable will be developed for each project before is undertaken. 

Total amount requested from the CSF: $50,800
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

Please see content within full proposal pdf
ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

Project Completion Total: $50,800

Timeline:

Please see attached full proposal pdf
TaskTimeframeEstimated Completion Date

Project Approval Forms:

Keraton

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

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Green Greeks Representative Program

Executive Summary:

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Climate Panel Event

Executive Summary:

Student Involvement:

Education & Outreach:

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Explain how the impacts will be measured:

Total amount requested from the CSF:
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TaskTimeframeEstimated Completion Date

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UW Anaerobic Digester: Food Waste, Renewable Energy & Public Health: Feasibility

Executive Summary:

This project is seeking CSF funding for a feasibility phase trial to test whether there is capacity to build a 160 square foot anaerobic digester on the UW Seattle Campus. The anaerobic digester costs ~$95,000 and would utilize food waste from the Husky Union Building (HUB) to create compost and Renewable Natural Gas. This feasibility study would finalize: 1) Site Location 2) Gas Usage 3) Compost Usage

1) Site Location: the current proposed site for the anaerobic digester is adjacent to the Southwest doors of the HUB. Paul Zuchowski, HUB Associate Director, proposed this location because of: a) Proximity to the HUB kitchen (food waste source) b) High degree of visibility with many students passing through these doors c) Accessible electricity and water hookups. We considered other locations on campus, but none of those locations have all three of the above features of this proposed site near the HUB. The SW doors of the HUB is currently the best available option, but we need to finalize several details: a) Cost estimate of water/electricity hookup to HUB building b) Permission to clear plants/shrubs that are currently occupying this space.

2) Gas Usage: The anaerobic digester uses microbes to break down food waste and produce Renewable Natural Gas (RNG), which is chemically equivalent to methane gas. We could use the RNG in many ways, and we need to finalize what we would do with the gas. The current options are: a) Power a small generator to charge batteries for the UW Mail Services electric bicycles. We are discussing this option with Douglas Stevens, Program Support Supervisor at UW Mail Services b) Compress the natural gas into small tanks that can be used at UW student/staff/faculty barbeques, or sold to food trucks on campus or at the U-District Farmer's Market c) Clean the natural gas and plug it into the UW natural gas pipelines. Currently, charging the electric bicycle batteries seems to be the best option, but we need to finalize the following details: a) Discuss feasibility of having a battery charging station at the HUB (i.e. is it too far away from Mail Services?) b) How would the batteries be stored/secured? c) What regulations/procedures need to be in place to ensure safety of gas storage/usage?

3) Compost Usage: The anaerobic digester produces compost, which can be directly applied to plants. We are collaborating with Howard Nakase and Grounds Management to provide them with this compost free-of-charge. We need to finalize these details: a) How much compost would be used by Grounds Management (i.e. would there be surplus compost?) b) Would the UW Farm be able to use any compost? C) How would the compost be transported from the digester to Grounds Management/UW Farm?

 

Students/Staff/Faculty Involved:

Dr. Heidi Gough, PhD, Department of Civil & Environmental Engineering

Dr. Sally Brown, PhD, School of Forest Resources

Dr. Marilyn Ostergren, PhD, UW Renewable Energy Liaison

JR Fulton, Housing & Food Services Capitol Planning/Sustainability Manager

Aaron Flaster, BA, Research Coordinator, Department of Psychology

Global Sustainability Initiative (RSO)

Student Involvement:

This project would involve 1 part-time staff position, and 15-20 student volunteer positions. The part-time paid staff would be responsible for maintaining the digester (e.g. monitoring temperature, monitoring pH, monitoring odor control, bringing food waste to the digester 1x per day, etc.). The volunteer positions would be undergraduate/graduate students that want to conduct research projects on any aspect of the digester (e.g. gas composition, compost, engineering, business, etc.). These volunteers would be responsible for carrying out research their own papers/projects that are supervised by a UW faculty member. The volunteers could also be trained to lead tours of the digester for other UW students.  

Student involvement and interest in this project would also come from a UW Registered Student Organization (RSO), called Global Sustainability Initiative (GSI). The undergraduate members include: Caelan Wisont, Zhaoyi Fang, Yushan Tong, and Kyler Jobe. GSI focuses on promoting sustainability on a global scale, emphasizing household-scale anaerobic digestion projects to create methane gas for stoves. GSI grew out of SafeFlame LLC, which was started by a UW MBA graduate (Kevin Cussen), and received a CSF grant in 2015-2016. GSI also connects interested students to anaerobic digestion projects and gets students excited about working with anaerobic digestion, renewable energy, and public health.

Education & Outreach:

We will publicize our project in three ways:

1) GSI: GSI will advertise this project to other RSOs, and will publicize this digester project during their tabling events. GSI is the undergraduate student group that is helping to push this project forward, and their current network with other RSOs will help raise awareness about our project on campus.

2) Signage: If the digester is built, we will create signage on/around the digester with educational information about anaerobic digestion. For instance, the signage will explain how anaerobic digestion works, how the gas/compost is being used, statistics/scale of the current project, how the project could be scaled up, other digester projects currently happening in Seattle, etc. These signs would be located on the outside of the digester and available for anyone to read.

3) Undergraduate/Graduate Courses: The faculty members collaborating on this project (Dr. Heidi Gough, Department of Civil & Environmental Engineering; Dr. Sally Brown, School of Forest Resources) will encourage their undergraduate and graduate students to conduct research projects on the anaerobic digester. Dr. Gough is primarily interested in the gas production and how changing the inputs (types of food waste) affects the composition of the gas. Dr. Brown is interested in soil science and how the type of food waste affects the chemical makeup of the compost. Additionally, we will do a quarterly presentation for the Sustainability Studio (ENVIR 480) course. This would be a 15-20 minute presentation for the undergraduate students in this course at the beginning of each quarter. ENVIR 480 focuses on sustainability, and a previous group of students from this course conducted a research project on anaerobic digestion. In Fall 2017, Aaron Flaster met with the instructor for ENVIR 480 and the instructor was open to having Aaron present to her students about the anaerobic digester project.

Environmental Impact:
  • Energy Use
  • Food
  • Waste

Environmental Problem:

Food waste is an urgent public health issue. In the U.S., approximately 31% of post-harvest food is wasted (i.e. thrown away or spoiled). This is approximately 133 billion pounds of food annually, costing approximately $161 billion (“USDA | OCE | U.S. Food Waste Challenge | FAQ’s,” n.d.). This is shocking and shameful, given national rates of food insecurity and poverty. In addition, food waste often rots in landfills, creating methane gas, which is nearly 4x as damaging to the ozone layer as CO2 emissions. We have to address food waste at the local, city, and national level.

This anaerobic digester project provides a small-scale model of how to utilize food waste to produce renewable energy and compost. The anaerobic digester that we are proposing to install is pre-fabricated by a Seattle-based business called Impact Bioenergy (http://impactbioenergy.com/). The digester is approximately 160 square feet and can process ~135 pounds of pre-consumer food waste per day. The digester can store ~175 cubic feet of RNG, and when this gas powers a generator, it produces about 360,000 BTU of energy per day, with a 2.5-4kW energy output. This is enough to power a small generator, which can charge batteries for electric cars/bicycles. The gas can also be used directly in pipelines or tanks (if the gas is cleaned/compressed). Although this is a relatively small-scale model, it will show how university campuses and community businesses/organizations can utilize their food waste to produce RNG, which reduces methane emissions, carbon emissions, and pollution associated with hauling food waste to composting facilities/landfills. Other universities in the U.S. have installed anaerobic digesters, but we do not know of any other universities/colleges in the Pacific Northwest Region that have an anaerobic digester that serves as a model for how to utilize food waste.

Explain how the impacts will be measured:

To evaluate the digester’s effectiveness, we will measure:

Food Waste

-        Pounds of food waste diverted to digester from waste-stream (which usually goes to Cedar Grove composting facility),

-        Type of food waste used (X % meat, X% vegetables, etc.)

Gas/Electricity:

-        Cubic feet of RNG produced per week

-        Amount of electricity generated per day/week

Compost:

-        Pounds of compost produced per week

Pollution:

-        Carbon emission reductions of not having to haul away X pounds of food waste

-        Methane emission reductions of preventing food waste from rotting in landfill (for other facilities where food waste is not composted)

Costs:

-        Cost-savings of diverting waste (cost reductions of not hauling away food waste in garbage trucks)

-        Cost-savings of producing compost (rather than purchasing from a 3rd party)

-        Cost-savings of producing electricity/gas

Total amount requested from the CSF: $10,000
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

1) Budget Esimate--Impact Bioenergy 2) Cost evaluation of Sustainability Coordinator maintaining digester for 10 days
ItemCost per ItemQuantityTotal Cost
Impact Bioenergy Budget/Engineering Evaluation--Gase Usage800018000
Sustainability Coordinator hourly wage$20/hour10200
UW Facilities Budget Estimate (Electricity/Water)180011800

Non-CSF Sources:

SPU Waste-Free Communities Matching Grant15000
Project Completion Total: $25,000

Timeline:

TaskTimeframeEstimated Completion Date
Site LocationFebruary 1-April1April 1
Gas UsageFebruary 1-April1April 1
Compost UsageFebruary 1-April1April 1
Ongoing MaintenanceFebruary 1-April1April 1

Population Health Facility Visible Rainwater System

Executive Summary:

As the human race expands to larger population numbers, there are a lot of limiting factors to consider in our plight. One of such factors is the amount of accessible fresh water which is becoming scarcer each year with increased demands.  Not only are we using more water, but the quality of water is of great concern. Developing countries around the world have designed simple water collection systems but often times the water they collect contains harmful bacteria which makes drinking contaminated water a  main cause of death. Our team here in EWB recognizes the need for clean drinking water and a sustainable way of life along with the parallels of this project being conducted around the globe.

In EWB, we combine our different disciplines of engineering to design, build, and  implement systems that can alleviate developing nations that lack access to life essentials. This partnership focuses on implementation of environmentally and economically sustainable engineering projects, while giving future professionals a hands-on experience and opportunity to do good in the world with what they have learned.

    The rainwater system we plan on adding to is a great addition to the environmentally friendly systems being used in the new Public Health building. The educational aspect of the piece, that we will provide with a easy-to-follow display, informs everyone who enters the building about the benefits of such a system and the logistics of how the system works, something that is not common knowledge. This display system will only cost around $2000 as an estimation plus the added $15000 from the additions to the system needed to put it in the lobby. The University of Washington, although not limited to, can also perform ongoing research of water quality at this site with our added filtration. Development and experiments of new water filters for drinking or other uses can also be conducted. Possible breakthroughs in water treatment can make the University look exceptional in addition to doing the world a favor.

 

Student Involvement:

The display and visual rainwater system in the lobby would involve any students that walk through the lobby of the building. These students will be able to see an easy to follow, possibly interactive display that would explain to them how a rainwater system, like the one that will be in the building, works and what its impact is on the environment. In this way any UW student will be involved with this project. More directly, students working on the project like the students from EWB and any design students will be involved as well. They will have a chance to research these systems and learn a lot about them to be able to put together an easy to follow display for other students. For the design students, we have been told that people in CSF have connections to people to get the word out to these students and see if they are interested in designing the visual display that will be put on the screen. As far as the engineering students go, we have already talked with students in EWB and have 15 interested engineering students on our team. There are other ways to reach out and involve engineering students who are not in the club as well, if they are interested in the project.

    For our extra filtration project, depending on the department and faculty that are interested, students in related classes may be involved in the testing and research. This testing could potentially be incorporated into a curriculum or some way that the students in related classes could be involved with these systems. Either way, any student will be affected because anyone coming into the lobby will be able to understand how these systems work by looking at the visual display. With our extra filtration regarding potable water, explanations on how these filter systems work and the impact of these systems will be displayed on the screen for all to see. This will also more directly involve our engineering students on the team because they will be involved in the creation of an engineering system which will be a great hands on experience for them.

 

Education & Outreach:

 

The UW community can find out about the Visible Rainwater Treatment System in the new public health building through several different ways. The first way to reach the community is through Facebook. The Engineers without Borders Club at UW has a Facebook page that we can first post on to tell our friends and those interested about the project we will be working on and then later on to encourage them to go visit the new system. We also will possibly ask the Campus Sustainability Fund to post about the project on their own Facebook page. The students involved in the project and in Engineers Without Borders will be asked to share the post in order to reach an even greater audience. Another way to advertise about the rainwater project can be through the Daily, the University of Washington student newspaper. We will reach out to their group to request either an article about the Public Health building on campus, with a feature on our rainwater system, or we can ask to put an ad in the newspaper to educate the readers about our new project. In this article or ad, we can expand on the good the project is doing for the environment and how they can either get involved or how they can become greener. Another outlet we will be able to use to reach the community about the Visible Rainwater Treatment System in the new Public Health building through is physical advertisement. We can potentially put up flyers around campus, including the Hub, Ode, the dorm common rooms, and bus stops. These fliers will have information about the project on them and the contact information for EWB and CSF, for if they want to get involved.

UW Engineering Without Borders is a student-run organization that sees new members on a frequent basis. Our Local Projects branch within the club is often the first step for new members when joining the club, as the projects are more accessible than the international projects. Thus, any outreach that EWB conducts as a club will directly allow more UW students to work on the project. Anyone can join UW EWB, there is no application or selection process to become a member. This is an important fact, as any student that’s interested in the project can become involved as soon as the following week. Meetings are held weekly, where each projects’ members gather to give progress updates and work on coordinated tasks. Particularly interested students can assume a larger role in the project easily by seeking involvement beyond the weekly meeting.

As well as people directly related to the project, all students will see the educational benefits. Since our project includes an educational display in the lobby of the building for all to see, students that come into the building will easily be able to learn about this sustainable system and its impact on the environment. We will provide an easy to follow display that will allow for all students in all different departments to learn about these rainwater systems and how they apply to the specific building as well.

With our other project regarding extra filtration, the students in EWB that are involved will learn a lot about design, building, and implementation of engineering systems which will be very valuable for them in the future. Whichever system we implement will also be included in the display showing even more sustainable systems to students and educating them further on this topic. Students may also be involved in the research and testing of these systems depending on the faculty involved.

Environmental Impact:
  • Water

Environmental Problem:

The part of our project involving the display system and rainwater system in the lobby is very centered around educating people on environmental issues and sustainable solutions, although this is a very important part of protecting our environment. This does however go hand in hand with the rainwater system itself which has a big impact on the environment. Rainwater systems like these allow us to use water that would normally go to waste and reduces municipal water use. Municipal water treatment takes up a lot of energy and chemicals that negatively affect our environment, these rainwater systems do not. They also manage stormwater runoff, something that has a large effect in the Seattle area because of the high volume of rain we receive. These systems manage the amount of runoff to prevent erosion, flooding and poor quality water from running into our lakes and rivers.

    Our other potential project about filtering water to make it potable has a different kind of impact. If researched, filtration systems like the ones we would implement may be approved by the FDA to provide potable water to people. This would mean that people could implement rainwater systems into their buildings and homes for potable uses, such as showering and drinking/cooking. This would make a big dent in the municipal water usage that has such a negative impact on our environment.

 

Explain how the impacts will be measured:

Our projects environmental impact will be measured directly and incorporated into our visual display. People will be able to see how many gallons of water we are using with this system and therefore how much municipal water usage this saves us. A display will also be provided for whichever extra filtration system we might incorporate so everyone can see the impacts of that system as well.

Total amount requested from the CSF: $17,000
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

Carmen from PAE has given us an estimate of $15000 for additional parts needed to put the system in the lobby
ItemCost per ItemQuantityTotal Cost
TV$20001 $2000
Additional parts to rainwater system (needed to put it in lobby) $150001$15000

Non-CSF Sources:

Project Completion Total: $17,000

Timeline:

TaskTimeframeEstimated Completion Date
Display creationnot sure, 2 or so months depending on the design studentsBy the time the building is done in 2020 at the latest
Rainwater system in lobby probably a year or so2020, or whenever the building is finished, this cant be implemented until they are done building

Project IF

Executive Summary:

Project IF (Indoor Farm) is a feasibility study to run indoor farm facility on UW campus by student to provide fruits and vegetables to the cafeterias on campus. With the high potential for food crisis during the impending rise in population, we feel the urge to produce food in the most sustainable way possible at where we spend most of our time, UW.

With the funding and the assistance from UW CSF and Bioengineering department, we will have two modern farming techniques (hydroponics and aeroponics) included in the Project IF feasibility study. Hydroponics is a rather established farming technique for many years of practice. Aeroponics has proven to be the most advanced and efficient crop growing platform because of its water efficiency and root growing capability. It is even used by NASA to grow crops in the space stations. We are not only excited about to put the modern farming techniques into practice first time ever on the UW campus, but we also want to raise public awareness about the importance of preventing the forthcoming global food crisis.

This feasibility study is only a glimpse of a larger vision. It is important that we gain practical hands-on experience through this study, so we understand operational costs like utilities, labor, maintenance, and consumable cost. If successful, we plan to partner with UW campus cafeterias to build a high-efficiency indoor farming system which could be run by students and campus staff. This on-campus farm would enable the UW community to enjoy fresh organic greens that are affordable, hyper-local, and pesticide-free, help strengthen UW’s role as a leader of environmental sustainability, and act as a natural platform for the advocacy of food sustainability. By bringing food production right on to campus, we can inspire the next generation of minds to consider a sustainable, local future of food.

Student Involvement:

Our team is well equipped to complete this project successfully. Kurt Kung, our team leader, has 10+ years of experience on advanced research and rapid prototyping development throughout his doctoral education at the UW. Our project currently has a staff mentor, Dr. Gerald Pollack, who has been an integral part of this project and will continue to support our group throughout the duration of the project timeline.

To date, we have recruited more than 10 UW undergrad student from various of departments and majors who are actively contributing to the project. The information regarding the roles and responsibilities of each student team member will be posted on the forthcoming Project IF official website.

Education & Outreach:

The problem that Project IF is trying to solve is by no means trivial. Anything that we can do to raise public awareness on the future global food crisis and engage more students and staffs on campus to take part in our project will help the food sustainability movement. Besides the

support from CSF, we have participated in the Science Technology Showcase (STS 2018), the Health Innovation Challenge (HIC 2018), and the Environmental Innovation Challenge (EIC 2018). In fact, Project IF won the third place at the STS and the Judges’ Favorite Award at the EIC. From experience, we know competitions are one of the best ways to recruit students for meaningful projects, and expose the project quickly and effectively to local media outlets. Moreover, Kurt Kung recently received $10,000 postdoc fellowship from the Mistletoe Research Foundation, and he intends to use most of the fellowship grant on the Project IF.

Environmental Impact:
  • Food
  • Water

Environmental Problem:

It is estimated that global crop production will need to double by 2050 to feed the population, and it is clear that we need to find a solution to feed a growing population. Indoor farming is believed to be the future of agriculture. Growing crops hydroponically and aeroponically has proven to save 95% of water compared with traditional farming and with higher yield. Improving indoor farming efficiency and reducing its cost is a large-scale problem that many engineers and scientists are working towards. Efforts are focused on reducing labor costs by increasing the degree of automation, reducing utility costs by using more efficient lighting, and using smart control system with advanced AI to improve agricultural yields. But this won’t be enough. The rate of growth in global crop yields is not growing fast enough, and doubling the world’s food production will require much larger indoor farm footprint that operates locally and has the potential to feed billions of people in cities. And Project IF is going to take the first step at home of UW campus.

Explain how the impacts will be measured:

The impact of the Project IF will be measured in 3 categories: the evaluation of proposed feasibility study, student involvement level, and public awareness.

In the feasibility study, we will gain hands-on experience and measurable data on the operational cost in detail and the actual crop growth efficacy. These experience will help us reach our next goal – growing food on campus with state of the art technology to provide healthy, affordable vegetables to our UW community members.

We estimate at least 10 students will be involved in the core team for the proposed CSF project and UW competitions mentioned above. The number of student volunteers and the level of involvement of each individual will be reported in the quarterly CSF report.

To measure the impact on public awareness, we will collect opinion and attitudinal data from indoor farming and agricultural sustainability from the campus community. As part of this effort we will promote this project through digital media channels to develop public relations with the local community and media.

Total amount requested from the CSF: $30,000
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost
Half of Kurt's stipend as a post-doc in Bioe$25,0001$25,000
Compensation for committed students$2,5002$5,000
Material cost of the aeroponics system$10,0001$10,000

Non-CSF Sources:

potential funding sourcepotential funding amountdate of potential fund receivable
NSF SBIR$225,000July 2018
UW HIC$15,000March 2018
UW EIC$15,000April 2018
UW BPC$25,000May 2018
Project Completion Total: $80,000

Timeline:

TaskTimeframeEstimated Completion Date
Hydroponic and aeroponic platform design and development, including testing sub-componentsJuly 2018 – December2018
Recruiting and training UW student volunteers (Environment and Engineering majors) to participate the Project IF.July 2018 – December2018
Beta test (basil and lettuce are the target test plant)January 2019 – June 2019
Recruiting and training student volunteers (Communications, Marketing, Business, MPA, and MBA majors) to help raise public awareness.January 2019 – June 2019

Global Leadership Forum

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

Total amount requested from the CSF:
This funding request is a:
If this is a loan, what is the estimated payback period?:

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Non-CSF Sources:

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TaskTimeframeEstimated Completion Date

Project Approval Forms:

Matsuri 2018

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

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Non-CSF Sources:

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Youth Engineering Green Solutions to Stormwater Runoff and Pollution Prevention

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

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Implementing Sustainability: Bamboo toothbrushes for UW Dentistry

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

Total amount requested from the CSF:
This funding request is a:
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Africa NOW: Unlocking Potential From Within

Executive Summary:

The African continent is home to the largest youth population in the world and with the increased access to information and new platforms to mobilize, youth across the continent are fighting to address corruption and create ways to contribute to the growth of their countries. This revolution is one that cannot be ignored; the African continent has abundant resources and limitless potential that generally goes unacknowledged and continues to be exploited by outside actors. Africa’s youth across the diaspora are eager to help their nations achieve the long overdue potential that experts have been predicting for decades. Here in Washington, we’ve decided to join the revolution by supplementing the educational pursuits of young professionals and cultivating them to unlock the future of Africa, now.

  Young professionals around the U.S. have been afforded the opportunity to pursue higher education and specialize in fields that are essential to the sustainability and progress of their country. These same skills and expertise can be used to find solutions to current issues and utilize existing resources across African nations. So why don’t we see young professionals in the US engaged with the African continent? We know that the desire is there but the primary disconnect lies in the lack of knowledge about the continent and the resources available for young professionals to engage with. Africa Now is designed to bridge this void by hosting an annual conference that provides information, resources, and networking opportunities.

  Phi Beta Sigma has deep cultural roots derived from Africa which have shaped the formation of the fraternity and its values. As one of the few historically black organizations on the University of Washington’s campus, the Kappa Lambda chapter along with other prominent leaders on campus, have identified students’ desire for tangible opportunities to get involved with the exponential growth of the African continent. Through industry-specific seminars, networking, action-based resources, art, and an all-star panel, this conference will inspire and mobilize young professionals to start building Africa now and turn the continent’s "potential" into a reality.

  On an annual basis, Africa Now will mobilize a community of passionate, active, young professionals that are committed to building a sustainable future for Africa. Through social media and quarterly follow-ups we will coordinate and maintain a network that can learn, share, and collaborate on relevant ideas. The relationships built between participants from diverse academic disciplines will eventually yield new foundations, entrepreneurial ventures, group sponsored initiatives and ideas that will translate into action, not only in Seattle but across the world.

