Interactive Digital Systems for Green Roofs

CEE 1210: Final Paper

8 December 2014

Meghan Greenawalt, Alex Prunchak,

Robert S. Johnson, Chris Urtz

Executive Summary

In an effort to become a more sustainable and environmentally conscious school, the University

of Pittsburgh installed green roofs and solar panels on many of its buildings. The implementation of green

roofs on Benedum Hall and Falk Hall has been successful, but there is very little student awareness or

involvement in the projects. This can be attributed to the limited public knowledge or access to the green

roofs. To ensure the continuing success of these sustainable projects, the university should consider

making efforts to generate student awareness and involvement in the green roof projects. Student

involvement in this project will not only help students learn more about green roof design, but will also

help promote and expand the University’s current green building projects. For this reason the University of

Pittsburgh should consider turning the existing green roof projects into a living laboratory to promote

sustainability and student involvement.

Although the university does not own the building, Phipps Conservatory currently leads the way in

connecting Pitt students to state of the art green building technologies. Phipps also houses the Center for

Sustainable Landscapes, a net zero energy building. While these features help promote sustainable

design, Phipps is located near the edge of campus and is not routinely visited by most students. In order

to better raise student involvement and awareness in the University’s green roof projects, more emphasis

should be placed on the promotion in dormitories and lecture halls. This could be achieved by placing

visual monitors in the lobbies of university buildings with green roofs or solar panels so that students and

faculty can see how these projects affect the energy use of the building. These monitors could measure

water quality, water quantity, microclimates, temperature control, species inhabiting garden, and energy

saved with solar panels. The university could also consider making certain green roofs accessible to the

public, creating a unique environment that promotes the university’s sustainability efforts. This would not

only boost student awareness and involvement, but also provide quantifiable results that could be used to

draw more funding to the University’s green roof efforts. Since green roofs only cost roughly $2.70 per

square foot and have a six-year payback period over their forty-year lifespan [Cost Benefit Analysis], this

initial boost in green roof awareness could generate up to $15 for each additional square foot of green

roof space added.

1.1 Motivation

This year, the University of Pittsburgh began a campus-wide sustainability initiative deemed the

Year of Sustainability, which marks the 10th anniversary of the creation of the Mascaro Center for

Sustainable Innovation (MCSI). Pitt officials are providing $37.5 million in funding to support

sustainability-related academics and research. Sustainability initiatives will be created and executed by a

special sustainability task force [University].

The University of Pittsburgh currently employs numerous sustainability efforts around campus.

There are several recycling initiatives in effect for material such as cardboard, aluminum, glass, plastics,

2

paper, batteries, cell phones, and even iPods. The university also composts waste from dining halls to

reduce waste production by 75% [Sustainable Pitt]. Furthermore, there is a green roof atop the MCSI and

a few other buildings. As a part of the Year of Sustainability initiatives, our group wanted to create a

project that would further benefit the environment, as well as the university, faculty, and students. In

order to do this and grow Pitt’s sustainable vision, our team wanted to take advantage of the existing

green roof on top of the MCSI. The current space is inaccessible to students and provides no educational

or research opportunities. There are many examples of living laboratories in universities throughout the

continent. Developing the green roof accessibility on Benedum Hall and possibly other buildings across

Pitt’s campus will help to broaden awareness and engage students in sustainable practices.

Pittsburgh is also home to Phipps Conservatory, a botanical garden and model of sustainability.

Phipps is a leader in green building technology and has integrated sustainability into every aspect of the

gardens. The Phipps welcome center is certified LEED Silver, the greenhouses are both ‘green’ and

energy efficient, and behind the gardens is the Center for Sustainable Landscapes (CSL). The CSL was

constructed as part of the Living Building Challenge and is a net-zero energy building, meaning that the

amount of energy consumed by the building in one year is equal to the amount produced by renewable

sources on site [Phipps Conservatory]. The building utilizes various green technologies to create a

building and landscape that is both environmentally friendly and aesthetically pleasing. Phipps

Conservatory shows us that it is possible to bring nature back into an urban area in a way that can benefit

the people and the environment.

1.2 Background

What is a living laboratory?