Student Involvement:

Africa Now is entirely run by student-led organizations at the University of Washington. Currently, we have an executive board made up of ten students who have volunteered their time and expertise to thoroughly organize the conference and the discussions leading up to it. Our board is made up of student leaders from Phi Beta Sigma Fraternity Incorporated, UW Leaders, African Student Association, Black Student Union, the Black Student Commision, Retro, and the Seattle African Chamber of Commerce. As we build this conference to inspire the next generation of leaders, the executive board has been strategically designed with positions that allow each member of the board to grow professionally and gain experience in desired career fields. As we continue to build out these positions and formalize each role, the potential experience, impact, and professional development that board positions offer will be a prominent factor in enticing members to take on these leadership roles and continue the conference from year to year.

 

The current board positions and the students that occupy them are listed below:

  • Conference Advisor - Emile Petri OMA&D associate vice president & Troy Bonnes Coordinator of Student Relations for the Department of Communication
  • Logistics & Program Manager - Wole Akinlosotu
  • Collaboration Chairs  - Hawi Nemomssa & Ruhuma Berta
  • Community Outreach Chairs - Joshua Dawson & Yarid Mera
  • Finance Chair - Devin Pegues
  • - Shina Diadhiou Aka-Adjo & Jeane Dore
  • Marketing & Public Relations Chair - Abigayal Talkington
  • Advancement & Sponsorships Chair - Mical Bokretsion

 

Phi Beta Sigma Fraternity Incorporated is currently working with several student organizations primarily the African Student Association, Black Student Union, and the Black Student Commission. Leading up to the conference we’re organizing 3 different discussions across campus and around the city in order to discuss prominent questions that Africa Now can eventually provide answers to. These questions will also help garner awareness and anticipation for the conference in May. Our first discussion will be with other legacy groups on campus. The executive board is in the process of reaching out to the Filipino Student Association (FASA) and the Pacific Islander (PI) to host a discussion addressing our origin countries for the purpose of strengthening allies and mobilizing to solve common issues that we both face. In addition to the above organizations, we are also working with the National Association of Black Engineers, the Association for Black Business Students, the National Association for Black Accountants, Women in Informatics, and MEChA. We will work with the listed groups to form collaborative discussion sessions based on specific topics addressing such as - “Techs Role in Developing Nations” and “Exploring Sustainable Business Models Around the World”. Collaborating with diverse groups will spark interest in Africa Now across communities that we would not have appealed to through traditional marketing efforts. These discussions are also intended to spark action in other communities and show diverse groups that there is something to learn for everyone at Africa Now.

 

In addition to the above student organization we mentioned, the executive board has identified the following career and educational development programs here on campus. We believe these organizations represent academic and professional prospects and we plan to reach out to the following organizations to see how we can work together to make Africa NOW a successful event.

Education & Outreach:

Africa NOW’s main platform is education and action. Before the conference begins we’re aware that many people don’t understand the urgency of our title or our main cause. It’s through our interdisciplinary discussions around campus and around the city that we plan to show why our cause is so urgent. Once young professionals are at the conference we plan to inspire action through workshops, a resource fair, networking sessions and a panel discussion so that they leave the conference inspired with a newfound network of capable individuals and tangible steps to be the change for Africa’s future.
Workshops and networking sessions:
The workshops are designed for students to learn from professionals with experience in African nations and more specific industry experience that pertains to generalized academic fields that students are pursuing. We will be having six workshops up to 30min each with one round of rotations.

The workshops are:
 Business in Africa - Entrepreneurship
 Healthcare in Africa - Systematic Issues 
Tech + Engineering Africa - Environmental Issues
 Politics & Social Action - Grassroots Movements 
Media and Entertainment - The Recent Exponential Growth  
Education - Addressing The K-12 Schooling System
We hope to provide attendees with honest speakers that give genuine insight on what it’s like to work in these fields in Africa. Therefore, we will be asking them to discuss personal challenges that they have faced, some of the outcome of their contribution and most importantly how sustainable is the field and how to better these industries. Along with the speakers, the students have up to 10 minutes during each workshop to network with one another and discuss what they learned and hopefully collaborate in the future.

Resource Fair:
The resource fair is mainly where we provide tangible action such as internships, fellowships, volunteer and other opportunities. The resource fair is key for the conference because we want to showcase that there opportunities out for undergraduate and graduates to take action in pursuing their passion for Africa’s growth.  
Some of the organization that we will invite are:
 

Africa Town

Bill and Melinda Gates Foundation 
UW Study Abroad
Ethiopian Diaspora Fellowship
Africa Business Fellowship
Peace Corps
CSF 
Buerk Center
Startup UW 
Environmental innovation challenge
Global student initiatives
And more!

Panel Discussion:
The panel discussion is a part of our final ceremony. We want our panelist to encompass what we are inspiring our students to achieve. We will be reaching out to highly accomplished speakers that can garner and excite a crowd of 300 young professionals as well as speak intellectually about their experiences and the state of Africa. 
Here is a short list of speakers that we plan to invite:
Trevor Noah 
Akon 
Patrick Awuah 
Chimamanda Ngozi
Luvvie Ajayi
Sanusi Lamido
Anthony Carroll 

Environmental Impact:

Environmental Problem:

Africa Now will start and encourage a conversation centered around building more sustainable nations in Africa. Direct consequences of climate change are interconnected with social, political, and economic challenges. According to the grassroots activists of 350 Africa, the number of weather-related disasters, such as floods and droughts, has doubled over the past 25 years and climate change has been felt in the livelihoods, food productivity, water availability, and overall security of nations across the continent such as Mozambique, Nigeria, and Somalia.

 

Environmental discussions often do not acknowledge the disproportional environmental consequences that industrial, political and commercial operations have on neglected populations both locally and globally. This is especially true on the African continent where resources from oil to food are exploited by corporations and foreign governments. The environmental issue is directly tied to issues in politics, society, and economics and in order to address these issues it will take a cross-disciplinary approach. We plan to implement this approach through our industry-specific break out sessions. Once students attend the first session of their choice they will be encouraged to attend a session that interests them but does not directly correlate with their intended career path or current academic pursuits.   

Since our conference focuses on empowering the next generation of leaders towards building a sustainable future for Africa, we plan to address the intersections that occur with populations who are most vulnerable to the consequences of climate change in a breakout session dedicated towards environmental issues in Africa specifically issues that are being solved by modern technology. By contextualizing the interests of young professionals and exposing them to an interdisciplinary approach to solving problems, we will mobilize students to ask the right questions, seek opportunities to collaborate, and ultimately instill equity and sustainability at the forefront of the impact they intend to have on the continent.

Explain how the impacts will be measured:

Africa NOW’s Impact Measure:

Africa NOW is a conference that will have young professionals attending that are equipped with all of the most active cyber tools. We plan to use these tools to to reach out to the young professionals to market the event, showcase their thoughts on a live feed during the event and as well as follow up with those who attended to see their progress as a young professional and more!

 

Impact Before Conference:

 

Before the individuals attend the event itself there will be an application process if they are in high school and a registration if not. This will consist of questions that will gauge just how much and why they are interested in Africa NOW and it’s mission.

Application/Registration Questions:

    • “Why are you interested?”
    • “What are you currently doing to build a more sustainable Africa”
    • “What do you intend to learn during the conference?”
    • “What do you intend to do with the knowledge you gain from Africa NOW?”

These questions will also help us attempt to incorporate what these students are most interested in relation to the conference based on what they answered before coming to the event.

 

Another element of the process before the actual event is a countdown campaign that will be social media based. The campaign will consist of intriguing content about the event that will encourage young professionals to inquire about the event leading them to their attendance of Africa NOW. The Executive Board and volunteers will announce and present the event at a more increasing rate the week before the event in order to build off of the momentum already installed by previous marketing. The campaign will take place from May 13th - May 19th. It will specifically consist of actively…

  • Posting the flyer on all social platforms
  • Tabling on campus
  • Announcing the event at all of our collaborators’ meetings

 

Impact During Conference:

During the event we plan to measure impact in the following five ways:

 

  • Conference feedback through surveys
  • Social Media: Hashtags, Answering Questions Live, broadcasting Social media engagement on screen throughout the conference   
  • Photography (photo booth) + Videography + Video Campaign (to be released after the conference)
  • Participation/number of attendees
  • Diversity of our collaborations, attendees, and speakers

 

Impact After Conference:

After the conference, we will use the information we have collected to follow up with them as well. We will send out a follow-up email with the young professionals to see where they are at with their professional lives, specifically in correlation with Africa NOW’s mission. We will also be checking in with the vendors from the resource fair to see how many young professionals have found their way into their businesses. All of these questions will help us determine where our young professionals of Africa NOW are.

 

This will consist of:

  • Conference feedback through an emailed survey
  • Contact resources/ businesses to see how much engagement they received from conference participants
  • Quarterly newsletter for check-ins/reminders/encouragement
  • Create Facebook and Slack Groups to post live updates and allow attendees to stay in touch

 

How Will We Define Success?

 

  • Positive Feedback from surveys
  • An engaged community on social media
  • Actions/projects on initiated by attendees
  • Engagement between attendees and resources on the platforms that we provide
  • Inspiring attendees to create goals at the conference
Total amount requested from the CSF: $10,491
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

Conference costs
ItemCost per ItemQuantityTotal Cost
Gathering Hall $2481248
Conference Room $1581158
Data Projector $1201120
Microphones$1002100
Stage$1751175
UW Law School$5006500
Africa Now Event Banner $2002200
Shirts1,9002021900
Panel Speakers200036000
Moderator100011000

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date

Project Approval Forms:

60 Second Sustainability: A Video Game for Sustainability at UW

Executive Summary:

EarthGames (www.earthgames.org) plans to build a video game called 60 Second Sustainability (60SS) for mobile phones and tablets that educates students about many sustainability actions they can take on campus, while promoting and building bridges among RSOs.  We seek to educate a new audience of students about sustainability actions they can take, and spread the word about campus organizations.  The cost is $26,043, which will go to student managers and a professional game developer on staff with EarthGames.  The game will be made available for free to download for mobile devices, and shown in a variety of tabling settings and events across campus.  The game, which recently won the Audience Choice Award at the UW Sustainability Game Jam, will consist of many 5-10 second "microgames" played in quick succession, which allows us to introduce many sustainability concepts in a short period of time.  

Student Involvement:

The project will involve many students across campus at various levels of commitment, ranging from building the app, to co-designing and testing microgames, to distributing the app.  Three student managers will be paid for their involvement.  Judy Twedt, a graduate student in the Interdisciplinary Individualized Ph.D. program is managing the project.  She is a Husky Green Award winner, College of the Environment Outreach award winner, and is experienced with making connections among groups at UW and in the broader community as evidenced by her leadership of  the UAW Climate Caucus Speaker's Bureau, and service with the Alliance for Jobs and Clean Energy.  Rikki Parent will serve as lead artist for the project.  Rikki is majoring in atmospheric sciences and has contributed much of the art for previous EarthGames releases including A Caribou's Tale, Erode Runner, Soot Out at the 0o C Corral, and EcoTrivia: Save the Animals.  An undergraduate programmer, potentially Alexey Beall, the creator and sole programmer of Dark Side of the Earth, will contribute to programming the game within the Unity game engine.  

We will also involve the ATM S 495: EarthGames Studio class with co-design of the games.  This largely independent study class averages around 10-15 students each quarter, and current and previous students have expressed great enthusiasm about participating in development and testing of 60SS.  The class frequently tests, critiques, and tunes prototype games in the weekly classroom meeting.  

Finally, we plan to engage a large number of sustainability RSOs in co-designing the game.  We have had preliminary conversations with groups including WashPIRG, SEED, SAGE, Green Husky Coalition, the UW Sustainability Action Network, Global Sustainability Initiative, and UW Solar about contributing their own theme, task, or action item into the micro-games. Student groups have expressed a keen interest and excitement in contributing to the microgames. This opportunity to co-design the microgames offers student RSO’s several benefits: (1) the creation of a tool to engage new audiences or members, (2) promotion of their chosen sustainability goals and values, (3) design and teamwork skill-building through the co-development process, (4) connecting with other student groups across campus through the game, to amplify and mutually reinforce the overlapping sustainability goals of groups around campus. 

Education & Outreach:

A big source of the outreach will be through existing student networks. Part of the co-design plan for each RSO will be to commit to showcase the game at one or more event(s).  

We look forward to showcasing the game at campus events including Fall Sustainability Fair, Dawg Daze, Earth Day 2019, and through coordination with Student Life and HFS. We will also collaborate with RSO’s to host drop-in events in the Odegaard Library media arcade, and the HUB Game Center, and with the UW Game Club.  
Online publicity will include the quarterly EarthGames newsletter, which reaches over 500 people, and through EarthGames social media channels.  We will invite each sustainability organization who participates in co-design to write a blog entry about their microgame development process, which we expect will generate interest among game designers in the EarthGames network.  

Environmental Impact:
  • Energy Use
  • Food
  • Transportation
  • Waste
  • Water

Environmental Problem:

With 60SS, we aim to expand the perception of ‘who does sustainability’ by using student-inspired digital games to build connections, both within existing groups and to new students who might not otherwise think about sustainability.    

A large body of market research suggests that peer modeling is a powerful motivator for behavior change. This game capitalizes on the power of peer-modeling to influence individual and collective behavior around sustainability. The games will target many, small-scale sustainability actions that students can take, including reducing waste, encouraging composting, energy efficiency, lowering carbon footprint, and joining a green group on campus.  The microgames will be linked with the current campaigns of environmental RSO groups.  By showcasing a series of individual actions that are connected to the work of student groups, the game will promote social bonding around sustainability values, and individual behavior changes. 

For instance, to support the SEED effort to encourage students to wash clothes in cold water using fragrance free powdered detergents, we could design a microgame in which the player changes a washing machine temperature setting to cold, and selects the right detergent within 4 seconds.  To help encourage proper waste disposal, we would depict the correct placement of items that when incorrectly sorted cause the most damage at UW, such as e-waste and liquid into paper recycling bins.  To raise awareness of the Global Sustainability Initiative's biogas food truck project, we may depict composting food scraps into a digester and lighting the biogas produced.  
 

Explain how the impacts will be measured:

We will measure the impacts by tracking the number of downloads of the app and the number of showings and people reached at campus events.  We will also track involvement of sustainability RSOs using metrics such as the number of microgames produced and participant involvement at different levels.  

We will solicit feedback, through surveys, from participating RSO’s in two phases:
1) After the design phase, to assess the impact of the participation on the RSOs
2) After launch events, to gauge the response of participants

These survey results from both end-users and RSOs will be summarized in a blog about the process of collaborative sustainability game design. 

Our goals for involvement is participation of 8 RSOs, implementation of 15 microgames, 50 students involved in game development, and 1000 downloads of the game in the first 3 months. 
 

Total amount requested from the CSF: $26,043
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost
Rivkah Parent, undergraduate student artist$24.14/hour ($20/hour plus 20.7% benefit rate)200 hours$4828
Judy Twedt, graduate student manager$30.18/hour ($25/hour plus 20.7% benefit rate)200 hours$6035
Samuel Dassler, EarthGames lead designer$6685/month (salary, including 32.5% benefit rate)2 months$13370
Undergraduate student programmer$18.11/hour (including 20.7% benefit rate)100 hours$1810

Non-CSF Sources:

SourceDescription
Dargan FriersonUnfunded faculty liaison
Frierson RCR FundUsed for budget overruns
EarthGames Support FundUsed for budget overruns
Project Completion Total: $26,043

Timeline:

TaskTimeframeEstimated Completion Date
Co-design microgames with sustainabililty RSOsSpring quarter 2018June 1, 2018
Finalize art/gameplay and test with RSO contactsSummer quarter 2018September 1, 2018
Publish game to app store and rollout in orientation eventsend of summer 2018September 15, 2018

Project Approval Forms:

Earth Day Festival: A Celebration of Diversity and Unity of our World

Executive Summary:

The realities of growing inequality, political stalemate, and climate disruption just scratch the surface of global issues we face today. It is clear that the current system doesn’t work for the vast majority of people on the planet, and we need to work toward something better. Elected officials across the globe are operating on agendas rooted in fear that divide us rather than unite us. In these increasingly polarized times, there is a dire need to build connectivity and solidarity in our local communities.

In order to address sustainable and equitable solutions, barriers between the way we view our environment, society, government, and economy must be challenged. The University of Washington builds outstanding opportunities for students through world-class academic departments and an impressive array of organizations that engage students’ varying interests; however, there are few mechanisms that facilitate lasting interdisciplinary connection and collaboration within the UW community.  While campus events like sporting events, artistic performances, lifestyle events, and talks create significant cultural value, there is a largely untapped opportunity to produce an event that brings together many of these elements, while facilitating discussion, exploration, and networking in pursuit of a more sustainable future.

For the past year, the UW Sustainability Action Network (UW SAN) has been building a collaborative campus network that engages and empowers diverse perspectives to drive collective action. UW SAN is comprised of an administrative team and an executive council representing eight student organizations. The campus-wide Earth Day event has emerged as an opportunity to showcase and expand this growing network by igniting awareness, engagement, and action beyond the same few who are typically involved in the sustainability conversation. This showcase will combine arts and performance with exhibits and activities in a “festival” type model to accomplish this widespread engagement.

UW SAN, in partnership with the UW Sustainability Office, has been developing an enhanced model of the annual Earth Day celebration to take place on the HUB Lawn. This event will feature student and local performances, PNW change-makers, sustainability projects, and campus organizations to demonstrate the power of intersectional collaboration and the current local efforts to achieve this. Arts and performance have an unparalleled ability to resonate with diverse audiences. By curating a program centered around those features, the UW SAN and its partner organizations hope to generate widespread student interest. The event will be a platform to further develop this growing network by providing opportunities for RSOs and and individuals to participate in the sustainability movement.

We are asking CSF to contribute $11,700 to this event to support performance and speaker honorariums as well as marketing materials. In order to build a world that puts people, communities and the planet first, we need to imagine what’s possible. We invite you to help us build an event that explores the realignment of our environment, society, government, and economy so that we can begin to envision those systems working better for the people and the planet.

Student Involvement:

The Earth Day event will be primarily organized and implemented by a team of student leaders. This team currently includes a 9-student planning committee and 8-student marketing team. Student volunteers will have the opportunity to be part of a large-scale event encompassing a cross-campus social movement through planning, outreach, marketing, accounting, and day-of set up of the event.

Partner organization EcoReps has committed to providing their team of 5-20 service learners for marketing and day-of-event support. SAN’s council organizations will provide additional volunteer support. We plan to further extend this volunteer network as need arises throughout the development of the program. Examples of potential opportunities for additional student involvement include illustration, design, and food programs. Outreach strategies include digital communication such as email and social media, presentations in classrooms and student organization meetings, and invitations to Earth Day event planning meetings.

The event’s programming itself will consist of diverse representation from artistic, advocacy, and sustainability focused RSOs. These student organizations will use their platforms on campus to spread the word to their communities. Tabling and performances by social justice-focused UW and community groups, culturally and environmentally-oriented interactive art, and environmental outreach through groups like WashPIRG will provide students with a wide array of opportunities to get involved. The range of perspectives and narratives will create an empowering space for students to explore the ways that their unique expertise and passions fit into the sustainability conversation.

Student coordinators will develop relationships with participating RSOs to ensure a clear understanding of the SAN mission. These partnerships will enable RSOs to effectively integrate into the program and hold valuable conversations with event patrons. They will be able to communicate their role in the sustainability movement and connect students with the many available campus resources (ie. involvement in projects, access to funding, etc).

List of project team and sub-teams

UW SAN Admin Team:

This team is the central coordinating body of UW SAN that will monitor the progress of the event throughout its development and execution. This team is dedicated to building an intersectional campus sustainability network and will be continually exploring strategies for plugging that network into the programming of the Earth Day event.

Scott Davis - Graduate in Urban Horticulture: Project Manager

Sky Stahl - Undergraduate in Business & Communications: Director of Events

Zoe Shadan - Undergraduate in Political Science & Communications: Director of Council

Sasha Jenkins - Undergraduate in International Studies: Director of Partnerships

Dutton Crowley - Undergraduate in History: Intern

Lance Bennett - Faculty in Political Science & Communications: Advisor

 

UW SAN Executive Council:

The SAN Executive Council is comprised of representatives from eight campus groups, dedicating its assemblage to SAN’s vision, mission, and values which will subsequently guide the conception of this year’s Earth Day event. Each of the council members are involved in different aspects of Earth Day, including event planning, marketing, and developing engaging exhibits with their RSOs. Throughout the planning process, the council will gather to share progress, discuss developments within the network, and brainstorm strategies for driving further student power into the event. Represented organizations currently include: EcoReps, WashPIRG, Students Association for Green Environment, UW Sustainability, Hip Hop Student Association, Net Impact, and CSF.

 

Earth Day Planning Committee:

Responsible for most aspects of the event planning including budgeting, fundraising, production and booking.

Sky Stahl - UW SAN: Event Coordinator

Zoe Shadan - UW SAN: Assistant Event Coordinator

Qifei Xu - Capitol Hill Block Party: Event Planner

Alexis Neumann - DXARTS: Art Curator

Sasha Jenkins - JSIS: Outreach & Exhibit Coordinator

Alex Urasaki - EcoReps: Outreach & Volunteer-Coordinator

Jasmine Leung - Earth Club: Outreach & Volunteer-Coordinator

Anneke Mulders - Foster School of Business: Accountant & Budget Manager

Ian Rose - CSF: Project Development

 

UW SAN Marketing Team:

This team is responsible for promoting the event and designing the marketing campaign. They will also design the branding of the event, so it exhibits the vision of holistic sustainability and leaves a strong and lasting impact.

Julian Stickley - UW SAN: Design Director

Kat Kavanagh - Net Impact: Brand Strategist

Wole Akinlosotu - HHSA: Content & Storytelling Strategist

Jen Louie - Net Impact: Strategist

Racquel West - WashPIRG: Campus Outreach & Storytelling Strategist

Keoni Moore - Design School: Graphic Design

Qifei Xu - Capitol Hill Block Party: Community Engagement & Analytics

 

UW Sustainability Office:

UW Sustainability will be the office that UW SAN and its teams work with most closely. This is a valuable partnership as it will help to maintain the successful model of Earth Day that has been put on by the UW Sustainability Office in the past while also providing the opportunity for UW SAN to increase student involvement and ideas for meaningful expansion of the event. SAN and UWS have made the following plan for working together:  

  • Weekly meetings to check progress. Each party will prepare a weekly memo summarizing the prior weeks’ developments.
  • SAN to handle programming
  • SAN to monitor accounts and make sure that program is in-line with budget
  • Toren Elste to interface with university stakeholders and external vendors
  • Daimun Eklund to integrate with student marketing committee by providing previous marketing timelines and assets, as well as plugging Earth Day marketing materials into official UW channels.
  • UWS to administer budgets
  • UWS to provide guidance throughout the project.
  • SAN and UWS to hold each other accountable for keeping up with timeline

Education & Outreach:

The marketing and branding component of the Earth Day celebration will be one of the most important tools in generating student interest and attendance. The Sustainability Action Network’s marketing committee will develop and implement strategies and content in pursuit of that goal. This strategy will be outlined and solidified in the remainder of Winter Quarter, to be launched at the start of Spring Quarter.

The proposed budget includes allocations for marketing materials, including video development and social media promotion. The marketing committee is currently working with several videographers to explore the possibilities of an engaging video to build excitement for the event. The team is exploring ways to create an artistic visual representation of SAN’s campus-wide vision. The video would have two versions: one for use before the event that specifically includes event details, and a second one that does not include the event details to serve as an ongoing marketing asset for SAN.

Arrangements have been made with UW Sustainability to plug Earth Day materials into official university channels and to supplement design support with their staff. UW Sustainability’s pre-existing Earth Day designs and marketing tools will be valuable assets for the marketing strategy and provide a framework from which the student marketing team can build.

Stakeholders and supporters of this event include a broad mix of departments and communities, generating widespread interest across campus and providing multiple channels for marketing efforts. We hope that by developing an engaging, diverse, and locally-focused program, UW students, faculty, and staff will be encouraged to attend the Earth Day event and subsequently support SAN’s network-building project. CSF’s sponsorship of this event will be an opportunity to demonstrate their critical role in this growing network.

Our education goals include:

  • Spreading understanding of a more intersectional definition of sustainability
  • Fostering connections between the various disciplines (art, music, environmental science, social justice, etc.) geared towards sustainable efforts in the environment, economy, society, and government
  • Raising awareness for existing local efforts to achieve this more sustainable community
  • Display and educate students on how they can get involved through UW, the community, or with personal initiatives

 

As an “Earth Day” celebration, the program should represent a vast array of culture and craft. Criteria for our selection of speakers and performers include:

  • Local emphasis
  • Representing diverse communities and cultures
  • Speaking to the intersections of sustainability

 

Local speakers we are currently reaching out to include:

Nikkita Oliver - Seattle attorney, social justice activist, and prior mayor candidate

https://www.youtube.com/watch?v=AZLwSLXRWEg

Pramila Jaypal - Seattle Congresswoman

https://www.youtube.com/watch?v=aHlubzHbNVk

Ksharma Sawant - Seattle City Council

https://www.youtube.com/watch?v=XwosQMiiT5E&t=50s

Sarra Tekola - Seattle Social Justice Activist

https://www.youtube.com/watch?v=oJVIx7t819k&t=13s

Lisa Graumlich - Dean College of Environment

Ana Marie Cauce - UW President

 

Student Performers we are considering:

UW Steel Band https://www.youtube.com/watch?v=5V0_r7aaSLM

UW Bollywood Dancers https://www.youtube.com/watch?v=_TleeG5Hq1U

TAIKO  https://www.youtube.com/watch?v=lWqUZSodp3I

RETRO https://www.instagram.com/retro_uw/?hl=en

Polynesian Island dancers https://www.youtube.com/watch?v=8ofK08iy73k

 

Local performers we are considering:

Paris Alexa https://www.youtube.com/watch?v=sDSjXJjWW2c

Otieno Terry https://www.youtube.com/watch?v=4GRxyDS0k1A

Honcho Poncho https://www.youtube.com/watch?v=U9b--8oplnM

Essam https://www.youtube.com/watch?v=nfVQsiz4fP0&feature=youtu.be 

DON https://soundcloud.com/donofseattle/this-one-goes-out-to-the?in=donofseattle/sets/thanks-for-all-the-help-1

 

Based on our current partnerships, specific reach communities include:

  • Environmental: Through collaborations with EcoReps, Earth Club, SAGE, and the College of the Environment.
  • Social Justice: Through active student involvement from WashPIRG and contributions from RETRO
  • Government/policy: Through active student involvement from within the Jackson School of International Studies
  • Economics: Through an exhibit from Active Market Readers, sharing the sustainability component of their quarterly market reports
  • Arts & Culture: Through partnerships with the Hip Hop Student Association and ASUW Arts & Entertainment. Collaborations within the Art & Design, Music, and DXARTS departments, as well as Cornish College of the Arts.
Environmental Impact:
  • Energy Use
  • Food
  • Living Systems and Biodiversity
  • Waste
  • Environmental Justice

Environmental Problem:

The societal and environmental struggles that our world faces are systematically intertwined in a downward spiral, necessitating far-reaching interdisciplinary and intercultural synergies to find impactful solutions. Above all else, Earth Day should seek to rebuild and rebalance our relationship with the natural world, and in doing so we must consider our predominant societal and economic habits as a global culture to drive real progress towards that goal. The unsustainable values that hurt our natural world (competition, consumption, marginalization, etc.) are hurting our local and global sense of community as well; lasting sustainability is not just about saving the trees. It is about rebalancing our relationships with each other and choosing to cooperate rather than conflict.

This concept is highlighted by the fact that the less-privileged communities of the world often see the most drastic effects of environmental injustices, such as the indigenous people of the Amazon. Residents of urban ghettos have more pressing issues to worry about than recycling. Refugees fleeing violent regimes need a roof over their heads. Environmental champions around the world are beginning to realize that it’s hard to talk about sustainability without talking about equity.

To build this inclusive movement, we must identify shared values that transcend our differences and work together to create a world that embodies those values. Although the UW has already made great strides towards sustainability, there is a need to address a lack of engagement and awareness of the interdisciplinary nature of sustainability in the larger student body.

Our goal for the 2018 Earth Day event is thus to promote a holistic understanding of sustainability in the UW community that recognizes not only the value of protecting the natural environment, but the need for social, political, and economic justice. Our keynote speakers will speak on a variety of issues and draw connections between them. They will inspire hope by offering steps that we can all take in the direction that we want to go. Poets of diverse cultural backgrounds will communicate these ideas by sharing their stories. Murals will depict the challenges we face and the solidarity that is required to overcome them. Exhibits will showcase the efforts that are currently being made on campus to address these issues and provide opportunities for students to get involved. Problems will be addressed, but will be coupled with solutions that we can work towards regardless of our race, gender, identity, income, or age.

Our goal is to foster mutual understanding and intrigue amongst one another in a way that has never been done before on campus. The event will spark conversation and encourage a re-evaluation of how our thoughts, global perceptions, and everyday actions can work towards being more socially, politically, economically, and environmentally sustainable. Students will also be able to explore ways in which the UW is already making strides towards sustainability and how they individually can get involved in this campus movement.

Explain how the impacts will be measured:

The Earth Day event will serve as a case study for measuring the effectiveness of the Sustainability Action Network. We hope to multiply existing sustainability efforts by making new connections between silos and exposing traditionally unaffiliated students to new ideas and opportunities. The event will be our first large-scale attempt to manifest this goal in a tangible setting. We plan to measure our impact in the following ways:

  • Attendance
  • Participation in interactive/collaborative art installations
  • Number of collaborating organizations (how many different sectors / disciplines)
  • Number of exhibiting organizations (how many different sectors / disciplines)
  • Photo documentation
  • Responses to on-site surveys that ask questions such as:
    • What does sustainability mean to you?
    • What did you learn that you didn’t know before?
    • Who do you plan on sharing this with?
    • What did you come to this event to see? What surprised you?

While not yet solidified, we are also working with several individuals and organizations to include the following components subject to additional commitments and funding:

  • Total waste-diversion (in alignment with the UW Climate Action Plan)
  • Sustainable food initiative
    • Campus / local vendors
    • Use of bio-gas food cart (if complete)
    • Locally-sourced ingredients
    • Compostable materials
  • Solar-power
    • Stage
    • Food vendors as needed
    • Other exhibits as needed

 

Total amount requested from the CSF: $11,700
This funding request is a: Grant
If this is a loan, what is the estimated payback period?: 0months

Budget:

Talent estimates are based on previous experience and conversations with faculty.
CATEGORYITEMCOSTFunding Source: CSF / otherNotes
STAGE PRODUCTION
Staging3000CSFQuote from Pyramid Staging
Sound2900CSFQuote from Morgan Sound
Labor Variance400otherAllowance in case of schedule change
INFRASTRUCTURE
30x30 tent1,200otherQuote from Cort Party Rentals
Tables/chairs300otherestimate
Banners/signage1,500otherStage backdrop, hanging banners. Based on estimate from previous experience
TALENT
Performers1300CSFApprox. 5 Performers @ Approx. $100-$500 each
Speakers700CSFApprox. 5 keynote speakers @ Approx. $100-$200 each
Visual artists800CSFBudget to pay for materials and commissions
MARKETING
Printing400otherEstimate
Video1500CSFQuote from local videographers
Social Media300otherSponsored posts
Photography300other2 photographers @ rate from previous Earth Day
MISC / FORMALITIES
10% Contingency1500CSFIn case of unexpected costs. To be returned if unused.
Fire Permit400other
Hospitality200other

Non-CSF Sources:

Total expected from other funding sources: $5,250
SOURCEAMOUNTSTATUS
ASUW Special Appropriations3000Pending
GPSS Special Appropriations750Pending
GPSS Diversity500Pending
College of the Environment1000Pending
Bridges CenterTBD(funds pledged, amount undetermined)
Project Completion Total: $16,700

Timeline:

Please see theUW Sustainability Section in Student Involvement to see the roles that we have outlined with them.
TaskTimeframeEstimated Completion Date
Obtain FundingJan-FebFeb 28
Secure VenueJan-FebFeb 28
Establish Floor PlanJan-FebFeb 28
Initial Graphic / PosterFeb - MarchMarch 1
Equipment RentalsFeb-MarchMarch 15
Programming / BookingJan - MarchMarch 15
Video DevelopmentMarch - AprilApril 1
Website goes liveMarchMarch 26
Final Graphics & Marketing MaterialsMarch - AprilApril 1
Volunteer CoordinationMarch - AprilApril 1
Exhibitor CoordinationFeb - AprilApril 1
Production MeetingsMarch - AprilApril 7
Marketing CampaignMarch - AprilApril 20

Electric Outboard Motors, Sustainability for Washington Rowing

Executive Summary:

The University of Washington prides itself in being a world leader in sustainability and has a mission aimed towards excelling students to become leaders in the community, state and the nation. At Washington Rowing, our goals stem from the university; we pride ourselves in the pursuit of excellence, starting with our athletics and extending it to our academics and professional lives. As one of the university's oldest sports and one of the oldest intercollegiate sports in the country, Washington Rowing strives to continue our long-standing tradition of excellence by becoming leaders rather than reactionaries in every aspect of our lives. The next step in our pursuit of excellence is to reduce our environmental impact and extend the notion of creating a more sustainable sport to the rowing community across the country.  Furthermore, to educate the Seattle community about Pure Watercraft and its benefit to all users of our city’s waterways.

Washington Rowing is requesting a grant from UW CFS to take the first step towards a more sustainable sport and community.  With a CFS grant Washington Rowing can purchase a Pure Watercraft outboard motor and outfit a coaching launch with all electric power.  Pure Watercraft is a Seattle based start-up company eager to reduce the impact of small gasoline-burning watercraft on the environment and rowing is a perfect example.  Washington Rowing’s fleet burns thousands of gallons of gasoline a year and is docked regularly for charging throughout the day. The new outboard would prevent the burning of thousands of gallons of gasoline and the release of thousands of pounds of CO2 over its lifetime.  More importantly, it would demonstrate our program’s and our school’s commitment to a more sustainable future and the support of a local company.  To adhere to and advance our mission, our goal is to be community leaders in developing environmental sustainability for the sport of rowing. With UW CFS we can achieve that goal and educate the rowing community around the country about the benefits of electric outboards.

We are requesting assistance with the purchase of the motor for a launch (the term used by rowers for the boat which coaches sit in while observing practice). The cost of the motor is $8,000. The remaining expenses for the boat itself would be covered by UW Rowing. This motor costs the same as most other Honda 25 HP motors. However, the cost of the motor’s maintenance would drop significantly, saving the team money in the long run while also diminishing its environmental impacts. Of the $8,000 spent, approximately $5,200 should be saved over the next 8 years.  The 8 year distinction is a minimum lifespan of the motor that is promised to run much longer by Pure Watercraft.

 

Student Involvement:

There are three main focuses on student involvement for the project; proposal writing, community outreach, and student-led research.

From the start, Washington Rowing has designed this project to be student run with minimal involvement from coaches and administrators except when absolutely necessary.  I, Weston Brown, will be heading the project with involvement from 7 other students working on the project from business, environmental, and engineering backgrounds.

Beyond the proposal writing and preliminary research that goes into the project, the majority of student involvement will be in outreach and community involvement. It will be the student’s role to help spread the knowledge of electric launches to other rowing teams both locally and abroad. The 40 area rowing clubs (which will be discussed further in the outreach segment of this proposal) hold monthly board meetings for their members, and these will provide exceptional opportunities to visit the local clubs and provide sustainable education.

To further investigate the breadth of environmental impact, and the benefit of switching to an entirely electric-powered fleet, Washington Rowing is working with the College of Engineering and Pure Watercraft’s research division to analyze the acoustic vibrations emanating from both types of outboard engines. By involving undergraduates in the experimental setup and data analysis, we will extend the scope of student involvement to academia, and introduce students to our passion for effecting positive change in our environment.

In the future, we hope to expand the research component of this project by exploring in-house renewable energy generation, the effect of turbulence on sediment agitation, and novel methods of filtering point-source runoff. As athletes who spend most of their time on the water, we are acutely aware of the effect that urbanization has on our environment. We believe that maintaining a forward-thinking mindset is crucial for the success of Washington Rowing in building world-class students, athletes, and citizens of the world.

Education & Outreach:

The rowing program at the University of Washington has become a leading program within the domestic and international communities of rowing. With this standing, we have an opportunity and a responsibility to impact the community positively. Transitioning into electric motors within our own fleet of launches is only one step in creating a positive impact in the rowing community.

In addition to our own transition, we will work to educate others within the rowing community in efforts to help adapt electric launches into more clubs around the world. There are forty rowing programs within the Seattle area alone which provides us with incredible accessibility for outreach. Educating board members, athletes, and coaches about the footprint that rowing has on the environment could spark a movement towards a more sustainable rowing community here in Seattle. Eventually, we would expand our education efforts across the country and advise clubs around the nation about Pure Watercraft Outboard and the positive impact the rowing community could have in the effort to aid our environment.

Reaching out to other clubs and rowing programs is a phenomenal opportunity to impact the community. One of the biggest opportunities we have within this realm is opening booths at regattas. The Head of the Charles in Boston and Windermere Cup at our home course in Seattle have thousands of spectators from within and outside of the rowing community.  Over 11,000 athletes participate in racing at the annual Head of the Charles Regatta and 400,000 spectators come to watch throughout the weekend. In addition to that, 32 different countries come to participate in the regatta.  Washington Rowing already has an established presence at these events and in efforts to reach the broader community outside of Seattle, we would hold a Pure Watercraft tent while in attendance at the regatta to educate the community about the electric launch initiative.

Should this project be funded the turnaround from funding to action will be swift. If the grant is approved, the electric motor will be purchased as soon as funding is received.  We anticipate that the grant money will be awarded in April and if ordered then, the motor would arrive four months later in August. Washington Rowing will use internal funding to purchase the launch for the electric motor to be attached to.  The delivery of this launch will take approximately three months before fulfillment. There has been coordination with Master Mechanic of UW Small Engine Repair Mike Horm who will be ready to put together the system once both components have arrived. With the launch received in July and the motor in August the system will be ready for use for the start of school in September of 2018. The administration of Washington Rowing will communicate with the student group through all steps of the process until completion.  Once the motor installation has been completed and the launch is put in the water, student led research can commence.  Similarly, students involved in this project who will be in the Seattle area over the summer can begin travelling to local club board meetings to being the initial education process.

Many pieces that need to be in place for research are already part of the waterway system. Vibration testing requires a linear array, which is already in place in Union Bay. Washington Rowing has a 1,000 m buoy line in that space, which will be perfect for attaching vibration meters to and gaining accurate and consistent measurements.

A large part of this project is engagement with other clubs and members of the community to create a groundswell of sustainability initiatives in the rowing community. Washington Rowing plans to add a significant social media push to our educational initiative, which will be possible at no cost to the organization. Additionally, our website (www.washingtonrowing.com) will be outfitted with a “sustainability” tab on the homepage which will provide anyone who visits our site with information on our electric motor initiatives. The program has a website programmer in house, and this platform expansion can be done at no cost.

Environmental Impact:
  • Energy Use
  • Living Systems and Biodiversity
  • Water

Environmental Problem:

On an average day, Washington Rowing fields between 6 to 8 coach’s launches, and practices stretch between 15 to 35 km. Taking an average of 7 launches going 25 km a day and approximately 245 collegiate practices a year (including summer rowing) this adds up to 42,875 km of transport currently run by gasoline outboard engines.  That distance burns approximately 2,145 gallons of gasoline and requires yearly maintenance and frequent oil changes.

Annual fuel consumption for each launch is estimated at 310 gallons a year for the fleet which is equivalent to 1,240 kWh of energy.  On average, every kWh of electricity produced in Washington produces 0.26 lbs of carbon dioxide (CO2) well below the 1.22 lb average of the United States due to investment in renewable energy.  On the contrary 23.5 lbs of CO2 are produced when burning a single gallon of gasoline. (Weight of CO2 comes from combustion with air in addition to gasoline).  Comparing the output of Pure Watercraft electric and the current gasoline outboards, carbon emissions would drop by 6,963 lbs of CO2 yearly, from 7,285 lbs/year to 322 lbs/year for the outfitted launch.

This efficiency is delivered not only from using electric power but also from Pure Watercraft’s proprietary propeller design and motor case.  With no traditional drive shaft, the profile of the motor is much slimmer, creating less drag and a more efficient motor.

Looking beyond carbon pollution, continual oil changes and maintenance of the gasoline engines (not necessary for the electric launches) produces additional waste and pollution.  Carbon emissions are commonly used to measure the environmental impact because it is a number that is easily measure.  However, emissions of other harmful pollutants like methane and sulfur oxides would be dramatically reduced.

In addition to combustion related pollutants, sound and vibrational pollution have an important impact on the fauna in Lake Washington.  Conibear Shellhouse is situated immediately adjacent to the Union Bay Natural Area and the vibrations and noise contributed by gasoline engines undoubtedly have an effect on the fish population there.  River otters and several species of bird rely on fish for their diet and the reduction of noise and vibration by switching to electric outboards will further help the Natural Area be a sanctuary for wildlife.

 

Explain how the impacts will be measured:

Our educational outreach impacts will be measured by assessing the number of programs we communicate with directly in relation to the number that purchase their own Pure Watercraft electric motors in the future.

Success will also be measured by research initiatives assessing how we have positively impacted the carbon footprint of rowing, and on Seattle (example: decrease in vibration, sound, and CO2 pollution as measured through student research projects). These research projects are rooted in education and will be utilized to further educate on what it means to be a sustainable rowing program and a sustainable Seattle. 

Total amount requested from the CSF: $8,000
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost
Motor 8,00018,000

Non-CSF Sources:

ItemAmountQuantityPrice
UW Rowing Launch Funding 1115,573
Project Completion Total: $23,443

Timeline:

TaskTimeframeEstimated Completion Date
Purchase Motor 4 months from purchase/order dateAugust 2018
Purchase Launch for Motor3 months from purchase/order dateJuly 2018
Install electric motor on Launch, get launch fully operational2 daysAugust/September 2018
Research initiatives commencedepends on project scopeMay 2019
Host informational booth at Head of the Charles Regatta2 daysOctober 21 and 22, 2018
Visit as many clubs in the Seattle area as possible by the conclusion of 2018 to educate board members on rowing’s ability to positively impact local and national sustainability efforts.4 monthsDecember 15, 2018
The “Erg Ed” program run by the George Pocock Foundation hosts a middle school field trip to Conibear Shellhouse. As part of the “learn to row” clinic, middle schoolers will receive information about the electric motor and sustainability.2 daysFebruary 2019
Continue educational initiatives with an education booth at the Windermere Cup Regatta.1 daysMay 4, 2019

Project Approval Forms:

Sustainability Consulting and Environmental Leadership Opportunity (Green Greek Representative Program)

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Biological Control of Insects

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ReThink Resilience Summit 2017

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Earth Day Band: Improvisational Music Project (IMP)

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Keraton Going Green

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Pairing UW Food Waste with Non-Profit Agencies in Need

Executive Summary:

Close to 15% of American households struggle with food insecurity (USDA), while almost 40% of the food produced in the U.S. is never consumed (Baldwin, 2015). Laws are in place, like the Good Samaritan Food Donation and the U.S. Federal Food Donation Acts, that protect and encourage facilities to re-distribute their products, but many face challenges. Currently a few UW Dining halls are working with Food Lifeline. Unfortunately, Food Lifeline is overwhelmed and lacks the ability to support the growing demand. High percentages of food waste can be attributed to several challenges surrounding proper food waste disposal, challenges such as the following:

  • Lack of refrigeration space for soon to be donated food and need for increased pick-ups
  • Local agencies' lack of ability, time, or equipment to pick-up up food
  • Miscommunication leading to food waste and lack of trust

Our project will pair-up UW food waste with local non-profit agencies in need through the design of a website that would facilitate the logistics and transportation of food waste from UW Food Services without having so many food products go to compost. Over two quarters, Irini Spyridakis and Madison Holbrook will lead a team of 15 undergraduate and Masters' students. The team will research, design, build, and implement a responsive website for UW HFS Dining facilities to connect with local non-profit organizations.
 
The main education and outreach goal is to raise awareness and educate the UW community about food waste and recovery. This project will bolster the sustainable achievements of the UW and serve as a model that could be implemented outside the community. We hope to empower our team of students to see themselves as experienced food recovery ambassadors who will further sustainable practices in future education, jobs, and communities, exemplifying the motto, “each one, teach one.” 
 
The environmental issue we’re addressing includes both food waste and people who are food insecure. Food waste is one of the biggest contributors to landfills in the US, contributing to 14% of the United States’ greenhouse gas (GHG) emissions (West Coast Climate and Materials Management Forum, 2017). With climate change and water scarcity, the use of 25% of all freshwater supplies in food production that ultimately results in food waste is unacceptable. 
The project will be managed by Irini Spyridakis and co-managed by Madison Holbrook and housed in HCDE. We will work closely with the following UW Offices: CSF; Kara Carlson, the Business and Sustainability Manager for UW Dining with Housing & Food Services (HFS); Abebe Aberra, the Public Health Program Manager with the office of Environment Health & Safety (EHS); Laurne Ternasaki, the Food Insecurity Specialist with the Division of Student Life; Becky Bullock, Director, Risk Financing & Consulting; and dining hall managers that Kara Carlson directs us to. Additionally, we will work with non-profit food agencies that are approved by Kara Carlson.
 
Project “Pairing UW Food Waste with Non-Profit Agencies in Need” is asking for a total of $17042.16 to secure food recovery, transportation supplies and partial compensation for students and managers.

 

Student Involvement:

Our proposal has already been informed by student involvement with stakeholders, both in the UW and the community, with a goal of identifying needs, problems, practices, and potential solutions. HCDE undergraduate Madison Holbrook has worked with HCDE Lecturer Irini Spyridakis to interview, email, and speak by phone with many UW people and offices: Kara Carlson, the Business and Sustainability Manager for UW Dining with Housing & Food Services (HFS); Abebe Aberra, the Public Health Program Manager with the office of Environment Health & Safety (EHS); Laurne Ternasaki, the Food Insecurity Specialist with the Division of Student Life; Becky Bullock, Director, Risk Financing & Consulting; George Donegan, the Fleet Services Manager; David Rey, Benton Litteneker, and Andrea Benson, Managers of the HUB, The 8, and Local Point Food Courts, respectively; and Transportation Services. Additionally we spoke with three non-profit agencies: the University District Foodbank, Northwest Harvest, and Food Lifeline.  
 
The UW people listed above helped us identify pain points in their existing food recovery system as well as UW policies, e.g.,  
*Insufficient refrigeration space in some campus food facilities, resulting in the need for two-four weekly pick-ups from non-profits.
*Insufficient number of non-profits agencies to pick-up food.
*Miscommunication with some non-profits in terms of food pick-ups.
*Unreliable scheduling in terms of food pick-ups.
*Need for ID badges or hats with agency logos for food pick-up personnel.