Climate change is a global problem that will be affecting humanity for centuries. The changes

from the poor environmental practices of the past are finally coming to the forefront of scientific discussion

as the negative results become more readily apparent. Yet the alarming global temperatures and sea

level increases are rising almost as quickly as the scientific push towards sustainable design. The

realization of global warming as a true threat to the world’s standard of living and future progress has

sparked many debates, discussions and research about how to decrease greenhouse gas emissions,

excess water runoff, and the numerous other types of pollution that exist. Much of that research has taken

place at universities across the globe, resulting in the increasing trend of “living laboratories” on campus

as both a method of teaching and sustainable practice.

A living laboratory, as defined by the Association of the Advancement of Sustainability in Higher

Education, is a “place where modern problem-based teaching, research, and applied work combine to

develop actionable solutions that make a place more sustainable” [Developing]. This definition has two

critical components: sustainability and student research/participation. The first component, sustainability,

is being introduced on an increasing number of university campuses worldwide. One of the reasons many

3

campuses are “going green” is purely monetary. From an economic standpoint, using efficient

technologies that decrease the use of water, energy, and other resources will provide each institution with

more funds to allocate for different uses. Other schools are going sustainable as part one of their

institutional ideologies; in other words, some schools are investing in a sustainable future as a matter of

principle, “just because it is the right thing to do” [Sobelsohn]. Such a shift toward sustainability is

beneficial to both students and faculty, not only from an environmental and financial standpoint, but also

the institution is viewed more positively in the public eye.

Interestingly, a 2008 study done by the college admissions services company, The Princeton

Review, found that incoming college freshmen increasingly name sustainability as a contributing factor to

their choice of schools to attend. In fact, of the 10,300 students surveyed, approximately twenty-three

percent said that sustainability would “strongly” or “very much” contribute to their school choice

[Dautremont-Smith]. Therefore, it is often in a university’s best interest to enhance their sustainable image

in order to attract students and better cater to this ideological shift and curricular needs. This trend is likely

to continue into the future as sustainable culture increasingly pervades society.

However, while most campus living laboratories are inherently sustainable, not all sustainable

campuses are living laboratories. Ultimately, student research and participation is the key factor required

for a campus to be termed a living laboratory. The symbiosis resulting from university facilities used as a

means of instruction and, in turn, using the learned material to improve the facility and its surroundings is

beneficial for both the students and the university. By making sustainable design ubiquitous on university

campuses, students are constantly exposed to “green” solutions to pollution, energy use, and efficiency.

Such exposure hopefully provides a thought-provoking environment which engages students and allows

them to see real improvement across campus. As such, living laboratories provide students with hands-on

learning opportunities to view and work with sustainable technology operating in the real world, further

advancing progress in sustainable design as well as providing working examples of subjects learned in

class.

What are examples of living laboratories at other Universities?

The phrase “living laboratory” has a very broad definition that can be interpreted many ways. As

such, a great variety of living laboratories can be found throughout the United States and across the

globe. The concepts can range anywhere from sustainable practices and construction to efficient

technology and design. Of the many schools joining the living laboratory movement, one U.S. university

that stands out among the rest is Cornell University.

Cornell, based in Ithaca, New York, is a leader in the living laboratory movement. In their drive for

sustainability, Cornell has pledged to reduce their carbon emissions to zero by the year 2050 [Living Lab

Ver2]. To accomplish this monumental task, the 149 year old school has developed a myriad of campus-

wide initiatives to take a holistic approach to creating a green and sustainable living laboratory. The most

4

obvious and visible of Cornell’s plans is the Green Buildings initiative as well as the Space Planning and

Management enterprise. Under the Green Buildings plan, Cornell has put in place a standard to ensure

that all new construction costing over five million dollars must be rated Silver under the United States

Green Building Council’s (USGBC) Leadership in Energy and Environmental Design (LEED) sustainable

building certification program. The LEED rating system has four levels to categorize the best, most

sustainable building strategies and practices [LEED]. These certifications, from lowest to highest include

Certified, Silver, Gold, and Platinum. Moreover, Cornell has created guidelines for these buildings to

ensure that they achieve a minimum thirty percent energy savings compared to projects of comparable

size. This goal is obtained through careful planning of building orientation, transportation requirements,

runoff, and utilities consumption [Green Buildings]. Likewise, through their Space Planning and

Management plan, Cornell has opted to make more efficient use of current infrastructure to avoid new

construction. As stated on Cornell’s website, “deferring campus growth could avoid about 26,000 tons of

CO2-e emissions annually by the year 2040” [Space]. Essentially, this approach consolidates used space

within a building, freeing excess space to be used for university growth.