If the project is funded by the CSF, students will be involved in various tasks to address the pain points listed above as well as to identify further pain points through continued interviews of stakeholders identified by Kara Carlson. We will work closely with stakeholders to help improve communication, coordination, and logistics through the design of an interactive, responsive website, functional on both desktops and mobile. Tasks will include researching; designing, building, and testing the website; and outreach. This project will be developed in a two-quarter Directed Research Group (DRG) in Autumn 2017 and Winter 2018 for ~ 15 students per quarter with the majority of students from two departments in the College of Engineering: Human Centered Design & Engineering and Computer Science & Engineering. Additionally, some students from other units on campus (e.g., Geography, Nutritional Sciences, Social Work, Environmental Science) may register for the 2-3 credit DRG. HCDE will find a classroom for the weekly DRG managed by Irini Spyridakis and co-managed by Madison Holbrook.
 
The proposal team consists of Irini Spyridakis, a part-time HCDE Lecturer, who has an HCDE MS degree and has been teaching and supervising students in the College of Engineering for 8 years. She is passionate about sustainability issues and has added units on sustainable design and practices to her classes the past few years. Her experience in the UX design industry gives her real world project management skills to supervise a project from ideation to completion. Irini will liaise with HCDE to distribute grant funds. She will also work to match funds that the CSF provides with outside organizations to create a larger pool of resources, both fiscal and physical (e.g., plastic food pins, aluminum bins).
 
The proposal team also consists of Madison Holbrook, an HCDE Bachelor’s student. She has over 10 years of personal experience working with organizations, farms, and restaurants in food production and distribution. With her combined UX design work and personal experience, her insights will help guide the team and focus the project. Both Irini and Madison will leverage their experience, networks, and diverse contacts to ensure the project’s success and longevity.  
 
Irini will lead the two-quarter DRG, overseeing students and maintaining a regimented timeline consisting of weekly tasks and deliverables. Approximately half of the students in the DRG will donate their time in exchange for research group credits. The other half of students will be paid for their time as they design, build, test, and iterate the website over the two quarters and will not earn research credits. We are asking for funding for 7 of our 15 students who will play an integral role in designing and building the website; 1 student, Madison Holbrook will help design and build the website along with co-leading the project; and partial funding for Irini Spyridakis (she will donate 50% of her hourly rate to the project). Irini is currently a part-time lecturer at the UW, paid to teach two courses in HCDE each quarter; teaching and leading a research group is outside her job contract.
 
The project will consist of research, ideation and design, interactive prototype and website building, testing, and iteration. In the first few weeks of Autumn 2017, DRG students will further reach out to identified dining halls and other food services that HFS guides us to as well as potential non-profit agencies to gain further details concerning the pain points listed at the beginning of this section. Their insights into food waste donation and pick-up practices will inform our initial website ideation and prototypes that we will build in the second half of Autumn quarter. We will create high-fidelity interactive prototypes that will be utilized for user-testing, validation, and refinement of the website. The website will allow UW facilities to post a schedule that notifies participating non-profit agencies of food waste availability with ideal pick-up times. The website will allow UW facilities to connect with non-profit agencies so they can improve communication, coordination, and food collections, before food becomes waste.

During Winter Quarter 2018, students will continue designing, building, iterating, and testing the website, fostering UW and non-profit buy-in, providing a platform for conversation and collaboration around food recovery. The final stage in winter quarter will be to present the tested website to the stakeholders and launch it. Ensuring longevity of the project will also occur during the second quarter where students will reach out to all stakeholders and write manuals that document project procedures. Additionally, students will make a video documenting students’ journeys in this project.

 

Education & Outreach:

A main education and outreach goal is to raise awareness and educate students, staff, and faculty on campus about food waste and recovery. We envision this project will serve as a valuable learning opportunity for UW students. Students working on the project will learn to work effectively in teams, interact with UW offices and non-profits, further understand food recovery practices and their value, and understand the positive impact a well researched and designed website can have in connecting stakeholders in furthering sustainable practices.
 
We will encourage students to take what they have learned and apply these concepts to their own lives and communities, spreading the word about effective food recovery methods. This project will advertise and bolster the sustainable achievements of the UW while increasing students’ sustainable artifacts in their portfolios, showing industry that there are effective and efficient models that could be implemented outside the UW community as well. We hope to empower UW students who participate in this project to see themselves as experienced food recovery ambassadors who will further sustainable practices in future education, jobs, and communities, exemplifying the motto, “each one, teach one.”
 
Through social media, students will share sustainable practices with other students on and off campus by sharing effective methods they learned about reducing food waste and connecting stakeholders through utilization of a website. The short video that students create will  documents students’ journeys in the DRG, creating an artifact that others could refer back to as a guide for future food recovery projects. We will also encourage students to share the video and their own stories on their FB pages, Twitter, Instagram, and other social media outlets to raise the level of awareness with food recovery to the next level, informing and persuading people to take action in their own communities. We will ask that students share transferable processes, not sensitive UW data.
 
Buy in from the UW community and non-profit agencies will be central to the success of the website. We will need to assemble a team to oversee website updates when needed and keep in contact with all parties. In order to maintain the website and stakeholders’ participation, we will identify and work with student groups on campus who have the capacity to keep the project alive and continue to maintain working relationships with HFS, EFS, Dining Hall Managers, and non-profit agencies. When we have deployed our website in the 2nd quarter of the DRG (Winter 2018), students will write procedure manual on how to maintain the website, add or remove stakeholder names, and collect and report data. 
 
We have identified the following groups and will reach out to them in the second quarter of the DRG to assess ability and willingness to take over website maintenance and check-ins with all stakeholders: e.g., HFS, Division of Student Life, ASUW, UW Phi Sigma Rho Engineering Sorority, UW Nutritional Sciences Program, the Carlson Center, and a huge list of groups/RSOs identified by UW-SAN.

 
In order to publicize and gain recognition of the UW’s sustainable achievements, beyond social media mentioned above, we will reach out to the University of Washington Daily, The Seattle Times, The Seattle Globalist, The Stranger, KUOW, and other local news outlets, along with The Association for Advancement of Sustainability in Higher Education (AASHE) blog, bulletin, and news.

All students who take part in the DRG as well as those who maintain the website in the future will gain practical leadership skills while furthering their knowledge of food recovery problems and solutions.

 

Environmental Impact:
  • Energy Use
  • Food
  • Waste
  • Environmental Justice

Environmental Problem:

Food waste is a growing problem in the United States (US). Between 30-40% of food in the US goes uneaten, resulting in 133 billion pounds, amounting to $1 trillion dollars of wasted food (USDA, 2017; Smith, 2015). The biggest contributors to food waste are American households representing 44% of food waste and restaurants, representing 33% of food waste (Foodbanking.org, 2017). These numbers are troubling for a number of reasons. It is important to note that the energy, labor, land use, and water involved in food production is also wasted, resulting in increased CO2 emissions as the US is still primarily reliant on fossil fuels for energy production. The US cannot afford to continue wasting food production resources. The costs are staggering at 10% of the total US energy budget. With climate change and water scarcity, using 25% of all freshwater supplies in food production that ultimately results in food waste is unacceptable. Additionally, food waste is the biggest contributor to landfills in the US, contributing to 14% of the US greenhouse gas (GHG) emissions (West Coast Climate and Materials Management Forum, 2017).
 
The economic and environmental costs are further disturbing when food insecurity numbers are taken into account. Close to 15% of American households struggle with food insecurity (USDA). In 2015, 42.2 million people were food insecure (Alisha Coleman-Jensen et al., 2016). Increased food recovery work is needed now more than ever in order to address the larger crisis that also includes social and humanitarian concerns.  
 
In 2013, the U.S. Department of Agriculture and the U.S. Environmental Protection Agency initiated the U.S. Food Waste Challenge that invites all stakeholders in the food chain supply system to join in and participate. Various stakeholders include food manufacturers, supermarkets, restaurants, universities, schools, local governments, farms (big and small), and agricultural processors. The Challenge asks all entities to reduce, recovery, and recycle. The Environmental Protection Agency (EPA) has their own challenge and sits under the larger USDA Food Waste Challenge.The EPA provides information about how to improve sustainable food practices.
 
With a committed vision to improve food waste and with collaboration across various entities, we plan to reduce the UW’s CO2 footprint related to food waste and help HFS further reach its goals. The University of Washington is one of the nation’s leaders in AASHE’s rankings of sustainable dining halls and is paving a successful path for others to follow and learn from. Food waste affects everyone in the UW community at the economic, social, and environmental levels and we hope to educate and empower member of the UW community in our work with HFS and the CSF.
 
Sources:
https://www.usda.gov/oce/foodwaste/faqs.htm
Alisha Coleman-Jensen et al., U.S. Dep’t of Agric., Econ. Research Serv., Household Food Security in the United States in 2015 6–7, 10 (2016), http://www.ers.usda.gov/webdocs/publications/err215/err-215.pdf.
https://www.foodbanking.org/
https://westcoastclimateforum.com/food
http://news.nationalgeographic.com/news/2015/01/150122-food-waste-climate-change-hunger/
Smith, 2015. January 22, 2015.

 

Explain how the impacts will be measured:

Reducing the amount of food that goes to landfill and compost will result in a decrease in greenhouse gas emissions. We can measure the reduction in emissions by using the following formulas that Bill Horwath from the University of California Davis measured for well managed and less well managed compost piles:
 

1 kg CH4 per dry ton materials * 23 kg CO2 per kg CH4= 23 kg CO2

9 kg CH4 per dry ton materials * 23 kg CO2 per kg CH4 = 207 kg CO2

Regarding food insecurity, we can measure humanitarian success with the following numbers from the West Coast Climate Forum that found that with reducing food loss production by just 15%, over 25 million Americans could be lifted out of food insecurity and fed nutritious meals. According to the Food Recovery Network’s calculations, 10,000 pounds of recovered food could provide 8,000 meals.

Our educational impacts will be measured as follows:
*Students' hours contributed
*Numbers of students engaged
*Views of our how-to-be more active in food recovery video (will not show UW sensitive data)
*Pounds of food waste recovered
*Potential meals provided to non-profit agencies

 

Total amount requested from the CSF: $17,042
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost
Project manager $35 + 25.4 % benefits20 wks at 5 hrs/wk$4,389
Project co-manager $1520 wks at 6 hrs/wk$1,800
7 students $1520 wks at 4 hrs/wk$8,400
Inteplast Group PB100420R 10" x 4" x 20" Plastic Food Bag $22.071000/Box : 8 boxes$176.56
Bedford Industries Inc. 4" Red Laminated Bag Twist Ties$2.65 2000/Box : 4 boxes $10.60
Carlisle 10622C05 StorPlus Red Food Storage Box - 26" x 18" x 9" $37.4950 containers $1874.50
Tablecraft 1537N White 21" x 16" x 7" Polyethylene Plastic Bus Tub, Bus Box $5.89 50 boxes$294.50

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date
Research 2 week
Ideation 2 week
Prototype and building 2 week mid-quarter Autumn
Testing 2 week
Cont. prototype and building 4 week
Testing 4 week
Cont. prototype and building and launch4 week end of Winter quarter

UW-Solar Life Sciences Building Photovoltaic Implementation

Executive Summary:

UW-Solar is a student-led organization working with architecture firm Perkins+Will to install building integrated photovoltaics (BIPV) and rooftop photovoltaics (PV) on the new Life Sciences Building of the University of Washington Seattle campus. The intended installation will serve both as an ancillary source of electrical power and a heat gain control measure on the building envelope. The BIPV panels will also be highly visible and showcase UW as a steward in sustainable construction. The rooftop PV will generate substantial clean energy and reduce the building's carbon footprint.

Student Involvement:

Students from the UW-Solar group, consisting of both students enrolled in a College of Built Environments studio and student volunteers, will be directly involved with the project. The students currently involved with UW-Solar range from undergraduate freshmen to Ph.D. candidates, and come from the UW Colleges of Engineering, Business, Built Environments, and Environmental Sciences. Students will lead the feasibility study and present options and recommendations to Perkins+Will regarding the design of the rooftop PV. Students will also work with Perkins+Will throughout the project, allowing them to become involved in a professional setting, working on project development, design, and construction management during the installation. All students directly involved in this project are receiving school credit through VIP-courses in the Engineering Department.

Education & Outreach:

The BIPV of the Life Sciences Building will be placed on vertical glass fins on the building’s southwest facing facade. The solar array will be highly visible to building occupants, pedestrians along the Burke-Gilman Trail, and commuters traveling along NE Pacific Street. Representatives from UW Facilities supported the installation for this reason during design review meetings in December, citing the ability of this project to showcase the University of Washington as a steward in sustainability.

Although the rooftop PV will not be visible from the street, students, faculty, and visitors can interact with the Siemens dashboard to view the energy produced by the system. In addition, UW-Solar plans to use events and public displays on campus to showcase information about the project. This will communicate the impact of local clean power and raise awareness within the community about energy conservation and renewable energy production. Campus outreach will also include information dissemination through UW student organizations devoted to sustainability, clean energy, and green buildings.

Environmental Impact:
  • Energy Use

Environmental Problem:

A solar installation directly adresses the problems of climate change, air pollution, and energy independence. Solar cells generate clean electricity on-site, which reduces the carbon footprint of the building.

Explain how the impacts will be measured:

The addition of BIPV and rooftop photovoltaics to the new Life Sciences Building will have a positive impact on the environment through the on-site production of renewable energy as well as the reduction of energy consumption. BIPV will increase energy self-sufficiency and resiliency by producing nearly 5,000 kWh per year. Initial estimates for rooftop PV range from approximately 80,000 to 110,000 kWhrs of clean energy output per year. In total, we estimate that adding BIPV and rooftop PV will generate approximately 110,000 kWh per year. The presence of vertical fins will control heat gain to the building, decreasing energy consumption associated with internal environmental controls.

A Siemens dashboard located in the lobby of the Life Sciences Building will display the energy metrics for building. Students, faculty, and visitors can interact with the dashboard to see real-time energy production data, including the energy generated by the BIPV and PV systems.

Total amount requested from the CSF: $150,000
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

Items marked with *** are what CSF funding will be used for.
ItemCost per ItemQuantityTotal Cost
Panels***238.6037088,282
Inverters***15037055,500
Racking System3037011,100
Weather Station5001500
Wiring20,000
Transformer4,00014,000
Labor (Installation)120,000
Metering7,00017,000
Permitting500
Commisioning4,000
Operations & Maintenance***150/year40 years6,000
Shipping3,000
Contingency35,000
BIPV ADDITIONAL COSTS
Remaining Balance from $600,000 budget for BIPV245,118

Non-CSF Sources:

Note: If we are unable to raise the necessary funds to complete this project, we will return the full award to CSF
NameAmount to be RequestedEstimated Application Date
Seattle City Light GreenUp Program150,000Fall, 2017
American Solar Energy Society50,000Fall, 2017
Department of Commerce Energy Efficiency and Solar Grants300,000Spring, 2018
Project Completion Total: $600,000

Timeline:

TaskTimeframeEstimated Completion Date
Search for Additional FundingOngoingSummer, 2017
Apply for fundingOngoingFall/Winter, 2017
Construction of Life Sciences Building2 yearsJuly 12, 2018
Apply to Department of Commerce Grant1 monthSpring, 2018
Draft/Submit Request for Proposal2 monthsSummer, 2018
Construction of Rooftop PV6 monthsWinter, 2018

UW Bicycle Library: Cycle Pack

Executive Summary:

Problem
University of Washington students have access to several cycling services on campus; UWild provides low cost bicycles for day and weekend use as well as bicycle programs and classes; Pronto bike-share is intended to offer users bikes for 30-45min trips between two bicycle hubs; and the Bike Shop provides a low cost bicycle repair, parts and free maintenance classes. These programs provide valuable services but fail to provide feasible cycling options for students who do not have access to a bike but could easily commute to campus by bike. This gap in service is detrimental to the University’s commitment to encouraging sustainability on campus and to students who would consider biking to campus if the option was made more accessible to them.
Solution
In order to provide students access to a bicycle they could use for commuting purposes I have created a plan to implement a new program called Cycle Pack. Cycle Pack is a bicycle library program that encourages bicycle ridership by providing long term bicycle rentals to UW students. Unlike bike share, which provide short term bicycle rentals between two hubs, and regular bike rentals, which facilitate daily or weekend use, a long term rental gives users an experience of bicycle ownership and the ability to commute by bicycle. The experience of ownership teaches users about the various ways a bicycle can fit into one’s everyday life as well as the responsibility that stems from maintaining and preventing bicycle theft. It is our view that providing an experience of bicycle ownership is the best way to demonstrate the value of a bicycle to a user and foster a desire to purchase a bicycle after completing the program. It is our goal to do more than just increase bicycle ridership on and to campus. We hope that providing this service will encourage sustainable cycling habits that persist into the rest of a user’s life.
Initially this program will start with a fleet of 20 bicycles. These bikes will be rented out to UW students for the duration of a quarter for a $50 sustainability fee. UWild will house the bicycle fleet, handle the maintenance and facilitate the rental transaction; EcoReps will be responsible for generation of advertisement materials; and UW Sustainability will assist in the promotion of the program, as well as facilitating a quarterly meeting between all the associated organizations partnered with the program. The quarterly meetings will be used to discuss marketing strategies, reflect on survey/application results, set goals, and plan for expansion of the program. The members of this meeting will be; UWild's assistant director Matt Jensen; UW Sustainability’s sustainability specialist, Sean Schmidt; The CSF Coordinator; The EcoReps Coordinator, the EcoRep’s Cycle Pack Outreach and Marketing Coordinator; and finally, UW Transportation Services’ active transportation specialist, Ted Sweeney.
Funding Requirements
For the first three years the program is running, data will be collected from applications, end of use surveys, marketing expenses, and component repair frequency. After three years there should be ample data on program costs and a plan will be drafted to expand the bicycle fleet. During the 5th year of service, the expansion plan will be implemented. After 5 years the initial grant money will be used up, and the program will rely on the revenue generated from the sustainability fee to continue its expansion efforts and keep up regular maintenance on their current bicycle fleet.
Organization
The implementation of this program, and the administrative functions will primarily be carried out by Matt Jensen of UWild. UWilds motto is “Live curiously. Experience nature. Be Wild.” It is UWild’s mission to engage students in outdoor activities through; educational classes, access to rental equipment, facilitated trips, and the fostering of adventurous clubs. Cycle Pack would expand the options of UWild’s current rental options. The organizations currently possesses a bicycle fleet which Matt oversees and maintains. Cycle Pack would expand the existing fleet managed by Matt and provide a new quarter long rental option. This option would supplement the existing daily and weekend rentals currently offered through the program.
Another promising feature of working with Matt is that he has a pre established relationship with the UW Bike Shop. He currently enlists bike mechanics from the Bike Shop to help maintain the current UWild bicycle fleet. While the initial plan for this program could not find a way to incorporate the Bike Shop, Matt’s relationship with the shop may lead to deeper collaboration between the two organizations in the future.

Student Involvement:

How will your project directly involve/affect UW students?
This project will specifically target UW students in order to foster sustainable transportation habits before students graduate and start making long term housing decisions that lock them into less sustainable transportation modes. Cycle pack will also be enlisting the services of EcoReps, a student run organization dedicated to advancing the sustainability efforts on the UW campus, in order to provide marketing support for program. By engaging EcoReps in the planning and marketing process, we are ensuring a student presence in the governing structure and messaging of the program.
If you plan to use student volunteers in your project, how will you identify and recruit student volunteers?
While Cycle Pack will be enlisting students to help with the program, this relationship is conducted through EcoReps. EcoReps is an organization that already conducts massive outreach to the UW community and engages students to participate in sustainability projects. One aspect of ecoreps that will make them indispensable is their ability to take on quarterly service learners. This structural element ensures consistent engagement in the organization, and as a result, guaranteed engagement in this proposed program. In the operation manual I drafted, I created a role of an EcoReps: Cycle Pack Marketing and Outreach Coordinator. This information will allow EcoReps to either advertise the role to the UW community, or enlist a service learner each quarter by posting the position to the Carlson Center website.

Education & Outreach:

How will the UW community find out about your project?
EcoReps will be responsible for the generation of advertising materials which will be distributed at; tabling events, posted in campus buildings, displayed on sandwich boards, and published digitally by EcoReps, UWild, UW Sustainability, and Cycle Pack, on their respective websites and facebook pages. EcoReps will assign the duties of advertising Cycle Pack to the Cycle Pack Outreach and Marketing Coordinator. This position will either be filled by one of Ecoreps quarterly service learners or a volunteer with the organization. Each quarter Cycle Pack will provide $100 for marketing of the program in order to purchase materials, and supplement the EcoReps printing budget. In addition to the network of supporting organizations I have brought together, this program is a result of my senior project in Community, Environment & Planning. I anticipate that my major would also be interested in advertising this program to their students and using it as both an example of the work CEP students produce and as a marketing tool for attracting new students to their program in the future.
How will the UW community become involved in and/or support your project?
While this program is only available to UW students, there are many ways the UW community can get involved in the program. Organizations interested in partnering with program can help fund the expansion of the fleet or assist in advertising efforts, and in exchange the logo of the organization will be added to the Cycle Pack fleet as well as our promotional materials. In one bicycle program I looked into, the head trauma research center of the associated university funded the purchase of bicycle helmets with their logo on for use by the bicycle library. Another way for the UW community to get involved in Cycle Pack is for faculty and staff who are interested in Cycle Pack to hand out informational materials to their students, or offer up Cycle Pack as a case study for their students to research, analyze, and suggest design improvements. Currently, the only way this program plans to involve the UW community, is through the currently partnered organizations, and the student involvement efforts conducted by EcoReps.

Environmental Impact:
  • Transportation

Environmental Problem:

Problem
Bicycle ridership in the United states is abysmal by european standards. In 2009 the percent of bicycle commute trips in America was 0.5%. This pales in comparison to the Netherlands where  26% of commute trips are made by bicycle. There are many reasons for this large difference in cycling rates but one of the largest has to do with the decentralization of American cities in the 20th Century as a result of the mass production of the automobile. American cities of the early 20th century were overcrowded and heavily polluted as a result of the industrial revolution. Cars made it possible for citizens to live farther away from the urban core and escape the smog of polluting industry. Europeans underwent a similar growth pattern, but due to the limited space they had to expand into, and the cost of oil after WWII, the dream found in America wasn't as feasible in Europe. This meant that the growth found in European cities corresponded to the need for public and active transportation networks. In America, our cities are finally beginning to densify, but they are still being designed to handle massive amounts of single occupancy vehicles. Because the focus has remained on cars; the American transportation network is not designed for active transportation modes, housing choices do not take into consideration using active transportation modes to get to work or the store, and there is an active resistance to funding transportation projects that don’t improve the ability of citizens to commute by car.
 
In America, 26% of greenhouse gas emissions are a result of or transportation. Transportation is “the second leading source of GHG emissions in the United States.” CO2 and other greenhouse gasses are not the only problems associated with automobiles; Cars pollute the air with noxious fumes that are carried by the wind and settle in areas surrounding the roadways; rain water sweeps away oil and chemical byproducts left on the roadways and this can pollute the land and waterways surrounding a road; the noise pollution generated by cars can also negatively impact humans and animals surrounding roads; the construction and maintenance of our roads generates large amounts of pollution both from the materials used and the machines that install them; the manufacturing and transportation of automobiles are huge sources of environmental degradation and generation of greenhouse gases. Clearly as a society, we need to rethink of the car as a convenient option, and really look at how it is hurting both our health and the health of the environment as a whole.
 
How your project addresses the environmental problem?
 
Recently there has been a lot of pressure to increase the efficiency of vehicles and reduce the pollution they cause, but to truly target the problem, more effort needs to be done to make alternative transportation options more feasible. While there will always be certain trips that make vehicles necessary, there is no reason that the majority of trips can’t be made by using public or active transportation modes.
 
Seattle and Portland have been leaders in the effort to integrate the bicycle into their city. Through the construction of bicycle infrastructure, cycling is made safer and more convenient for riders of all ages. While infrastructure improvements are the ideal solution to the problem, there needs to be public support for these changes. Therefore education and grass root efforts targeting social change are needed to build public support for infrastructure projects. The project that I am proposing fosters public support for bicycles by supplying users an experience of bicycle ownership. Even if a user doesn’t end up ultimately purchasing a bike at the end of the program, they will learn about the value a bicycle can offer a user in the city.
 
In addition to educating students on the value a bicycle can play in their everyday life, this program will also get more cyclists out on the road. When researching the psychology behind the choice to cycle, I found that one of the easiest ways to encourage people to cycle is simply by having more cyclists on the road. There are two reasons for this; first, the more cyclists on a road contribute to a feeling that the road is meant to be used by the user; second, users, and especially college age users, are attracted by the social aspect of cycling. While this program is intended to have the biggest impact on the users of the program, this aspect has the potential to motivate commuters to the university as a whole.
 

Explain how the impacts will be measured:

Many of the effects of this program will not be measureable. However, in an attempt to improve the program, and access if the program’s message reached the user, a survey will taken after each user completes the program. The survey will ask students to reflect on their experience, ask them what elements contributed to their experience and what could be changed, and finally, if they are more likely, after completing the program, to own a bicycle in the future.

Total amount requested from the CSF: $25,055
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

Maintenance line items were calculated by finding component decay rates then weighting the cost of repair after x quarters.
ItemDescriptionBudgetCostApproximate Repair Frequency (Miles or Years)Estimated Lifespan (Quarters)QtyTotal or 5 Year CostTotal W/Tax
Crankset (Chainrings + Crankarms + Chain guard)26/36/48tMaintenence$51.7530000 miles605.00$258.75$283.33
PedalsWellgo PlatformMaintenence$14.00?605.00$70.00$76.65
ChainKMC X9Maintenence$18.003000 miles933.33$600.00$657.00
Freewheel, CassetteShimano Acera 11-34t 9spdMaintenence$26.738000 miles2412.50$334.13$365.87
F/DShimano AltusMaintenence$21.518000 miles2412.50$268.88$294.42
R/DShimano AceraMaintenence$37.808000 miles2412.50$472.50$517.39
Shifters (Set)Shimano AceraMaintenence$42.93?3010.00$429.30$470.08
Front Brake Rotor + Caliper + LeverTektro HDM285 160mmMaintenence$29.0020000 miles456.67$193.33$211.70
Rear Brake Rotor + Caliper + LeverTektro HDM285 160mmMaintenence$29.0020000 miles456.67$193.33$211.70
HeadsetFSA No.10PMaintenence$18.0010000 miles3010.00$180.00$197.10
Front + Rear (Spokes, Hub, Rim)Joytech 100x9mmMaintenence$197.0030000 miles605.00$985.00$1,078.58
Front TireSchwalbe Delta Cruiser 700x35cMaintenence$18.493000 miles933.33$616.33$674.89
Rear TireSchwalbe Delta Cruiser 700x35cMaintenence$18.493000 miles933.33$616.33$674.89
Disc Brake Pads (Set)Tektro Disc Break PadsMaintenence$15.002000 miles650.00$750.00$821.25
FendersPlanet Bike HardcoreMaintenence$38.00?3010.00$380.00$416.10
LockKryptonite Kryptolok Series 2 STD U-Lock with Bracket: 4x9inMaintenence$40.9515 years456.67$273.00$298.94
LightsBlaze SetMaintenence$70.008 years2412.50$875.00$958.13
Bike Computer/ OdometerPlanet Bike Protege Computer BlackMaintenence$23.75?3010.00$237.50$260.06
Bike Computer/ Odometer BatteryPack of 20 CR2032 ($8.35)Maintenence$0.421.5 years475.00$31.31$34.29
BikeDew PlusStartup$463.00nana20.00$9,260.00$10,139.70
FendersPlanet Bike HardcoreStartup$38.00nana20.00$760.00$832.20
LockKryptonite Kryptolok Series 2 STD U-Lock with Bracket: 4x9inStartup$40.95nana20.00$819.00$896.81
LightsBlaze SetStartup$70.00nana20.00$1,400.00$1,533.00
HelmetsTedStartup$25.00nana20.00$500.00$547.50
Key BoxBarska 64 Position Key Lock Box with Key Lock, BlackStartup$66.00nana1.00$66.00$72.27
Bike RegistrationBike 529 (UW Police Use This)Startup$10.00nana20.00$200.00$219.00
StickersCycle Pack Logo + Sponsor LogosStartup$52.00nana1.00$52.00$56.94
Bike Computer/ OdometerPlanet Bike Protege Computer BlackStartup$23.75nana20.00$475.00$520.13
LubeBoeshield T-9 Lube, 1 Gallon ORM-DStartup$114.99nana1.00$114.99$125.91
DegreaserFinish Line Citrus Biosolvent, 128oz (1 Gallon) ORM-DStartup$99.99nana1.00$99.99$109.49
Marketing (No Tax)Promotional materials and printing $100/quarter (No Tax)Marketing$100.00nana15.00$1,500.00$1,500.00

Non-CSF Sources:

Project Completion Total: $25,055

Timeline:

TaskStart DateEnd DateDuration (Days)
Finalize Program Details12/6/20166/18/2017195
CSF Letter of Intent12/6/20163/27/2017112
CSF Full Proposal3/27/20175/1/201736
Order Bicycles6/1/20178/1/201762
Order Bicycle Components / Accessories6/1/20178/1/201762
Initial Advertising6/1/20179/18/2017110
Phase 1: Data Collection9/27/20176/12/2020990
Fall Rental (Y1)9/27/201712/15/201780
Winter Rental (Y1)1/3/20183/16/201873
Spring Rental (Y1)3/26/20186/8/201875
Fall Rental (Y2)9/26/201812/14/201880
Winter Rental (Y2)1/7/20193/22/201975
Spring Rental (Y2)4/1/20196/14/201975
Fall Rental (Y3)9/25/201912/13/201980
Winter Rental (Y3)1/6/20203/20/202075
Spring Rental (Y3)3/30/20206/12/202075
Phase 2: Plan For Expansion6/12/20209/29/2021475
Fall Rental (Y4)9/30/202012/18/202080
Winter Rental (Y4)1/4/20213/19/202175
Spring Rental (Y4)3/29/20216/11/202175
Phase 3: Expansion Implementation6/11/20216/10/2022365
Fall Rental (Y5)9/29/202112/17/202180
Winter Rental (Y5)1/4/20223/18/202274
Spring Rental (Y5)3/28/20226/10/202275

Biodegradable Pots - Replacing agricultural and horticultural plastics on campus

Executive Summary:

This project proposes the production of molded biodegradable pots to replace agricultural and horticultural plastic pots on campus. These pots will be made using switchgrass and brewer’s spent grain, both of which are readily available to the Paper and Bioproducts Center located in the basement of Bloedel Hall; a floor layout of this lab can be found attached to this proposal in Figure 2. The Paper and Bioresource Center focuses on conversion of raw bio-materials into pulp, paper, products, and fuels; making it a synergistic fit for this new sustainable molding technology. A current sustainability issue is resolved by fabricating these pots with up to 60% spent grains, preventing these grains entering landfill. Currently, a team of 5 Bioresource Science and Engineering (BSE) students has been established to begin production of these biodegradable pots, with the intent of creating a precedent of sustainable products on the UW campus. Our long-term goal is to provide the campus with sustainable alternatives to disposable plastics across campus organizations, research facilities, and classrooms wherever possible. 

Student Involvement:

This project will be entirely student-led by undergraduates in BSE, with support provided by ESRM students involved in SER. It is likely that student volunteers and student-employees involved will be student members of the Technical Association of the Pulp and Paper Industry (TAPPI), as this machinery is directly applicable to their industry. These students will be the ones in charge of production, quality control, and continued campus outreach, and will be sought out beginning in Autumn quarter 2017.
 
Additionally, production of these biodegradables will be integrated into BSE curriculum as a permanent part of Paper and Bioresource Center. This includes an introduction to the machinery in 200-level BSE courses, to prepare these process engineering students to study a sustainable production line later in their undergraduate career. Learning opportunities will continue into the students’ senior year during BSE 436 (a papermaking laboratory course) where the product can be analyzed and improved upon. The design-based BSE 480-481 courses is where students will explore design economics and perform a full LCA on the process. In total, the incorporation of this process into the curriculum accounts for 40 students consistently working on production, analysis, and improvements. Perhaps the most important stakeholders to this project are the future students who will gain valuable hands-on experience with the production of sustainable products. This technology will continue to be highly applicable to industry as more plastics are being replaced by molded pulp products.
 
Additionally, a possible avenue for student involvement is opening an opportunity for an ESRM student to take data on the end-use of the product’s life. This will provide valuable information for the production and improvement teams, and more data for the project’s progress. 

Education & Outreach:

To increase the market size after production, we plan to give away samples of our product to applicable campus groups. This involves contacting UW grounds, botanic gardens, and possibly food vendors on campus to see if our products are viable replacements for their plastics. In addition, there are several BSE student group-related events in which free samples and/or demonstrations can increase exposure of our product. For example, TAPPI holds an annual Christmas fundraiser, during which our products can be sold to the public. In addition, we can partner with sustainability-focused booths and tables at campus events in Red-Square and have them feature our product.
 
In terms of education, the technical process details related to both manufacturing and raw materials can be integrated into BSE curriculum across multiple classes and grade levels, involving freshman to senior students in sustainable production processes. ESRM/SER students, and those taking ESRM 412 as detailed in the ‘Student Involvement’ section will also be directly impacted in the education of biodegradable containers as well. We will begin incorporating process information into relevant class starting in Autumn quarter 2017 after production has begun. 

Environmental Impact:
  • Energy Use
  • Food
  • Living Systems and Biodiversity
  • Waste
  • Water

Environmental Problem:

Many organizations on campus work with plants for landscaping, agriculture, and horticulture research. Although the end-uses strive to be a sustainable as possible, currently, most of these plants are housed in disposable plastic plant pots. These plastic pots are often washed out for re-use using excess water and possibly bleach, creating hazardous runoff. By offering a biodegradable plant pot, this project hopes to decrease the carbon footprint, water-use, and waste associated with the use of disposable pots. At the same time, soil health and plant growth will be improved by nutrients in the pot that originate from pulp, brewer’s spent grain, and black liquor fertilizer. Finally, the molding machine’s use to make the pots will serve as an example of sustainable manufacturing on a pilot scale.
 
Environmental benefits of these biodegradable pots include:

  • Better aeration for roots
  • Improved growth and survival
    • Decay of the pot allows roots to grow out into surrounding soil whereas planted (roots are unable to expand when planted from plastic containers, thereby reducing growth and survival [1]).
  • Prevention of transplant shock
  • Less fertilizer needed compared to peat pots, reducing possibility of burnt roots [2]
  • Increased nutrients in the soil through the use of brewer’s spent grain – this reduces the amount of grain in landfills
    • Study showed distillery waste combined with peat compost enhanced the contents of nitrogen, phosphorus, potassium, calcium, and sodium in the soil [3].
    • Increasing distillery waste by 25% has a positive effect on seedling height [3].

 
References
[1]M. Theuer, "Plant pot that fertilizes when it biodegrades", US 20050188612 A1, 2017.
[2]J. Pullen, "Cellulosic molded transplanter pot or other products containing bagasse components", US 3102364 A, 2017.
[3]M. Bustamante, C. Paredes, R. Moral, E. Agulló, M. Pérez-Murcia and M. Abad, "Composts from distillery wastes as peat substitutes for transplant production", Resources, Conservation and Recycling, vol. 52, no. 5, pp. 792-799, 2008.

Explain how the impacts will be measured:

While production start-up is our priority, monitoring the impacts of the pots is an important aspect of this project. There are three possible pathways for data collection; all of them are entirely student-led and could directly compare CO2 emissions, water consumption, waste, and soil/plant health related to our biodegradable products in comparison to that of plastic containers. Since the entire process from raw bio-materials to end-product is conducted on campus, a full life-cycle-assessment (LCA) of our products can be conducted by these students.
 
1.      The first monitoring method is providing an opportunity for data collection for an Environmental Science & Resource Management (ESRM) student’s capstone project via our partnership with UW Society of Ecological Restoration (SER). This will begin after production once Autumn quarter begins in September 2017.
 
2.      Secondly there is an opportunity for this project to be analyzed by Bioresource Science and Engineering (BSE) students in the BSE 426 and 436 lab classes. In both cases, at least one life-cycle-assessment can be conducted by a group of students each year, in addition to process efficiency modifications.
 
3.      Lastly, as per the CSF’s suggestion, integration with ESRM 412 “Native Plant Production” could be a valuable source of research for efficacy regarding the growth of native plants in our pots. This data could then be fed to the BSE students working on production to continuously improve product qualities.

Total amount requested from the CSF: $70,000
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

Itemized Budget - Biodegradable Pots
NameFixed or VariableQuantityUnit Price (quantity included)Reorder necessary?
Machinery - Directly from quote
Operation PlatformFixed11285.72No
Control Cabinet for pulping and forming systemFixed13587.32No
Reciprocating forming machineFixed19142.89No
Auto drain systemFixed13428.59No
Hot-pressing machineFixed16031.77No
Hot press and forming mold X4Fixed418095.28No
Parts shippingFixed14000No
Other - Estimated Costs
Installation, (infrastructure wiring, piping)Fixed115000No
Sprayer (for black liquor fertilizer)Fixed12500No
Start-upVariable12000No
Chemicals (release agents, shipping)Variable11000Once per year
Raw materials and shippingVariable11000Variable
Equipment sparesVariable12000Variable

Non-CSF Sources:

Non CSF Funding Sources
Non-CSF Funding SourcesCoverage
Paper and Bioresource Center maintenance budget Chemicals, raw materials, and spare parts beyond 1st year of operation
Project Completion Total: $70,000

Timeline:

TaskStartEstimated Completion DateDuration (Days)
Mould Machine4/01/178/01/17122
Quotes4/01/174/30/1729
Purchase Order6/01/176/02/171
Delivery6/02/178/01/1760
Utilities7/01/177/15/1714
Install MCC7/01/177/15/1714
Pull Wire7/10/177/05/174
Equipment Install8/05/178/14/179
Install Auxillary Equipment8/05/178/10/175
Install Molding Unit8/07/178/14/177
Procedure Development8/05/178/10/175
PPA8/01/178/04/173
Potential Problem Analysis8/01/178/03/172
Schedule "A" items8/03/178/04/171
Start up8/14/178/25/1711
Machine CCO (Construction Check Out)8/14/178/18/174

UW-Solar Life Sciences Building

Executive Summary:

UW-Solar is a student-led organization working with architecture firm Perkins+Will to install building integrated photovoltaics (BIPV) on the new Life Sciences Building of the University of Washington Seattle campus. The intended installation will serve both as an ancillary source of electrical power and a heat gain control measure on the building envelope. The BIPV panels will also be highly visible and showcase UW as a steward in sustainable construction.

Student Involvement:

Students from the UW-Solar group, consisting of both students enrolled in a College of Built Environments studio and student volunteers, will be directly involved with the project. The students currently involved with UW-Solar range from undergraduate freshmen to Ph.D. candidates, and come from the UW Colleges of Engineering, Business, Built Environments, and Environmental Sciences. Students will lead the feasibility study and present options and recommendations to Perkins+Will. Students will also work with Perkins+Will throughout the project, allowing them to become involved in a professional setting, working on project development, design, and construction management during the installation.

Education & Outreach:

The BIPV of the Life Sciences Building will be placed on vertical glass fins on the building’s southwest facing facade. The solar array will be highly visible to building occupants, pedestrians along the Burke-Gilman Trail, and commuters traveling along NE Pacific Street. Representatives from UW Facilities supported the installation for this reason during design review meetings in December, citing the ability of this project to showcase the University of Washington as a steward in sustainability.

 

In addition to this inherent visibility, UW-Solar plans to use events and public displays on campus to showcase information about the project. This will communicate the impact of local clean power and raise awareness within the community about energy conservation and renewable energy production. Campus outreach will also include information dissemination through UW student organizations devoted to sustainability, clean energy, and green buildings.

Environmental Impact:
  • Energy Use

Environmental Problem:

UW-Solar requests $7,500 for this feasibility study in order to continue working with Perkins + Will, and to maintain the option of a Campus Sustainability Fund (CSF) funding contribution to the project with a full project application coming in March. This $7,500 will not be immediately spent, and will be returned to CSF in the event that a BIPV installation is not possible.

The goal of this study is to assess the feasibility of installing 120 shading panels with BIPV along the southwest facade of the Life Sciences building. Initial design consisted of perforated metal panels as shading elements, which has been estimated to cost approximately $675,000. The additional cost add-on for these metal shading panels to be converted to BIPV will be dependent on the classification of panels chosen, and could range from $100,000 to over $300,000. Because of this cost magnitude, UW-Solar is also examining funding options from the Bonneville Environmental Fund and from the Washington State Department of Commerce.

UW-Solar views this as an opportunity to convert a static building element into a featured example of sustainable infrastructure; this is especially true as only a fraction of the cost of the total installation must be raised (considering the $675,000 that is already set aside for the metal shading elements). This project is not only in line with the mission statements of both UW-Solar and the Campus Sustainability Fund, but is also an excellent opportunity for the University as this would be a highly visible and unique solar application. Providing both a source of renewable energy and opportunities for student involvement in campus development, this project will surely promote environmental consciousness at the University of Washington and throughout the Seattle area, via the prominent nature of the installation on the Life Sciences Building.

Explain how the impacts will be measured:

The addition of BIPV to the new Life Sciences Building will have a positive impact on the environment through the on-site production of renewable energy as well as the reduction of energy consumption. Power generation from BIPV will increase energy self-sufficiency and resiliency. Initial estimates for the 6,000 ft2 of surface area range from approximately 20,000 to 50,000 kWhrs of clean energy output per year. The presence of vertical fins will control heat gain to the building, decreasing energy consumption associated with internal environmental controls. Overall, the carbon footprint and energy costs of the building will be reduced.

As part of this project, each fin will have microinverters that will be able to read the energy generated. Smart meters will be installed that will callibrate the amount ambient temperature to look at performance and amount of daylight/solar radiation available to each fin on any given day. Through these devices, we will be able to determine kWh produced and GHG emissions avoided. Through modeling we will be able to determine the decreased energy consumption of the Life Sciences Building.

Total amount requested from the CSF: $7,500
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost
Panels $167,500
Inverters $83,750
Wiring $41,875
Racking System $88,875
Labor $390,000
Permitting N/A
Commissioning $8,000
Metering $7,000
Weather Station $500
SubTotal $780,000
Contingency (20%) $195,000
Estimated Project Cost: $975,000
Estimated In-Kind Donations
Item Approximate Value
Design Consultation $20,000
Staff TimeUnknown
Stamped Drawings from Engineer $50,000
In-Kind Donations Value $70,000
Project Value $1,045,000
Known Funding
Item Value
Life Sciences Building Project Budget $675,000
Amt Already Funded $675,000
Total Funding Needed $300,000

Non-CSF Sources:

Funding SourceAmount of Ask
Life Sciences Project Fund675,000
Bonneville Environmental Fund15,000
WA State Department of Commerce200,000
TOTAL900,000
SourceIn-Kind Donation
Perkins+WillTime for consulting and coordination for project installation
Affiliated EngineersTime for consulting and coordination for project installation & Engineering Stamps
UW StaffTime for consulting and coordination for project installation
Project Completion Total: $975,000

Timeline:

TaskTimeframeEstimated Completion Date
Funding Research/Applications4 monthsMarch 2016
Full Feasibility Study (FS)4 monthsMarch/April 2016
FS: Design (Solar Analysis, PV/Inverter options, Design Review Board Approval, etc)1 monthFeb 2016
FS: Contractor Agreements2 monthsMarch 2016
FS: Budget Analysis2 monthsMarch 2016
FS: Institutional Frameworks (Establishing rest of the permission required for the project)1 monthFeb 2016
FS: Development of Education & Outreach Plan1 monthFeb 2016
FS: Policy (Coordination with SCL)2 monthsMarch 2016
FS: O&M (Development of O&M policy/plan and gathering of agreements)3 monthsApril 2016

UW Floating Wetlands Project

Executive Summary:

Floating wetlands are an emerging green technology that grows native wetland plants on buoyant frames to mimic functions provided by natural floating wetlands which have been largely removed due to shoreline development.

 

We propose to create a UW Floating Wetlands Demonstration Project that would occur in two phases, with an end goal of installing floating wetlands demonstration prototypes along the University of Washington shorelines.  This proposal is a request for the funding of Phase I, a feasibility analysis to further investigate optimal locations, permitting, design, and long-term viability.  Phase II funding will be sought after feasibility is determined in Phase I and will comprise completing floating wetland implementation documents, obtaining permits, construction, installation, maintenance and evaluation procedures.  Improvement of Union Bay aquatic habitat and moderation of pollutant loads is anticipated through the deployment of these floating wetlands.  Furthermore, this project will serve as an example for other Seattle water bodies and showcase UW’s leadership role in green technology and public/community partnerships.

 

Research and implementation of floating wetlands has been conducted worldwide and, while there are freshwater floating wetland projects underway locally, implementation of these structures along the WRIA 8 shoreline would be unprecedented. Measured environmental benefits have included: carbon sequestration; reduction of phosphorous, ammonia, nitrogen, heavy metals, and other aquatic pollutants; reduction of biological oxygen demand and food chain re-connections; climate adaptation and water temperature mitigation; habitat re-creation; and shoreline protection and beautification. (Dodkins)  Particularly, implementation of floating wetlands in the Union Bay area has the potential to replace lost function in the migration corridor for juvenile salmon along the Lake Union and Lake Washington shoreline.  Permitting to install new shoreline structure will require considerable discussion, education, and design response which is why a feasibility study is required as a first phase.

 

Many studies and precedents have informed the Green Futures Lab’s work with floating wetlands thus far and prior work on floating wetlands can be viewed on the Green Futures Website at greenfutures.washington.edu.  Phase I would build upon work already underway by Landscape Architecture graduate students working through the Green Futures Lab, College of Built Environments, and also require outreach to students and faculty in other departments including: Aquatic and Fisheries Sciences, Environmental Science and Forestry, and Engineering.  The cost to advance this research is $11,379.00, which includes the employment of 2 graduate students for 20 hours per week for 10 weeks during summer 2016, and 8 hours a week for 10 weeks during autumn term, for a cost of $9979 with benefits. The remaining $1,400 will be used for materials and travel expenditures as detailed below.  In the future Phase II, students from these various departments would again be recruited to participate in detailed design, construction, installation and observation.

 

State and local agency awareness of the potential benefits of floating wetlands would be promoted through Phase I discussions,  and  implementation of Phase II would allow for outreach to the public and greater UW student body through the built demonstration wetlands, accompanying signage, publicity, and expanded partnerships for monitoring and stewardship of the project.  

Dodkins, Ian, Anouska Mendzil, and Leela O'Dea. "Enterprise Assist: Floating Treatment Wetlands in Water Treatment: Treatment in Efficiency and Potential Benefits of Activated Carbon." Sustainable Expansion for the Applied Coastal And Marine Sectors (2014). Web.

Student Involvement:

In order to complete Phase I of the UW Floating Wetlands Project, this grant will provide funding for the work of two student team members for 20 hours (each) per week for 10 weeks during summer 2016 and for continued work of 10 hours a week through November. The scope of the work will consist of:

 

-permitting research, including meetings with permitting agencies;

-site feasibility research and analysis;

-synthesis of existing habitat impact research;

-materials research;

-structural design research and prototype development;

-construction of prototypes to test materials and structural design in response to regulations laid out in prior stages;

-research of impact measurement techniques;

-research and proposals for public educational opportunities

-production of an illustrated design and feasibility analysis report

 

Through this process, students will gain valuable experience in: collaborating with an interdisciplinary team; conducting relevant research; translating new expertise into a design proposal; the iterative design process; exploring regulatory processes; and organizing and presenting their findings.  Additionally, there will be a division of responsibility between the two students that will provide specialized experiences such as researching construction techniques, providing biological expertise, leading volunteer efforts, and heading communications to other departments.  The work of these students will culminate in a cohesive document illustrating the anticipated environmental and social impact of the UW Floating Wetlands Project and a specific proposal for implementation.