Cornell’s Building Dashboards website and its Green Building Education Program both provide

ways for students and faculty to monitor energy usage and learn about sustainable design on campus.

The Building Dashboards’ website aptly states “if energy isn’t being properly measured, it isn’t being

properly managed” [Building Dashboards]. This initiative provides students and faculty access to real-time

electrical, steam, and water usage of individual buildings to provide a more detailed look at campus

operations and possibly more efficient use of these utilities. The Green Building Education Program also

helps to educate both students and visitors about the green technology integrated into buildings tours and

community outreach. To further supplement these programs, Cornell is looking into creating a smart

phone app, designed to provide performance statistics and information on efficient and sustainable

building systems.

Lastly, Cornell University provides students with a host of opportunities to learn about

sustainability and green technologies by providing over 300 related courses with more than 318 faculty

currently engaged in sustainability research across 66 departments [Living Lab Ver2]. Moreover, the

Cornell University Sustainable Design initiative encourages students to become engaged in real-life

projects utilizing information taught by using a research-based, interdisciplinary approach [Cornell].

Examples of projects with student research and involvement include researching sustainable technology

in a model home in Nicaragua, energy generation on Roosevelt Island in New York, and conceptual

design on a student activity hub on Ithaca’s Beebe Lake.

Can living laboratories enhance education and research?

Living laboratories are a very effective way to increase sustainability on a university campus. The

integration of a living laboratory on campus can be equally effective at improving educational

5

opportunities. Most universities follow lecture-based style of teaching involving in-class lectures and

exams to test students on the information covered in class. This type of learning style is economical for

the university but offers little to the students. It involves little student participation and creates an

environment in which students must learn and reinforce information at home. Learning is an active

process, so if the students are not being involved than it makes it difficult for them to learn [huff post].

While the traditional lecture-based learning style may be appropriate for lower level general education

courses, a hands-on learning environment is needed to effectively teach students at a higher level. By

implementing living laboratories into a university setting we will be able to replace lecture-based learning

with a more effective hands-on approach.

Hands-on learning is an effective way in involving students to create focused learners and

improve the retention of information. By engaging students in hands-on activities they are allowed to

develop their problem solving and critical thinking skills. Students are faced with a problem or task, are

allowed to investigate and process the information at hand, and then use their knowledge to come to an

appropriate solution. Hands-on learning also allows student to work as a team and develop their

communication skills. By working in teams, students are presented with an opportunity to communicate,

discuss, and present information with each other. This can benefit students and possible employers by

preparing graduates for the workplace. In this type of environment students also receive a more personal

relationship with professors. Close participation with professors tends to benefit students who struggle

academically and also creates a two-way learning environment. In addition to the benefits that students

receive from a hands-on learning approach, are the effects that it has on the teaching staff. Teachers are

able to immerse themselves in the learning environment rather than lecturing to a room of students. The

environment created is more fun and lower stress [Resources for Teaching].

Creating living laboratories within universities gives students the opportunity to work with

professors and their peers to apply critical thinking and problem solving skills to real world applications.

They can take these skills and apply them once they graduate or use them to perform research within the

university. Living laboratories can offer an enhanced research experience by allowing students and

professors to study topics and issues that relate to real world problems in controlled setting within the

university. Research and solutions produced could be used in industry or by the university to become

more sustainable. By turning universities into living laboratories we are able to create a better and more

sustainable educational environment for both students and teachers.

2.1 Goals and Objectives

The main goal of this project is to increase awareness of the green roof around the campus and

to expand the green roof across multiple buildings. Sustainability is an issue that can only be beneficial if

it is addressed by a large group of people. Society as a whole needs to contribute to a more

environmentally friendly environment in order for a difference to be seen. The best way to increase

6

awareness would be through education and influence on, but not only, younger generations. College

students flow through Benedum Hall everyday making it easy to educate them on the issue. The greatest

obstacle to educating the college student is to capture their attention. With the interactive device, the

digital aspect would draw the students and faculty to reading the information. The information will then be

presented to the students in relatable terms. For example, relating the cost of energy to money saved by

using the solar panels could influence the students later in life to invest in solar panels for their personal

residence. The digital interactive system will raise awareness of the student body and faculty while

improving the environment. Both should be the main objectives for the University because it will project a

positive image and generate positive attention for the school.