These positions will be open to students in all UW departments and there will also be opportunities for volunteer positions.  Because of the nature of the project, cross-departmental collaboration between Built Environments, Aquatic and Fisheries Sciences, Environmental Science and Forestry, and Engineering will be necessary.  Likewise, conversations will be necessary between the students and regulatory agencies including UW Facilities Services; UW Real Estate, Planning and Management; UW Botanical Gardens; WA Department of Natural Resources; King County Water, Land, Resource Division; City of Seattle - Restore Our Waters; Seattle Shorelines; Save Union Bay Association; and local tribes among other organizations.  This lengthy list of collaborators illustrates the high level of commitment and organization required of those working on the project in order competently proceed with Phase II.  Most importantly, this level of collaboration will lay the groundwork for continued involvement from each of these departments during Phase II.

Education & Outreach:

As noted above, Phase I Feasibility will focus outreach on potential partners and student personnel; this process will initially publicize the concept, benefits and application of floating wetlands. This will ignite awareness in our students, faculty and staff, and promote conversations with agency partners about floating wetland technology and urban habitat restoration. As the project progresses, it will be publicized through the Green Futures Lab website’s “New and Events” page, with updates throughout project implementation (Phase II) such as permit approval, final design, and construction advertised via the website.

A significant part of Phase I is also researching how best to reach out to the public once the structures are built and implemented in Phase II. The UW Floating Wetlands Project has the opportunity to be a unique and exciting deployment of a new technology and, as such, educating the public to the function of these structures is a top priority. This goal will be addressed in Phase I through research on educational outreach and interpretation as well as through the actual design of the prototypes.

An important goal of Phase I is to raise awareness and education amongst internal organizations through the conversations required of the feasibility study. As we have continued to explore opportunities with floating wetlands, it has been necessary to approach many organizations regarding our proposal and few have been aware that this technology exists or of possible benefits gained by varying the design approach. To date we have contacted individuals from the following agencies:

University of Washington Real Estate, Planning and Management
University of Washington Botanical Gardens (Union Bay Natural Area)
University of Washington Facilities and Services
UW Wetland Ecosystem Team, School of Aquatic and Fisheries Sciences
King County DNR, Water and Land Resource Division
King County Wastewater Treatment Division
City of Seattle, Restore our Waters
Seattle Public Utilities (SPU)
Department of Ecology NW
Washington Department of Fish and Wildlife (WDFW)
Washington Department of Natural Resources (WADNR)
Save Union Bay Association

This outreach has included presentations, conversations and resource distribution including the work of a graduate student affiliated with the Green Futures Lab who has created an online database of floating wetlands information at tinurls.com/floatingwetlandsSeattle. In order to comprehensively analyze implementation feasibility, spreading an understanding of the ecology, engineering, potential design, and required permitting for floating wetlands across agencies is crucial. This process will enrich possibilities for Phase II implementation and increase the creative and collaborative potential of future public education. Involvement and support from organizations such as Save Union Bay Association will provide education and outreach far beyond our own reach to those within the greater UW community.

Environmental Impact:
  • Living Systems and Biodiversity
  • Water

Environmental Problem:

As Puget Sound and its contributing waters experiences an increase in waterway traffic, shoreline armoring, and stormwater runoff, valuable shoreline habitat has decreased dramatically.  Only about 25% of Seattle’s shorelines are beach, naturally vegetated, or landscaped leaving 75% of surfaces as rapid runoff points for pollutants which, in turn, degrade and jeopardize a number of plant and aquatic species. (Toft 2003)  Although Union Bay provides relief from the the rest of Seattle’s heavily developed shorelines, its habitat has, nonetheless, been heavily compromised.  As a result of development and land uses, wetland ecosystems in Seattle have experienced “significant losses and degradation.” (Puget Sound Partnership 2011)

 

The UW Floating Wetlands looks to capitalize on the adjacent Union Bay Natural Area’s existing vegetated shoreline - the second largest in Seattle - to better understand how installed floating wetlands can mimic those that are occurring naturally.  Discussion with the Fred Hoyt at the Union Bay Natural Area during the feasibility phase will help to establish a significant precedent to the benefits of monitored aquatic vegetation and would provide evidence supporting Phase II implementation of floating wetlands as rehabilitative habitat for the WRIA 8 shoreline.  

 

Across the globe, floating wetlands have been deployed with positive results in carbon sequestration; reduction of metals and pollutants; climate adaptation and water temperature mitigation; habitat renewal; and shoreline protection and beautification.  A growing body of research exists that supports these claims including Floating Treatment Wetlands (FTW) in Water Treatment: Treatment efficiency and potential benefits of activated carbon by Dr. Ian Dodkins, Anouska Mendzil, and Leela O’Dea which details the physical, biogeochemical, microbial, and vegetative components of floating wetlands and their positive impact on aquatic environments. Through the feasibility study, students will be able to compare these findings in discussion with local scientists and agencies to establish a list of benefits and monitoring practices specific to our proposed locations.  

 

There are relatively few floating wetland projects in the Puget Sound area, and even fewer that are publicly accessible. Additionally, concern for the perceived potential ambush habitat beneath overwater structures has impeded adoption of floating wetlands as a viable strategy to actually create better salmon habitat.  Our initial prototypes have addressed this issue by allowing light penetration and partially submerging the floating wetlands to provide a shallow surface column of water that may serve as refuge for the vulnerable smaller and juvenile salmonids. Funding of the Phase I Feasibility Study will allow us to meet with regulators to present such innovative designs and explore approaches and standards that will allow future permitting of such habitat structures. Construction, installation and interpretation of floating wetlands in a subsequent Phase II will allow evaluation of the efficacy of such prototypes to potentially institutionalize their more widespread adoption on freshwater shorelines, and to inspire and educate the UW community and the public on their multiple benefits.

Explain how the impacts will be measured:

We will measure the impact of Phase I Feasibility Analysis through the impact of our outreach to potential partners.  This will take the form of committed partnerships at the UW and with governmental and nonprofit organizations for Phase II implementation; commitment  of matching funding for Phase II implementation; student interest and engagement in assisting in construction of the prototypes; and encouragement from agencies to apply for permits to construct the floating wetlands in Phase II.

 

Although there exists an extensive body of literature on the positive impacts of floating wetlands, in order to comprehensively understand their potential impact on surrounding habitats specific to the UW waterways, conversations must be had with involved partners including Aquatic and Fisheries Sciences, Environmental Science and Forestry, and Engineering regarding monitoring in a future phase.  Through these conversations, opportunities and potential for monitoring and measuring the impact of floating wetland prototypes during Phase II will be identified and conveyed in a comprehensive document to be used during Phase II.  Through exploration of monitoring opportunities, there is also potential in finding sources of funding for monitoring the wetlands, once constructed, over several seasons;  this would also constitute a measure of impact of the Phase I Feasibility Analysis.

Total amount requested from the CSF: $11,379
This funding request is a: Grant
If this is a loan, what is the estimated payback period?: 0months

Budget:

ItemCost per ItemQuantityTotal Cost
Student Employment$15/hour + 18.8% Benefits2 Students @ 280 hours each$9,979.00
Materials for design prototypes including: growing medium, raft material, plants (based off of prices for constructed floating wetland prototypes)$3004$1200
Travel Expenses for exploratory trips to nearby floating wetlands including Hicklin Lake$.54/mile + $31.153$200

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date
Contact permitting agencies2 WeeksJuly 1
Meet with Permitting AgenciesOn-goingNovember 1
Contact UW affiliates2 WeeksJuly 1
Meet with UW affiliatesOn-goingNovember 1
Research Materials and Site Feasibility6 WeeksAugust 15
Develop Prototype Designs3 WeeksAugust 15
Prototype Construction and Testing6 WeeksSeptember 23
Develop Implementation Plan2 WeeksOctober 21
Develop Educational Plan2 WeeksOctober 21

Project Approval Forms:

Tribal Water Security Colloquium: Rethinking Our Relationship With Water

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

Total amount requested from the CSF:
This funding request is a:
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date

Project Approval Forms:

SER-UW Native Plant Nursery Improvements

Executive Summary:

Overview:

The SER-UW Native Plant Nursery is a student-run project with a mission of providing native plants and horticulturally focused educational opportunities to the UW community.  We have grown substantially in depth, breadth, and impact over the last academic year due to the hard work of four nursery managers, six interns, a dedicated group of volunteers, faculty and staff support, and the generous CSF grant that we received in 2015. The infrastructure required to support the Nursery is in place; we have laid the groundwork for a thriving university resource.  We now seek to create a sustainable management plan for the SER-UW Native Plant Nursery as well as increase and improve our outreach efforts to UW students and the surrounding community by providing support for two Research Assistantship positions.  We plan to reach a wider network of students from across campus through engaging and interactive workshops and by developing a cohesive nursery management plan to increase our success in growing native species. The Nursery is only beginning to show its potential.  Dedicating the 2016-17 academic year to nursery planning and curriculum development will establish the intellectual infrastructure required for future nursery managers to continue this important work.  

 

Project Goals

  1. Conduct plant production comparisons to identify how to successfully grow more native plant species to be used in on-campus and student based restoration projects

  2. Research and develop a management plan that outlines proper and sustainable fertilizer use, plant development protocols and timelines, and sustainable irrigation practices.

  3. Develop a curriculum for volunteer events and reach out to a more diverse group of UW students.

  4. Write, plan, and host classes every other month, open to students and the public on topics related to native plant production and care.

 

The Need

The SER-UW Native Plant Nursery fills a unique niche on campus, providing native plants for student-run restoration projects as well as hands-on, horticulture learning opportunities.

Growing native plants is different than growing fruits or vegetables in a farm setting; the knowledge base for the hundreds of native species is not as well known or refined. The Plant Production RA would research and develop a detailed plan for the Nursery, including details on species to grow and proper growing techniques. Synergistically, the Education RA would create and lead classes on native plant topics. Most plant nurseries do not have the time to run experiments to determine the best method of growing each of their native species, nor do they have the same imperative to share their research the way an educational and research institute such as UW does. We have the unique opportunity to make a meaningful contribution to the horticulture community at the University of Washington and beyond by testing the effectiveness of our growing methods. The knowledge gained would benefit UW by allowing additional plants to be installed on campus, as well as extending to the greater horticulture community of Puget Sound.

Key Stakeholders

UW Botanic Gardens, UW Grounds Management, ESRM classes, Capstone, Carlson Center Volunteers

Estimated Total Cost: $78,050.16

 

Student Involvement:

Student Leadership & Involvement:

The SER-UW Nursery is an entirely student led project with 2 graduate students serving as Nursery Managers and two undergraduate interns per quarter. Graduate students manage and provide leadership to this nursery while interns build skills and experience in the environmental field. This core team works together to host weekly work parties that engage interested students in horticulture-based activities ranging from sowing seeds to salvaging native plants.

 

We rely heavily on the volunteers who attend our work parties to help us complete many of our propagation tasks.  Many of those volunteers show up to our work parties to fulfill a class requirement, such as ESRM 100 and ESRM 412; the Native Plant Nursery is an on-campus organization where those students can volunteer with to fulfill their class requirement.  Volunteers also come to work parties simply out of their own interest when they see our announcements through our email lists or our Facebook page.

 

Every task associated with growing plants at the Nursery is done by a student.  In the past year, we went from about 20 individual volunteers per quarter to 50, with each volunteer working about 3.5 hours on average.  From Fall quarter 2015 through Winter 2016, we had 24 work parties that culminated in about 900 volunteer hours.  One of our biggest  partnerships was working with the Construction Management honors society, Sigma Lamda Chi, who lead our volunteers in the construction of our hoop house at five separate events.

We have also recently partnered with the Carlson Leadership and Public Service Center, hosting service-learning students in Winter and Spring quarters of 2016, providing volunteer opportunities at the Nursery for a wide variety of students.

Throughout this school year, the Nursery has supported six interns, two per quarter. Every quarter, we determine what our needs will be for the next few months and advertise for interns with skills to complement those tasks.  Interns go through an application and interview process, and they are able to receive class credit for ESRM 399 for their work at the Nursery if they are accepted.  During the internship, interns build knowledge of nursery management, plant propagation, communications, teamwork, and leadership.  We rely on our interns to take an active role in care for the plants, including regular watering of the plants, leading volunteer work parties, helping to manage large projects like plant sales, and a myriad of tasks that help the Nursery run smoothly.  

In the next year, we want to further expand our ability to provide opportunities for student leadership and involvement by diversifying the students we reach.  We have primarily worked with students in the ESRM major or related majors, as they are the students who have a natural interest in native plant production and care. We would like to improve our relationship with the Carlson Center by increasing the number of volunteers we can take on per quarter, as those students come from a wide variety of backgrounds and interests.  We believe we can provide a unique experience for volunteers, as we have a hands-on learning component to our work parties that feeds into ecological awareness of native plant production and care.

As we work on our education efforts, we will reach out to the education department for interns in the Fall quarter of 2016 and Winter quarter of 2017.  Reaching out to students from different departments and creating a diverse network of skills and knowledge will promote a cross-pollination of ideas that will benefit the students involved as well as the Nursery as a whole, strengthening our ability to further reach out and fill the needs of more UW students.  Our weekly work parties are a place where volunteers from all parts of the campus can come and meet each other.  The work parties are not only a place where students put in volunteer hours--they’re also social, allowing people to meet students from other departments and with different interests and backgrounds.  At every work party, students are active, engaged, and learning new skills--we have the opportunity at the Nursery to reach out to a wider community of students to spread awareness of the need for native plants and the importance of growing native species for use in restoration projects.  

With our curriculum, we hope to even further spread knowledge and stewardship of native species to a wide set of students with varying backgrounds in ecology and restoration work.

 

Education & Outreach:

Education & Outreach:

 

More and more, Seattle residents are becoming aware of the consequences of planting and gardening with non-native or invasive species.  However, there are few opportunities for students or local community members to take classes that teach topics on native plant care, what native species to grow, and what benefit native plants can bring to the ecosystem.  

The nursery currently provides informal opportunities for learning during our regular weekly work parties.  Our Education RA’s work would create more formalized, 10-15 minute lessons on native plant production for each of these weekly work parties, where volunteers would participate in a mini-lesson on a pertinent topic before beginning the volunteer work, improving the education quality for students at the work parties.  

At weekly work parties, we often simply show the students what we’re doing and how to do it, whether it’s washing pots for later use or sowing seeds for germination.  We do not have a formal plan for how to run these work parties, and part of the Education RA’s job will be to write up 10-15 minute lesson plans on pertinent topics.  At each volunteer work party, we will teach the short lesson and then continue on to the volunteer activity; students volunteering with us will gain valuable knowledge as a part of their volunteer experience, increasing the education potential of these volunteer events.

Possible Weekly Work Party Class Topics for Student Volunteers*



Class Topic

Associated Volunteer Activity(ies)

Pathogens & Pests: How they function in a nursery setting

Pot Washing

Growth Needs of Plants: Water, Sun, Food, and Space

Up-potting  (re-potting plants that are growing too big for their current pots)

Seed Anatomy:  Parts of a seed & how it grows

Seed Sowing

Plant Maintenance: What goes into caring for a large number of plants

Weeding/Watering

*Classes will be subject to change as we gain feedback from volunteers on what they would like to learn from these experiences.

The Education RA would also write and lead monthly public classes that would be open to both students and members of the public, providing a source of information for any interested individual to learn basic knowledge about native plants, increasing environmental awareness through education. These classes would focus on topics related to native plants and would be held every other month (October-May), providing an opportunity for students and community members to attend a class on a topic related to growing native plants.  The topics will be presented in 1.5 hour-long classes open to UW students and the general public, held at the Center for Urban Horticulture and supported by UW Botanic Gardens public education staff.  Classes will be held on weekday evenings and will be offered free of charge with a suggested donation. depending on the topic.  Curriculum would be written, put into practice, and then modified based on feedback from participants and the RA’s experience.  We will be working with the UW Botanic Gardens education staff to create classes that are relevant and unique to native plant care and production.   

The goal for these classes is to provide a free source of information for people to use and enjoy.  The classes will work to inform students and the public about why the use of native species is important and how we can improve our ecosystem even within the city limits by incorporating native plants into our landscape.  


Possible Public Class Topics*

Native Plants: Replacing Invasives & Non-Natives

 

Native Plant Identification

Understory species to finish a restoration project

Resilient and low-input gardens: Using native plants in the landscape

Spring ephemerals and native understory plants

Art and Nature: Seedling Development and Watercolors

Attracting Native Pollinators and Pollinator Pathways

Native Plants with Edible Fruit

*Class subjects subject to change based on feedback from participants and UWBG

 
Environmental Impact:
  • Energy Use
  • Living Systems and Biodiversity

Environmental Problem:

 

The Native Plant Nursery was founded in 2013 to fill a need: on-campus restoration projects like Kincaid Ravine and Whitman Walk needed a place to grow and care for native plants before they were installed at the restoration sites. Over the past few years, the Nursery has begun to expand to fill the needs for those restoration projects as well as provide native plants for restoration classes like ESRM 473, Restoration Capstone, and UW Grounds Management.  With the support of CSF, the Native Plant Nursery has spent the last year engaging students from across campus, expanding our partnerships, successfully growing 75 species of native plants, and constructing our hoop house.

 

Without the Nursery, students must buy plants from nurseries all over the state, and the carbon footprint associated with delivery and pickup can be significant.  The financial cost and hassle are also greater for buying plants from multiple nurseries in various locations.  The SER-UW Nursery provides an on-campus source of plants, cuts the carbon footprint associated with pickup and delivery, does not require Ucars for transportation, and is also often the cheaper option for students.  

The hoop house project has allowed us to provide a home for our plants so we can successfully grow them to fill the needs of student-run restoration projects--but now we face the challenge of running the nursery as sustainably and efficiently as we can.  Plants require water, fertilizer, growing media, plastic containers, and many other resources when grown in a nursery setting.  The Plant Production RA will work on developing best practice guidelines on fertilizer use, irrigation requirements, and plant care so that we can use water and fertilizer responsibly and locally source as many of our supplies as we can.  The Plant Production RA will compare different fertilizer types, research and compare different irrigation systems, and create plant protocols for 15 new species to determine the best practices for the nursery.   All of our efforts will work towards growing plants that will go into the landscape to restore ecosystem functions.  We believe that it is important to have this source of native plants for student projects on campus, closing the loop of plant production, care, and installation.  On-campus native plant production increases our sustainability as a whole and involves students at every step of the process.  

 

Explain how the impacts will be measured:

Having a Plant Production Research Assistant position dedicated to designing and implementing comparison experiments to determine what methods of growing, fertilizing, and irrigating are best will drastically improve the quality and quantity of native species produced. By refining our system, we will be able to grow more plants using fewer resources and provide additional plants to student based projects on campus. Instead of classes and students reaching out to nurseries from across the state, they will be able to use our native species that were grown on campus for them, forging the missing link.

 

We will measure our success in several ways, the main one being how many native plants we are able to source out to student-run projects, UW Botanic Gardens, and UW Grounds Management.  So far this school year, the Nursery has provided 800 plants for on-campus and student based restoration projects. The more plants we sell to on-campus projects, the lower the carbon footprint will be for each restoration or planting project as plants would be provided here at the University rather than from nurseries throughout the state.  Our success will also be in the management plan itself:  the completion of the management plan, with irrigation recommendations, timelines on plant production, and specific plant protocols for at least 15 species will allow future nursery managers to use the plan strategically. We will also work on being able to rely on organic fertilizer rather than conventional fertilizer and incorporate our fertilization methods into the management plan.

Each year, new student managers will become involved with the nursery. These students, although surely highly qualified to perform some aspects of the job, likely won’t have the full set of skills required to successfully manage a nursery. These students will have to teach themselves how to operate the nursery and care for the variety of native species every year.  Providing this learning experience fulfills an important part of our mission.  However, as it stands now, the nursery’s productivity, sustainability, and the quality of the plants themselves will be at the mercy of each students’ skills and experience.  

A detailed management plan would improve continuity and consistency of knowledge from year to year, allowing us to increase the number of plants produced as well as ensure their health and high quality.  A continuous supply of healthy plants will lead to more partnerships with UW students, classes, and groups, increasing the overall sustainability of our campus landscape and community.

 
Total amount requested from the CSF: $78,051
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost
See Attached File "Budget Proposal 2016-17"

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date
Create propagation protocols for 15 new species 9 MonthsJune 2017
Conduct experiments on the growth of 10 species using varying soils, fertilizers, and irrigation techniques4 MonthsJanuary 2017
Write management plan4 MonthsJune 2017
Finalization of public class topics2 MonthsJune 2016 (UWBG requires a 3-month advance notice of class topic and plan)
Writing Public Class Curriculum & Volunteer Work Party Curriculum5 MonthsFebruary 2017
Incorporating participant feedback and editing curriculum into a manual for future use by the Nursery and UWBG education staff5 MonthsJune 2017

Putting the Green in Greenhouse Revision

Executive Summary:

See original 2012-2013 Proposal for more details.

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

Total amount requested from the CSF:
This funding request is a:
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date

Project Approval Forms:

Planting and Installing Pollinator Habitats at the University of Washington Farm at the Center for Urban Horticulture

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

Total amount requested from the CSF:
This funding request is a:
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date

Project Approval Forms:

Next System Teach-In

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

Total amount requested from the CSF:
This funding request is a:
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date

Project Approval Forms:

Lab Glove Recycling

Executive Summary:

Labs account for over 20% of all space on campus. Nitrile lab gloves are a significant source of waste produced in labs across all departments. A recent waste audit concluded that gloves are the second largest source of waste in campus labs. UW Sustainability and UW Recycling propose a pilot program from April 2016 to June 2016 (Spring Quarter) that would recycle used, non-hazardous nitrile lab gloves that are currently being sent to the landfill. The gloves would be collected by campus labs from the Molecular Engineering and the Materials Science & Engineering departments and then shipped back to their producer, Kimberly-Clark, where they would be recycled into products like park benches and chairs.

Student Involvement:

UW Sustainability’s Green Labs Intern will coordinate with UW Recycling, UW Sustainability, and participating labs to develop and implement the pilot. Our recycling processing partner will be Kimberly Clark. The Green Labs Intern will also coordinate, solicit feedback, and collaborate with students working in the five participating labs to develop educational and outreach components of the program. The participating labs will include both graduate and undergraduate students who will be actively involved in the program design and will provide feedback throughout the pilot. In addition, the Green Labs Intern will organize waste audits from the labs before and after the pilot and will collect and analyze data regarding recycling rate and program cost. Student volunteers and students working in the labs will be recruited for the sorting.

A meeting will be scheduled with students from each lab to discuss their responsibilities during the program. Students from each of the five labs will be making signage for the glove recycling bins. The students will be responsible for making sure the gloves are recycled in the bin and fill the pallets when the glove bins are full.

Education & Outreach:

Outreach and education will highlight the environmental benefits of recycling gloves. The program will educate, encourage, and promote the ease and benefits of diverting non-biohazardous gloves from the landfill bin to a recycling bin. In addition, the program would educate lab users on which types of gloves are accepted for recycling (Kimberly-Clark brand only, nitrile, and non-hazardous). There will be signage made to educate labs how to recycle the gloves.

UW Recycling and UW Sustainability will post on social media about our pilot program to the UW community about our vision of diverting glove waste. UW Sustainability will also feature a blog about the glove recycling program.