The three main objectives of the green roof projective includes:

Provide the University of Pittsburgh evidence that this project will be environmentally

and economically beneficial

Present a reasonable plan and options for the installation of equipment on the green

roof

Influence the joint participation in allegiance with Phipps Conservatory to promote the

project

2.2 Living Laboratory Alternatives

There are also several alternatives that could be used to expand and promote the use of green

roofs on the University of Pittsburgh campus. Since the roofs of most buildings are off limits to students,

most have never seen or heard of the university’s current green roof projects. For this reason a small

marketing campaign may greatly boost interest among university students. Allowing limited or open

access for students to the existing university green roofs could also solve this problem. Options such as

these do not directly contribute to the efforts of the university’s green roof projects, but help generate

funding and awareness. The university could also fund the construction of living walls made up of different

species of plants onto the blank facades of many of the on campus buildings. The implementation of living

walls could serve a double purpose by helping the university maintain more environmentally friendly

buildings and promoting the green roof project. While these ideas all should be carefully considered by

the university, they do present special challenges, which make their implementation less viable than other

courses of action.

A campus wide marketing campaign could help generate more interest in the University of

Pittsburgh’s green roof projects. This campaign could be carried out through flyers, posters, and

advertisements on the local campus radio and television stations. This could promote research on the

project in the schools of business and arts and sciences, where students could study how best promote

green building practices. Due to the high volume of people walking through the university’s campus this

could also generate widespread interest among all students, and potentially generate revenue through

7

donations. While this advertising campaign may generate some revenue and student interest, it does not

directly produce any positive environmental effects. Increasing the air quality on the university’s campus

and make campus buildings more environmentally friendly is primary purposes of green roofs. If this

marketing campaign fails to generate revenue or student support, the time and finances spent will detract

from the ultimate goal of the project.

Another option to generate awareness would to allow more public access to the

university’s existing green roofs. This could either be through guided tours, or freely accessible

walkways to all students. Due to their restrictive nature, guided tours would probably generate less

interest than public walkways, but would also pose less risk to the university. Allowing people to freely

access the roofs of lower buildings would pose the risk of both vandalism and student harm. On many

roofs additional safety systems might need to be installed adding an additional cost to the project. The

addition of safety systems and pathways may also detract from the available roof space for some

projects, reducing the university’s ability to help the environment through the green roof project.

The implementation of living walls onto the sides of some of the university’s buildings could also

promote green building projects while helping to further the project’s environmental goals. Living walls,

otherwise known as “green walls,” are self-sufficient vertical

gardens that are attached to the exterior or interior of a building

[Green Over Grey]. These walls would be clearly visible to

students, and would allow them to see the university’s

sustainable green building developments first hand. This project

would make otherwise boring architectural features into

stunning pieces of art, improving the university’s visual

appearance. Since different designs can be achieved using

different kinds of plants, the wall can act as a giant billboard to

advertise the university’s programs as well as corporate ads.

This could potentially generate a lot of revenue for the

university, as well as promote its image as an environmentally

conscious institution. One PNC Plaza in downtown Pittsburgh is

a perfect example of how this project could be implemented on

a large scale. In 2009 PNC installed a 2,380 square foot living

wall on the side of their headquarters taking the title for largest

living wall in North America [Meinhold]. This façade not only

advertises the company, but also cooled the wall by 25% and

helped improve the air quality in downtown Pittsburgh. The wall weighs roughly twenty-four tons and

required a team of engineers to build, making it an expensive but sustainable investment. While the

8

Figure 1- Example of Living Wall at One PNC Plaza, Pittsburgh PA [Civic

Arts Project]

university may not have the money for a large-scale project, implementing small scale living walls could

also have a significant environmental effect.

The cost of installation and maintenance of living wall projects might put them beyond the scope

of our current efforts to promote the university’s green roofs. When saturated, these walls generate a lot

of weight, which could pose a structural risk to the buildings they are mounted on. This would drive up the

cost of the cost of design and installation, which would require additional funding through the University

and fundraising efforts. They would also require the assistance of an architect to find the optimum location

and design for these walls. Due to the enormous cost of installing living walls, they may not be a viable

option given the current scale of the university’s green building projects. However given the proper

funding, they could be a profitable and sustainable investment for the university in the future.