Once our pilot program complete, the results will be shared to the labs and UW community. If it is successful, the program could gradually expand. The program could be promoted through Green Lab Certification. Another possible method is to sign up small groups of labs in individual buildings, then eventually work with Departments to operationalize building-wide program.

 
Environmental Impact:
  • Waste

Environmental Problem:

Labs account for over 20% of all space on campus, yet they produce tons of waste. Used nitrile lab gloves are a significant source of waste produced in University labs across all departments. Recently, a waste audit conducted from 20 DEOHS labs determined that used nitrile gloves account for 20% of the volume and 22% of the weight of waste generated from the labs. That represents the second and third largest source of lab waste, respectively. Only compostable materials (primarily paper towels) were a larger source of waste by both measures. In response to the waste audit, UW Recycling piloted a lab-specific paper towel composting program with much success, leaving gloves as one of the largest sources of non-hazardous lab waste on campus, if not the largest.

Recently, Kimberly-Clark developed technology that breaks down nitrile gloves into pellets that can be recycled into plastic products, like waste and recycling containers, park benches, and chairs. Gloves are being used and disposed daily. This pilot program would have a significant environmental impact by diverting gloves from the landfill and reusing them to make new products.

 

 

Explain how the impacts will be measured:

Before the labs begin recycling Kimberly-Clark nitrile gloves, a waste audit will be conducted for one week with each lab to establish pre-pilot waste levels.  The gloves will be collected in their own bins. When the labs begin the recycling program, the rate of filling the pallets and numbers of gloves used will be monitored. By comparing how many gloves are being thrown away and how many gloves are being recycled, we will be able to measure how much waste is being diverted.

Total amount requested from the CSF: $2,000
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost
Shipping Cost$600.002$1,200.00
Signage and Labels$200.00
Sorting Material$550.00

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date
Develop education materialsMarch 2016March 31
Pre-pilot: Waste AuditApril 4April 8
Implement lab glove recyclingApril 11May 27
Post-pilot: Waste AuditMay 23May 27

Project Approval Forms:

Kincaid Ravine Restoration Budget Amendment Proposal

Executive Summary:

Since February of 2014 the UW Campus Sustainability Fund has substantially supported the restoration efforts in Kincaid Ravine (located in the NE corner of campus along the Burke-Gilman Trail and 45th Street Viaduct). The grant funding from CSF has primarily gone to pay for EarthCorps crew days (to perform restoration work), project materials (plants, mulch etc.) and support for student project management and outreach. Over the past two years Kincaid Ravine has been transformed from a neglected urban jungle covered in invasive species and void of biodiversity and trash to an amenity along the Burke-Gilman Trail as you enter campus. While much has been accomplished already, longer term funding and stewardship is necessary to ensure that Kincaid Ravine continues its trajectory towards a healthy urban forest full of biodiversity and opportunities for education and respite. Currently about 2.5 acres of the 3.6 acre ravine are in active restoration. With the remaining funding available (only 3-4 EarthCorps crew days are left) original targets to restore the last acre of the ravine are not feasible. In order to achieve this goal and others, a budget amendment of $35,000 is being requested from CSF to continue funding restoration efforts through the 2016/2017 academic year. Below are the major components of the budget amendment request: 1) North Slope Invasive Removal – This involves phase I invasive species removal and planting of a suite of native species in the last acre of the ravine that is not yet in active restoration. EarthCorps will primarily use mechanical removal of invasive species, though herbicide treatment will be considered as a last resort on steeper slopes to minimize soil disturbance and erosion. No herbicide has been used in Kincaid Ravine so far. 2) Conifer Tree Planting – A major goal in the restoration of Kincaid Ravine is to re-establish conifer cover. Mature conifer canopy in the ravine is almost non-existent which is representative of a highly disturbed forest. We propose to plant larger (5 gallon pots) conifers to accelerate this process and ensure for better survival of conifer trees. The majority of conifers planted in the ravine have been bare root or in 1 gallon pots with an estimated survival rate of only 50-60%. 3) Site Maintenance – Maintenance work is essential part of stewardship at Kincaid Ravine. It is typical for restoration sites to require 3-4 years of continued invasive species control to ensure invasive species cover does not re-establish. Maintenance work will be focused around native plants that have been installed to give them a better chance for long term survival. Maintenance will also include some summer watering. 4) Surface Water Drainage Improvements – Enhancing wetland habitat through hydrology modifications. This will also reduce flooding of the Burke-Gilman Trail. 5) Student Project Manager Stipend – Explained in student involvement section. Monitoring statistics will continue to be collected on invasive species cover and native species survival and composition. Websites: https://www.facebook.com/search/top/?q=kincaid%20ravine%20restoration%20... https://society4ecologicalrestorationuw.wordpress.com/current-projects/k...

Student Involvement:

The restoration work at Kincaid Ravine directly involves graduate students from the School of Environmental and Forest Sciences (SEFS) and the College of Built Environments, undergraduate classes in Environmental Science and Resource Management (ESRM), the UW Restoration Ecology Network and the University of Washington chapter of the Society for Ecological Restoration (SER-UW). SER-UW, the Kincaid Restoration Team and EarthCorps hold 1-2 quarterly volunteer work parties in Kincaid Ravine (over 40 student volunteers participated in the autumn quarter of 2015) and the site will continue to serve as a laboratory for graduate and undergraduate students to study hydrology, soils, ecological restoration and wildlife. SER and students in SEFS will continue to lead these volunteer opportunities and work to further develop relationships with project partners on campus, such as UW Environmental planners, UW’s landscape architect, UW Grounds crew management and non-profit groups such as Stewardship Partners and EarthCorps, who have been essential in the restoration efforts at Kincaid Ravine. Partnerships with other UW RSO’s have been formed over the past year too, including the Society for Ethnobotany and Sustainability and Stewardship for Northwest Women. The budget amendment would fund the current student project manager and a student project manager for the 2016-2017 academic year. There has been a precedent in previous funding of this project to give a stipend to project managers of roughly 3,500 dollars for the academic year. The first three student project managers (including the current project manager) have all taken this project on as part of requirements for completing their master’s in environmental horticulture (MEH). This requires enrolling for a minimum 9 independent research credits over the course of the degree. 9 credits with an expectation of 4 hours of work per credit per week multiplied by a 10 week quarter gives you a total of 360 hours. That would equate to roughly ten dollars per hour ($3,500 stipend / 360 hours = $9.72/hour). This funding is not supposed to constitute an hourly rate, but a stipend that compensates partially for the time and energy invested in managing work at Kincaid Ravine. Responsibilities include managing budgets and grant reporting, updating project partners on work, coordinating and leading volunteer work parties, preparing outreach materials, collecting monitoring data, creating planting plans, coordinating work plans with contractors, and leading “pet” projects such as wetland hydrology assessments, planting of pollinator gardens, “place making” and trail development. The current student project manager will far surpass the 360 hours (and 9 credits) and has actively been involved at work at Kincaid since December of 2014 without taking any compensation to date. Funding a project manager to oversee the work conducted under the budget amendment is also essential for the 2016/2017 academic year. Ideally there will be another MEH student project manager who has to take credits and report their work to their committee as part of graduation requirements. If not, funding would be used to compensate an SER officer position at Kincaid Ravine. This will require a very detailed job description with responsibilities (similar to the ones listed above) and hour expectations for management work next year. Student project management is responsible for coordinating many student activities at Kincaid Ravine. This includes: Master’s in Landscape Architecture Interns - Two landscape architecture students have been working to put together designs for the “place making” aspects of the ravine. The design includes trails, interpretive areas and also incorporates plans for restoration and wetland hydrology improvements into the design. UW-REN – The UW Restoration Ecology Network is in its third year working at Kincaid Ravine. This relationship has been hugely successful in bringing in students to the ravine who learn the full process of restoration from site assessment and planting plans to invasive removal, planting and planning for long term maintenance. The student project manager mentors this group and helps facilitate volunteer work parties and secures materials for the UW-REN work site. ESRM- ESRM 100 students are regular volunteers at the ravine. Intro to Restoration Ecology (ESRM 362) also uses Kincaid Ravine as a field trip site when studying restoration projects. SER-UW. The Society of Ecological Restoration UW-Chapter is a student group that is essential for recruiting volunteers and advertising events. SER-UW includes the work at Whitman Walk and the SER-UW nursery. The partnership between the nursery and Kincaid Ravine has been especially successful over the past year. Plants are readily available on campus and donated to the ravine. Communication with nursery managers is important so they are aware of planting needs in the near future. Student involvement is very important to the work at Kincaid Ravine. This budget amendment would ensure that this connection with the student body would continue while restoration at the ravine is completed.

Education & Outreach:

We already have some pretty well established channels for education and outreach at Kincaid Ravine. This includes the Facebook and SER-UW website pages for Kincaid Ravine (listed in the executive summary). We also use EarthCorps and the SER-UW email list to publicize events at Kincaid Ravine. Kincaid Ravine has also given multiple presentations for CSF events and presented to ESRM 362, UW-REN and SEFS 549. Monitoring data collected last spring and this coming March will be presented at the annual SER-NW regional conference in Portland this April. Kincaid Ravine newsletters are sent out quarterly to an email list of about 40 project stakeholders and volunteers. These newsletters are also posted to the Facebook page and the most recent one had a reach of about 250 people. Outreach goals are meant to inform the campus community and general public about the work at Kincaid Ravine and to make the ravine a more recognizable and utilized open space on campus. Outreach is also an attempt to engage people directly in work at the ravine through volunteer opportunities or internships. For example, the landscape architect interns found out about this work and got involved through SER-UW meetings. With extended restoration work and student project management under the proposed budget amendment these outreach channels will continue to be used to educate people about the ravine and get students involved. Education efforts include interpretive signs, scientific reports and presentations at conferences, classes and student group meetings. The use of “before and after” photos have been particularly useful at showing the difference the work at Kincaid has made since 2014. There is also the original restoration management plan and year 2 management report created by the previous two student project managers as part of their thesis requirements. These documents are excellent for detailing the work, challenges and needs for adaptive management at Kincaid Ravine from year to year.

Environmental Impact:
  • Living Systems and Biodiversity
  • Water

Environmental Problem:

Kincaid Ravine was a neglected open space on campus overrun by invasive species and trash from homeless encampments until restoration began at the site in early 2014. The lack of biodiversity (from a plant and wildlife standpoint), degraded wetlands, erosion and public safety were all problems at Kincaid prior to restoration. The project has already seen a transformation from 100 percent invasive species cover to less than 10-15% in most restored areas, and 4,000 native plants have been installed in the ravine. Biodiversity is already much improved at the ravine, and by installing benches and interpretive signs and removing lots of trash and debris the ravine is a much more inviting place. Funding the budget amendment will allow us to continue these efforts into the last portions of the ravine (as delineated by last year’s Memorandum of Agreement signed by the University’s vice president) while also performing better long-term stewardship (maintenance), addressing the hydrology issues and improving wetland habitat and establishing a denser conifer cover. These results are already happening, but we need one last funding push to make sure the entire area of the ravine is moving towards a healthy and sustainable forest.

Explain how the impacts will be measured:

Monitoring efforts will really ramp up this spring now that we are 2 years into active restoration. We will measure invasive species coverage, native species survival, species richness and conduct an inventory of mature trees in the ravine so we have a baseline to measure our canopy composition off of going forward. We will continue to track the number of plants installed at the ravine (currently at 4,000), the number of volunteers and continue to monitor the hydrology of the wetlands (flow volumes, infiltration rates, sediment deposition etc.). Outreach metrics referenced in the Education and Outreach section will be used to quantify how aware the public is of Kincaid Ravine. We have used and will continue to use modeling tools like iTree to estimate the effect the ravine has on carbon sequestration and air quality.

Total amount requested from the CSF: $35,000
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost
North Slope Invasive Removal$1220 per EarthCorps Field Day6$7320
North Slope Invasive Removal$75/hour EC project management12$900
Conifer Tree Planting$1220 per crew day4$4880
Conier Tree Planting$75/hour project mgmt8$600
Conifer Tree Planting materials$7-8 per tree plus delivery $75500$3575
Surface Water Improvements$1220 per EC crew day2$2440
Surface Water Imrprovements$75/hour project mgmt4$300
Site Maintenance$1220/ EC crew day4$4880
Site Maintenance$75/hour project mgmt20$1500
EarthCorps Parking$15/day16 days$240
Taxes9.60% of above costsn/a$2557
Student Project Mgmt stipends$2904 stipend per year2 years$5808

Non-CSF Sources:

King Conservation districtfunds 12 maintenance days at ravine through 2018
Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date
Conifer PlantingNov-Feb 2016/2017Feb 2017
North Slope Invasive RemovalSummer 2016 through Feb 2017Feb 2017
Surface Water Drainage ImprovementsSummer/Fall of 2016end of 2016
Site Maintenance Spring 2016-summer2017end of summer 2017
Student Stipend2016-2017final payment in early 2017

Project Approval Forms:

Fossil Fuel Divestment Pacific Northwest Network Spring 2016 Convergence

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

Total amount requested from the CSF:
This funding request is a:
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date

Project Approval Forms:

Environmental Display for Paccar Hall

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

Total amount requested from the CSF:
This funding request is a:
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date

Project Approval Forms:

Urban Forest Management Plan

Executive Summary:

 The purpose of this project is to complete the tree inventory database for the University of Washington Seattle campus and to develop a comprehensive urban forest management plan. The campus tree data currently available is incomplete and outdated, making management challenging and evaluation of tree resources impossible. The goals are to capture the ecosystem benefits provided by the urban forest, effectively manage the urban canopy, and provide a database resource for future research and educational opportunities. 

Student Involvement:

Project involvement will largely target students from the College of the Environment. Once funding approval has been established, we will coordinate with Professors David Ford and Gordon Bradley for potential curriculum involvement or internship establishment. We expect that 60% of the work will be performed by students, with a combination of both graduates and undergraduates. Tree Solutions professional arborists and UW staff will provide training to students who will be involved in all stages of
the project. Specifically:
 Students will be part of an advisory committee charged with establishing the goals and vision for the
urban forest, review of the management plan, and establishing policies.
 Students will be involved in data collection, analysis and report development through dedicated
student intern positions that will be advertised through the appropriate departments.
 Students will participate in updates/development of tree tours and other outreach information in
collaboration with UW staff.
 The dataset provided by this project will also be available for students interested in studying trees on
campus.

Education & Outreach:

Our outreach goals are to raise awareness on campus and in the greater community of the tree resources on campus and efforts to sustainably manage these resources. We expect that there will be positive publicity surrounding these efforts. Tracking publicity will be one way of evaluating the extent and manner in which we are reaching an audience.

Student involvement in the entire process will be a form of outreach that we expect to spread beyond the participants as they share their experiences with other students and members of the greater community.

Much of the information resulting from this project will be available through interactive websites. Measuring visitation to the Brockman Tree Tour, Native Tree Tour and tree information websites will be one way of evaluating the extent to which we reach an audience.

We will update the University of Washington, Facilities Services, Grounds Operations and Capital  Projects Office websites with information about the project and will submit content for the Environmental Stewardship and Sustainability website. 
 We will contact campus media such as The Daily, UW Today & Weekly and UWTV. 
 We will also notify a diverse group of University departments that will impact the greatest number of 
students (i.e. ASUW, SAO), so that they can share information about student opportunities through their 
list serves and newsletters. 
 We also have the resources to hang banners around campus that will identify, educate and publicize this 
project that is being supported by the Campus Sustainability Fund. 
 Staff and volunteers that are in the field will wear clothing that will identify whom they are associated 
with and what they are doing around the University campus for the next 3 to 6 months. 
 
Environmental Impact:
  • Living Systems and Biodiversity

Environmental Problem:

 The urban tree management plan will be a tool that facilitates increased sustainable management of the trees on campus. Ecological/environmental services (such as carbon sequestration, biodiversity, reduction of energy use, etc) provided by the trees will be quantified. A benchmark of the current status of the urban forest will inform specific management goals. Areas of preservation importance as well as potential improvement to the urban forest will be identified by parameters such as canopy cover and
biodiversity. According to the US Forest Service Center for Urban Forest Research (http://www.fs.fed.us/psw/programs/cufr/), urban trees provide the following ecologic and economic
benefits:
 reduced energy use by shading and insulating areas around buildings
 improve air quality and sequester carbon by filtering air borne pollutants and removing carbon dioxide
from the atmosphere
 improve water quality and reduce flooding by intercepting rainfall and reducing stormwater runoff
and erosion

Explain how the impacts will be measured:

Data gathered from this project will provide a benchmark of these impacts as the urban forest now functions. One of the goals of the management plan will be to sustain and increase the quantifiable impacts. These will be measured by maintaining the database of tree information and utilizing iTree software for impact analysis. Kava Vale, a graduate student in the School of Forest Resources, is already leading this effort. iTree is a tool that aids in calculation of urban forest canopy cover, diversity and structure, as well as measurements of its environmental value in terms of carbon sequestration, air quality improvement, energy savings, and stormwater reduction runoff among other parameters. 

The management plan will identify impact goals. Data gathered through this project will provide a benchmark of current impacts and will be used to set future goals. Current trends in the urban forest, such as reduction of tree canopy, will be compared to future trends. Data gathered and the subsequent management plan will be shared and used by a number of campus departments, including Facility Services, Capital Projects, and academics. The data and the plan will also be important for streamlining regulatory procedures related to the management of the urban forest on campus.

Total amount requested from the CSF: $63,760
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemTotal
Personnel & Wages
Students Estimated $18,600
ConsultantEstimated $42,690
General Supplies & Other
Signs and brochures for Brockman Tree Tour and Native Tree TourEstimated $2,470
CSF GRAND TOTAL$ 63,760

Non-CSF Sources:

Source/DescriptionAmount Requested
FS & CPO Staff Salaries$23,500
CPO Matching Funds $40,260
Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date
Start Date/Begin Funds(Includes Pro Staff Hours**)(March 28, 2011)
 Field work 600 hours**June 10, 2011
Data input, classification & planning(Includes Pro Staff Hours**)
 Analysis 214 hours July 1, 2011
 Creation of the Urban Forest Management Plan400 hours**August 19, 2011
 Brockman & Native Tree Tour360 hours** September 23, 2011
Completion Date/End Funds(September 23, 2011)
Submit final report to CSFSeptember 26, 2011

Project Approval Forms:

EcoReps Solar Table

Executive Summary:

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Students on the University of Washington campus lack awareness and exposure to solar energy and therefore lack in energy consumption mindfulness. They walk into libraries and buildings on campus and plug in to charge phones and laptops at all hours of the day, but rarely do they stop to consider the source of the energy they are benefiting from. Solar charging tables on campus will allow for hands on experience interacting with energy alternatives. The tables are visible and located centrally on campus; in front of the Husky Union Building (HUB). Our hope is that this one table will act as a pilot test, and will pave the way for increased excitement towards solar energy and its many applications, including installation of more solar charging tables throughout our diverse campus. Students across campus will be able to interact and benefit directly from the charging capabilities of the table and its longevity will ensure that students will have access to the table for over 25 years. The grant money received would go directly to the purchase and implementation of the solar charging tables, while the maintenance funding will come from the HUB facility. The Associate Director of the HUB, Paul Zuchowski, has agreed to take on the maintenance that will accompany the table for a 6 year time period, after which a reassessment of the value to table contributes to the HUB and our campus will dictate whether maintenance is continued by the HUB or whether responsibilities are transferred to UW Solar, or Facilities Services. We are two students that are passionate about sustainability and are hoping to leave a lasting mark on the University of Washington campus. We held executive positions for the RSO EcoReps this past year and gained experience in executing sustainability based projects and surveys across our campus, this has lead us to pursue funding for this project that we hope will increase energy consumption mindfulness and pave the way for solar projects in the future.

Student Involvement:

This project is unique in its ability to engage the whole campus. The entire University of Washington Seattle campus will have acess to the table and its charging capabilities. The table will provide shade and rest for hundereds of students each day and also allow students to charge their devices in an outdoor setting. In addition, our project gives the opportunity for 2+ service learners to conduct surveys. From these surveys that assess student sustainable behavior, infomation will also be gained as to how frequently students use the solar table. Data will be gathered through observation and in-person surveys.

Education & Outreach:

These service learners will also employ marketing and outreach techniques, like customizing sandwich boards that help inform students of the tables and their functions. When surveying at UW Bothel earlier this year, we asked over 60 students how often they used UW Bothell’s solar picnic tables. We found that only 3 of the 60 students were aware of the function of the tables and it brought to light the necessity for marketing and outreach. While EcoReps tables at events like Farmers Markets, Earth Day, and other tabling opportunities, a poster will be used to inform students of the presence and function of the solar table. The HUB will designate a television to advertising the solar tables during the first and last weeks of the quarter so that new students have an opportunity to see the table and recognize its purpose. The table will be included in the UW Sustainability mailing list and discussed on Facebook during the weeks EcoReps service learners conduct surveys.

Environmental Impact:
  • Energy Use

Environmental Problem:

The problem we hope to address with our project is a lack of awareness towards energy use. Students on campus are uneducated about the impact of energy consumption and energy sources in general. The implimentation of a solar powered charging table will allow students to directly interact with an alternative energy source in a postive way, establishing an openminded student body and paving the way towards an increasingly solar energy friendly campus. 

Explain how the impacts will be measured:

Surverys conducted through UW Sustainability and EcoReps will be used to measure student impact, specifcially their thoughts aboutsolar energy and their increased awareness of alternative energy sources and behaviors. This could be done with a bi-quarterly survery that is used to chart changes to student behavior from the first week of the quarter to the last week of the quarter throughout the school year. Behavior changes could range from reduced energy use, to increased sustainable practices like composting and recycling.

Total amount requested from the CSF: $21,931
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ConnecTable Pricing
ItemCost per ItemQuantityTotal CostFunding SourceLifespan
ConnecTable Cafe Solar Charging Station Base Price14999114999CSF25 Years
Bench/table top upgrade250012500CSF
Steel color upgrade5001500CSF
Additional shade panels (2)120011200CSF
Tax1888.60CSF
Shipping134311343CSF
Inverter2251225HUB10 Years
ProStar Solar Controller2001200HUB15 Years
220 AH VRLA Sealed Gel Battery7501750HUB12 Year
MPPT (Maximum Power Point Tracker)3501350HUB
Battery Capacity Meter60160HUB
Digital Meter 21001100HUB
Remote Temperature Sensor50150HUB

Non-CSF Sources:

Non- CSF Source Funding
SourceTimespanTotal Cost
HUB6 Years1735
Project Completion Total: $23,666

Timeline:

Project Timeline
TaskTimeframe
OrderingMay 2017
InstallationAugust 2017
AdvertisingSeptember 2017
MaintenanceAugust 2017-August 2023

ASUW Student Food Cooperative Bulk Buying Storefront

Executive Summary:

The ASUW Student Food Cooperative (SFC) proposes a cooperatively run Bulk Buying Storefront, selling locally sourced, organic dried goods and cooking essentials. The Bulk Buying Storefront will be run out of the slightly refurbished HUB 131 kitchenette and will be available to all University of Washington students and staff. We are requesting $2500 for our initial bulk goods budget, and anticipate the rest of the costs to be funded through our ASUW budget. We will be providing these goods to students at a reduced cost in comparison to other bulk buying stores, and therefore anticipate generating only enough revenue to be financially sustainable and perhaps repay the CSF as a loan in at least two years.

The ASUW Student Food Cooperative is heading this project. To find out more about the SFC, you can read more at our website, http://sfc.asuw.org/. We also have been working closely with Sean Farris of Student Life and have received support from ASUW.

Student Involvement:

The Storefront will be entirely staffed by student volunteers from the University community and the current members of the Student Food Cooperative. The students will be volunteers, but will get some sort of discount, perhaps 10-15% off of all items in the store. We anticipate having anywhere from around 30-40 volunteers, to allow for flexibility within student’s busy schedules. Each volunteer will be expected to work one to two, two-hour shifts per week, signing in and out of schedule books and filling out daily sanitation and organizational check lists. The role of the general storefront volunteers will be to sell all bulk-goods to students, be an educational tool for customers, and do all daily tasks. ASUW SFC Co-managers shall regularly oversee volunteers to ensure proper service and adherence to safety regulations. If volunteers fail to come to shifts without finding a replacement or notifying their shift manager, the Co-manager may discontinue their volunteer status. Absences will be reviewed on a case-by-case basis. Volunteers shall in return complete quarterly evaluations regarding management structure, leadership, and our products. The ASUW SFC shall conduct quarterly evaluations of all volunteers and members. All volunteers and operational managers will meet on a monthly basis to check in on ordering, promotion, sanitation, to voice opinions and ideas, and to connect with each other. In addition to general members, there will also be opportunities for leadership roles that go beyond the day-to-day tasks of running the storefront, outlines below.

The following are descriptions of the roles and responsibilities of the employed and internally selected representatives of the ASUW Student Food Cooperative.

1. Organizational and Operational Managers:

1. Cooperative Co-Managers

2. Financial Officer

2. Committee Coordinators/Members: Visioning, Fundraising, Membership & Outreach, Publicity, Education & Programming

3. Liaisons: UW Farm, ASUW, Central Co-op

4. Member Volunteers: Upkeep, daily tasks, monthly staff meetings

First and foremost, we want this bulk-buying space to be an opportunity for students to create a community centered around food sovereignty, one in which the students can learn from each other not just about food but about the cooperative model and leadership roles within it.

Education & Outreach:

As a new entity on campus, it will be critical for the Bulk Buying space to be widely publicized and marketed around campus. To both recruit possible workers for the space and to attract customers, the following recruitment plans will be enacted:

Media: social media, including Facebook, Twitter, and other platforms, will be used in conjunction with traditional print media through the UW Daily spread word of the Bulk Buying Club and what it stands for.

Active Recruitment: The ASUW SFC will actively recruit members to work in the Bulk Buying Club through tabling, presenting in lectures, and partnering with various other campus entities and student organizations. The ASUW SFC will also work closely with the Office of Volunteer Opportunities to connect interested interested members of the UW community with the Bulk Buying Club.

Grand Opening: a grand opening celebration for the space will be widely publicized, possibly featuring music or other attractions. Either discounts or giveaways will be offered to a number of the space’s first customers to incentivize interest.

We want the new cooperative space to serve as a powerful educational tool for students to learn about the power of collaboration and cooperatives, local food, sustainable practices, and responsibilities of maintaining a ‘storefront.’ We expect that the storefront will allow for learning not just for those who volunteer with the storefront, but also our customers, who will learn about where their food is sourced, why bulk-buying is a sustainable way to consume food, and why a cooperative model is a self-empowering one. We plan on having information posters and pamphlets available at the store, as well as a book-exchange or library that has books on the topic of food and sustainability. We also want to train our volunteers to be educational tools, available to answer questions or have discussions about the purpose of buying in bulk.

 

 

 

 

Environmental Impact:
  • Energy Use
  • Food
  • Transportation
  • Waste

Environmental Problem:

All aspects of bulk buying are more sustainable for our planet. Bulk buying reduces waste, as purchasing food in bulk allows for fewer or even no packaging. Less packaging also allows for less energy use. Additionally, we intend to source our food from United Natural Foods Incorporated (UNFI) and Central Co-op, which are both local sources. Local food ensures shorter transportation trips, which reduces carbon emissions and energy use. It also will reduce transportation for students, which will also reduce the University’s carbon footprint from fuel emissions. Finally, our food will be organically produced, which means less water pollution from pesticides traditionally used in food that is not organically grown.

 

 

Explain how the impacts will be measured:

One University of Portland study researched the amount of waste diverted by buying in bulk.

Some figures:

  • Bulk almonds would save 72 million pounds of packaging waste for all Americans- so in two years of this program, if we had 200 students for 2 years buying almonds from our storefront instead of in packaged amounts, we would save approximately 96 lbs of plastic waste, just from almonds!
  • Bulk oatmeal would cut packaging waste by one fifth.

See this link for further information: http://www.bulkisgreen.org/Docs/2012-PSU-BIGStudy.pdf

In addition to the numbers, we hope that having this storefront will allow for students to make sustainable food choices in all aspects of their lives. We want students to think differently about food and food waste and the importance of having control over how and where your food was produced.

Total amount requested from the CSF: $2,500
This funding request is a: Loan
If this is a loan, what is the estimated payback period?: 36months

Budget:

ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

Project Completion Total: $2,500

Timeline:

TaskTimeframeEstimated Completion Date

Electronic Waste Educational and Information System

Executive Summary:

We are looking to bring an educational digital waste streams solution to campus. Designed to be mounted in front of waste receptacles, we've created an engaging software for iOS that allows for users to come up and look up where their waste belongs. After users select whatever they have in hand, they'll be provided the accurate information of where each piece goes, whether its recyclable, compostable, or trashable. 

For example, if you have a coffee cup from By George, users will select the image, and it will take you to an item breakdown, telling you exactly where the cup, sleeve, lid, and where any other pieces go, essentialy simplifying their process. After users have selected the item, it will also provide the users what the ecosavings of their contribution is, (how much CO2, Landfill Space, and Energy they've saved.)

For this pilot launch (potentially 3 months, could be longer or shorter), HFS has agreed to set up units at McMahon, HUB, LocalPoint, Mercer Café 815, Rotunda and By George. We'll initially just set up one unit for the first week, check for kinks and potential hazards, and then we'll bring them to other sites. We'll take an index of all the items that HFS provides and sells to students at every specific venues and then upload it to our databases.

Recently, PACCAR has acquired a new electronic waste system, within their research and partnership with UW Garbology and UW Recycling, they had discovered that 48% percent of waste on campus was incorrectly placed. "After the installation in PACCAR was placed above the bins, incorrectly sorted waste levels dropped to 40 percent, an 8 percent decrease. Additionally, the amount of waste that was correctly diverted from landfills rose ten percent, from 46 percent to 56 percent." What we're looking to do is take this to 6 high traffic food sites, and add the ability for students to interact with it.

On top of this, we've recently launched a seperate pilot with the Space Needle, and have been seeing success of several hundreds of uses per day through our analytics unit.

Student Involvement:

Student involvement in this project is segmented in a few different aspects with variance in participation. 

Project Leads:

Benjamin and I are responsible for the software design and the building of the product itself. We've built it from scratch and will continue to focus on the technical development, item indexing, and communication between different University departments.

Ari, our other project lead, will be focused on developing the proper marketing and framing of this project so that we can have proper media coverage, promoting the University and proper waste disposal.

The three of us will  have the task of observing and interacting with students in order figuring out how to attract more users and innovate through different types of research and development, as well as testing phases to maximize the impact. We'll constantly be tinkering the software over the duration of the pilot launch and increasing the number of items we support.

Students Clubs, RSO's and Departments:

A key aspect of this project will be promoting awareness of recycling on campus. While the EcoTab is a tool to help users figure out where their waste goes, in order to reach our goal of reducing improper waste, we have to both inform students of the importance of recycling, as well as what tools are available for them to do so. 

Tabling with different RSO's and departments will successfully allow us to reach out to students and inform them of what tools are out there for them. 

We've opened conversations with students at UW Recycling, and look to include and partner with students and leaders of RSO's "Green Husky Coalition," Students Expressing Environmental Dedication," and "EcoReps" to discuss different strategies and plans of action to promote several different tabling events throughout campus with the goal of promoting recycling.

Professors and Faculty

We'll also be looking to seek advice from the team that created the Animated Waste Display including:

Karen Cheng and Kristine Matthews, professor and assistant professor, respectively, of the Visual Communication Design Program in the School of Art + Art History + Design.

Anthropology professor Peter Lape and doctoral candidate Jack Johnson to study the installation's potential impact.

 

 

Education & Outreach:

Our project will be publicized to campus by connecting with different on campus resources through mediums such as different tabling events, the actual physical units, and proper media coverage. 

If our project does get approved, we will reach out to the leaders of the aforementioned RSO's and faculty and discuss the opportunities available in order to broaden on-campus student awareness. From a media perspective, we're well connected with the Daily and look to have an extended piece about the new infrastructure on campus.

We'll also open conversations with the Marketing/PR/Outreach positions of both HFS and UW Recycling. We expect some success with additional media outlets such as the "Seattle Times" as they could be interested in covering a large piece about this new electronic waste guide due to our close relationship with the Seattle Public Utilities and our successful beta launch at the Seattle Space Needle.

Our outreach goals are to not only inform students and faculty of this new clean tech solution, but to encourage and excite the people of Seattle with new and easy ways to access the information of where their waste goes. We believe that as technology moves forward in many different ways, consumer facing clean tech is often absent. We want to bring something that everyday people can harness and learn from. We want to show that the University of Washington is not only a sustainable university, but a university that innovates to achieve better results.

While there are a lot of extra features and value adds on the EcoTab, the focus is for students, faculty, and visitors to properly dispose of their waste in the correct manner. It should be understood that this is a tool that will help train current and new students in properly disposing of their garbage. We don't expect this to be a tool that a student will go up to every single day, or a tool a student will access every single time they throw something away, but we see this as a tool where once a student accesses it, they can have a quick and memorable learning experience that will carry on the next time they have the same waste.

Environmental Impact:
  • Energy Use
  • Food
  • Waste
  • Environmental Justice

Environmental Problem:

The environmental problem that we are addressing is one that Americans face every single day. How do we better the environment and reduce our waste footprint? There are an infinite number of upsetting statistics to cite, such as the one earlier, regarding how ineffecient we currently are with our waste management, but what I'm going to cite, is how waste infrastructure is effective.

Waste streams infrastructure creates tangible changes:

When the University of Washington introduced Minimax containers into 60% of building, 1251.59 tons of food waste were diverted from Academic and facilities buildings on campus, and $674,387 in disposal costs were saved due to the waste diversion through recycling and composting.

When the University of Washington introduced the Animated Waste Display in one building, they immediately saw an 8% waste reduction on site. According to their study, when no signage was added, the bins did not impact regular waste disposal behavior.

According to the recap of Recyclemania, Brenda Pulley, Vice President of 'Keep America Beautiful' “Research shows people are more likely to recycle when they see it as part of the culture around them,”

Simply put, we want to reduce the amount of misappropriated waste that gets thrown into incorrect containers. By doing so, we will increase the rate of materials that are properly recycled and composted, and decrease the amount of waste that is unecessarily trashed.

Our project seeks to combat this misappropriation of waste both directly and indirectly. Through the educational aspect of the electronic waste guide system, students can properly learn of how to dispose of their garbage, which is especially important for Seattle Transplants, as many other cities and states do not emphasize the importance of proper waste reduction. Students, faculty, and visitors can easily educate themselves in a short amount of time on a relatable tablet format. Indirectly speaking, we see this as an investment in a new generation/era of waste disposal infrastructure. It's an opportunity for our community to be the leaders of a new clean tech movement, and for young leaders to empower generations of old and new. 

Billions of dollars are spent into waste sorting facilities, which if given additional thought, is a reactive approach to correct garbage disposal. With this in mind, minimal effort has been put into a proactive approach, the education of consumers; when people correctly sort their own waste.

Explain how the impacts will be measured:

The EcoTab actually estimates the environmental impact of the properly recycled/composted goods that are provided on site. Asssuming that a user properly disposes of their waste according to the icons, a user can then confirm their waste selection, and are taken to the last page which is an EcoSavings page, where they can discover their own contribution to reducing CO2, Energy, and Landfill space. They can also explore how much total CO2, Energy, and Landfill space a venue has saved over the course of: one day, one week, one month, and one year.

We determine these estimates by weighing and massing every single item that is provided by HFS, e.g. compostable napkins, cups, utensils, plastic packaging etc. We then use waste savings rates and conversions of different materials when properly recycled, ie: plastic, aluminum, paper etc, which are provided by the comprehensive waste management company "Waste Management Inc," in order to accurately estimate the grams of CO2 reduced, the kilowatt hours of energy saved, and the volume of area saved by proper waste disposal. 

Total amount requested from the CSF: $13,694
This funding request is a: Grant
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost
iPad Pro and Kiosk stand and case bundle$1519.006$9114.00
Shipping and handling of iPads and Kiosks$459.62N/A$459.62
Estimated installation costs including cords, cables, tapes, locks and potential outside labor costs$500N/A$500.00
Estimated Amazon Webservices and Heroku cloud server costs and maintanence for the backend databases$1220Over the course of the 3 month pilot launch$1220.00
Stipend for 3 months$8003$2400.00

Non-CSF Sources:

Project Completion Total: $13,694

Timeline:

TaskTimeframeEstimated Completion Date
Index all the items provided by HFS and upload to databases1.5-2 weeksWe can start this as soon as the application is approved
Meetings with different RSOs to do tabling events1 week
Tabling eventsTBD
Media outlets and coverageTBD
Shipping of iPads and KiosksTBD
Installation once materials arrive1 week
One unit launch1 week
Second unit launch1 week
Full launch with all units3 months

Earth Day 2016 Celebration

Executive Summary:

Student Involvement:

Education & Outreach:

Environmental Impact:

Environmental Problem:

Explain how the impacts will be measured:

Total amount requested from the CSF:
This funding request is a:
If this is a loan, what is the estimated payback period?:

Budget:

ItemCost per ItemQuantityTotal Cost

Non-CSF Sources:

Project Completion Total:

Timeline:

TaskTimeframeEstimated Completion Date

Project Approval Forms:

Campus Illumination: An Implementation Strategy for Sustainable Exterior Lighting

Executive Summary:

The Campus Illumination team proposes the creation of an actionable roadmap for improving the energy efficiency and comprehensive sustainability of campus-wide exterior lighting at the University of Washington Seattle Campus (UW). This roadmap will be the product of a multi-disciplinary effort through which students will collaborate with experts from both on and off campus to collect data regarding existing lighting conditions and to delineate lighting guidelines for future campus development. The Campus Illumination roadmap aspires to:

  • Consolidate the design, technical, and operations expertise of various campus and off-campus entities in order to streamline and enrich the transition toward sustainable campus lighting
  • Serve as an actionable tool for implementing campus lighting with a more comprehensive vision of sustainability
  • Provide hands-on, applied learning experience for students to carry out the goals of the UW Climate Action Plan
  • To develop a tool for updating GIS databases in the field for immediate and accurate campus data

Exterior lighting constitutes a significant share of overall campus energy consumption and current lighting conditions at UW exhibit a fragmented legacy of light fixtures, presenting an opportunity for measurably reducing electrical loads. Yet it is critical to not simply take a one-for-one fixture replacement approach, but rather to adopt a holistic definition of sustainability that takes into account human experience, maintainability, and dark sky measures alongside energy efficiency. This project will produce an essential tool for the UW community by instituting best-practice measures for sustainable lighting across campus, in order to streamline and optimize the transition from inefficient fixtures to a sustainable nighttime campus environment.

With a definition of sustainability that encompasses campus experience and feasibility over the long term, this roadmap is an invaluable addition to the campus infrastructure in coordinating and catalyzing new low-energy lighting. The roadmap will be the result of extensive student-led data collection and collaboration with lighting design professionals and campus offices. The document will:

  1. Deliver design guidelines for exterior lighting within specific campus typologies. Using the Campus Landscape Framework, the team will identify the needs and qualities of distinct campus spaces—such as residential landscapes, urban frontage, and parking lots—to establish context-specific guidelines. This strategy ensures that lighting needs are tuned to achieve maximum efficiency while responding to site needs and uses.
  2. Articulate an overall vision as to how these spaces transition and relate to each other in order to enhance the legibility and navigability of the nighttime campus.
  3. Delineate an implementation strategy that identifies areas with the most significant opportunities for energy reduction and environmental amelioration. This guide will be used as a reference to inform the retrofitting and replacement efforts of Campus Engineering, to coordinate the lighting design of new campus development, and as an educational tool for the wider campus community.

This project is asking for $71,601.06 to support the students and outside experts involved in orchestrating this cross-disciplinary and trans-institutional effort. Funding will primarily support student leaders in coordinating the data collection and analysis, producing a report, and refining and publishing the ultimate roadmap. Funding will also support the creation and implementation of signage that will engage the wider UW community. Guidance from faculty and the development of an application for updating lighting data in the field will be supported entirely in kind.

Student Involvement:

Campus Illumination will be coordinated by a Graduate Student Research Assistant from the Department of Landscape Architecture, who will work with the project partners to oversee data collection and analysis, facilitate design visioning, and ultimately produce the final roadmap deliverable.

An application for updating GIS data in the field will be developed by a Geography student to be used for quantitative data collection. A student intern employed by the Integrated Design Lab (IDL) during the summer quarter will implement this application to collect data regarding existing campus fixtures to update the GIS database.

The data set collected for this project will be enriched with additional assessment performed by students enrolled in the Architecture 435 Environmental Lighting course in Autumn 2016 and IDL student employees. These students, primarily from departments within the College of Built Environments, will have an opportunity for hands-on applied learning to identify key opportunities for enhancing the campus experience through exterior lighting. The students will engage with experts from within and outside of the University to develop a rich understanding of environmental lighting practices. In addition to external and faculty expertise, the students will have a unique opportunity to communicate with the UW administrative offices that develop and maintain the campus. This interaction sparks a larger inter-university conversation in which students and staff can collaborate to envision a more sustainable future for the campus.

 

Funding will largely support a Graduate Student Research Position to administer the project throughout its duration. This tuition-exempt position will enrich the project by ensuring the utmost commitment of the student leader and ensure the degree of investment necessary for the roadmap to achieve its highest possible impact on campus sustainability. Students from the College of Built Environments will be employed by the Integrated Design Lab (IDL) to assist with the implementation and analysis of data collection, providing applied learning experiences on campus in addition to valuable work experience in the IDL’s off-campus Bullitt Center office. The creation of the roadmap will be supported by generous in-kind donations of faculty and staff time.

 

 

The project will be administered in three consecutive phases, starting immediately after funding and culminating in the Spring Quarter of 2017:

 

Phase 1: Building a foundation (Spring-Summer 2016)

The first phase is primarily concerned with data collection to serve as a concrete basis upon which the ultimate design guidelines will be constructed. A graduate student from the Geography department will create an application with which data regarding existing campus light fixtures will be added to the GIS database in the field. Student interns employed by the UW Integrated Design Lab (IDL), will collect data to update exterior lighting information across campus including wattage, controller type, and fixture images. This GIS data will create a portrait of campus lighting conditions that will be indispensible toward creating actionable guidelines, and will also be a valuable tool that is publicly available for research and other planning pursuits.

The data collection phase includes a public survey to gain a sense of the larger community’s current attitudes toward campus lighting techniques. This information will be used to inform design decisions, and to gauge how the campus community perceives current lighting strategies. Community feedback will allow the team to assess how new lighting technology on campus relates to human experience, and how energy-efficient lighting can be implemented in a manner that enriches the campus experience.

Phase 2: Exploring possibilities (Autumn 2016)

The second phase will contribute further detail to the exterior dataset by exploring campus lighting with a more qualitative lens. Students enrolled in ARCH435: Principles and Practice of Environmental Lighting, adapted in response to this project, will assess strategic regions of campus (see Appendices 1&2) to investigate lighting strategies, and use technical tools to measure lighting fixtures. The students will have the unique opportunity to engage with professionals from the Lighting Design Lab, guest lecturers with expertise in exterior lighting, and campus staff involved in lighting the campus. Students will build a knowledge base of low-energy lighting technology and combine that with lighting design concepts to generate potential campus lighting strategies that will be sustainable in the long term.

Phase 3: Creating a roadmap (Winter-Spring 2017)

The final phase of the project entails a synthesis of the data collected and design visions created in phases one and two. The graduate student lead will work with professional partners to translate the student efforts into a deliverable that contains actionable design guidelines and an implementation plan. This roadmap will be a tangible tool that will be used by UW staff to move toward deeply sustainable lighting practices that significantly reduce energy consumption while enhancing the nighttime campus experience. This roadmap will also be a publicly available educational tool that will serve as a valuable resource for exterior lighting concerns and for illustrating the role exterior lighting plays in sustainability. This tool will streamline the partnership between Seattle City Light and the University in delivering lighting incentives and focus the efforts of Electrical Engineering and the Office of the University Architect in working toward a comprehensive approach to exterior lighting sustainability. 

Education & Outreach:

This project engages the community from the outset by performing a survey that gathers attitudes regarding nighttime lighting conditions on campus. By incorporating community input into the final roadmap deliverable, the project ensures that “sustainable exterior lighting” encompasses the experience of the campus community at large. In addition to the survey, signage will be displayed near certain fixtures across campus during the initial stages of the project. This signage will include graphics related to outdoor lighting energy consumption, as well as information for accessing the survey. This intervention will spread awareness of the project throughout the UW community, giving the project momentum and increasing public recognition of the role campus lighting plays in overall UW sustainability.

The GIS dataset that will be compiled in phase one of the project will become a tool for public use in researching the campus. GIS software is widely used across campus, both in the classroom and for planning purposes, and more robust data regarding lighting will enhance public knowledge about exterior lighting energy consumption.

Additionally, this project will serve as a catalyst for collaboration between various campus offices, moving the University toward a more integrated approach to campus sustainability. It will merge the efforts of the Office of the University Architect to improve the experiential qualities of campus, Campus Engineering and Operations’ work in updating, controlling, and maintaining campus lighting, and the UWPD’s objective of ensuring that campus users feels safe and secure. This project will develop a strategy that integrates all of these goals rather than addressing them as separate programs. The roadmap enacts a model of inter-departmental and inter-institutional collaboration that is critical for realizing sustainable interventions efficiently and effectively.

Environmental Impact:
  • Energy Use
  • Living Systems and Biodiversity

Environmental Problem:

This project addresses the UW’s potential to significantly reduce its electrical consumption through the successful implementation of high-efficiency lighting technology with sensitivity to lighting needs across campus. Lighting comprises roughly 35% of overall electrical consumption at the UW,[1] with exterior lighting constituting a significant share of this load. The project team envisions a campus with a 40% reduction in lighting power as a result of the implementation of the design guidelines in the roadmap. Our project will provide clearer knowledge of exterior lighting’s role in overall energy consumption, and will be used to implement high-performance lighting at the campus-wide scale.

Though the simple replacement of high-pressure sodium (HPS) fixtures with light-emitting diode (LED) technology will inevitably result in somewhat decreased electrical loads, such an approach fails to capitalize on potentially much greater energy reductions. For instance, a recent study[2] on the UW campus indicates that improved visibility and perception of security can be realized at lower power densities using LEDs. Current parking lot recommendations are based only on photopic illuminance, an objective measurement of light level, without considering the color spectrum of the light source. Since bluer-spectrum light improves scotopic (nighttime) vision, outdoor scenes illuminated by bluer light are perceived as brighter. As such, LED lights—which have higher color temperatures than conventional HPS—can actually operate with much lower power densities without sacrificing perceived safety and security. Indeed, to be judged equally bright, measured LED illuminance is predicted to be 54% of measured HPS illuminance.[3]

Our proposed roadmap will translate these research efforts into action by providing a tool for the campus to implement low-energy lighting technology at its highest possible efficiency. In addition to parking lots, specific campus locations—such as residential areas and formal plazas—have different lighting needs. The proposed roadmap will outline strategies for each of these contexts to achieve maximum energy savings while creating the ideal nighttime environment across campus.

Furthermore, outdoor lighting can significantly influence the patterns of wildlife within and above campus. Unshielded exterior lighting can render terrestrial and aquatic habitats vulnerable to predation and can disrupt circadian wildlife patterns, leading to decreased biodiversity. Dark-sky measures such as full cu