All of these options have the potential to generate interest in the green roof program and help

produce more sustainable buildings on campus. However, we determined that these potential solutions

carried more risk than other more practical ideas. Some of these such as the advertising and open access

ideas have a higher probability to fail, while others such as the living walls idea present a large upfront

cost. While these ideas are not a part of our final proposal, it is important that the university consider

these options for future sustainable development.

9

T ABLE 1: DECISION MATRIX ON GREEN ROOF AWARENESS TOOLS

AttributesEase to Update

InformationAwareness

SpreadInterest Created

Ease of Damage Control

Cost of Installation

Cost of Maintenance Score

Importance of Each Attribute (Percentages) 10% 25% 25% 10% 15% 15% 100%

OptionsInteractive, Digital Monitors 90 100 100 60 0 75 76Website/Email Updates 90 60 20 100 95 95 68Green Roof Grad Classes 80 30 40 85 70 65 54Green Roof Open Access 80 80 35 10 80 30 54No Information Display 100 0 0 100 100 100 50

Notes:The group developed five varying options on implementing an awareness tool for Benedum Hall's utilization in spreading awareness of its sustainable green roof. Each alternative was then scaled from 0 to 100, a value based on engineering judgment. If the tool supported the attribute in a more positive manner, it was scaled closer to 100. The opposite is true for a negative impact by scaling closer to 0. The attributes were selected based on the criteria the University of Pittsburgh provided for its vision of the sustainable project they wish to implement. These attributes were derived from important characteristics the University and our engineering judgment deems important. See the following page for more details on the decision making process shown above.

Interactive, Digital Mon-itors

Website/Email Updates Green Roof Grad Classes Green Roof Open Access No Information Display0

102030405060708090

100

Comparison of Alternatives' Attributes

Ease to Update Information

Awareness Spread

Interest Created

Ease of Damage Control

Cost of Installation

Cost of Maintenance

Alternatives

Assi

gned

Crit

eria

Per

cent

age

(%)

Figure 2: Above is a graph depicting the criteria values of each alternative in order to provide a visual guide to choosing the best alternative.

10

2.3 Selection Process of Interactive Project

The University of Pittsburgh has devoted this year to sustainable innovation and wants to

implement a green technology around campus. It is the University’s mission as a campus to protect the

environment and spread awareness to the student body and faculty in order to do our part in the world.

The task is to develop a sustainable technology, spread knowledge of the University’s mission, and

influence students and faculty to take part in sustainable practices. In order to accomplish the tasks of the

client, the University of Pittsburgh, a decision matrix was developed to select a viable alternative based

off the determined attributes deemed important by the engineering team.

To begin the matrix, the team developed five working alternatives to present to the client. These

options included:

Interactive, digital monitors

Website/email updates

Green Roof graduate classes

Green Roof open access hours

Do nothing approach

The engineering team then developed criteria for important characteristics they believed the University

would desire in the final product. The product, in their judgment, should be easily updated, create interest,

spread awareness, be easily secured against damage, and cost little in installation and maintenance. The

qualities were weighted in importance based on a percentage out of 100%. The engineers then assigned

values for each alternative and characteristic based on judgment. The closer the value to 100 meant the

alternative showed positive in the attribute, vice versa for approaching zero. The assigned value, also out

of 100%, was then multiplied by the weighted score in order to determine a final score of each product.

The final scores were then scored against each other, with the best project being the one with the highest

score throughout the attributes.

The decision matrix allowed our team to develop a number scale to base our selection around.

The benefits of the chart allows the assessment to be reviewed and revised if the client feels differently

towards the assigned values. The alternative with the highest benefits for the University was the

interactive, digital monitors, see Table 1. Even though the cost will be initially high with maintenance, the

awareness and interest raised will greatly outweigh the negative attributes it carries. The digital aspect will

grab the attention of younger student bodies and even visiting students. The interactive aspect will

develop interest with users connecting the benefits of the current green roof to relatable quantities the

user would understand. Instead of the benefits being incomprehensible, the interactive display could

adjust to terms the user will be most influenced optimizing their involvement. Additionally, it could be

integrated into Benedum Hall’s visitors’ tour and increase high school seniors’ interest to the school. They

would be able to physically participate in an interactive monitor to provide an example of the research

11

being done and the effort the school is making to become more sustainable. Our engineering team

envisions the greatest amount of possibilities with the interactive digital monitors and believes a few of the

alternative options could be integrated at a later time.

3.1 Describe and Depict Your Living Laboratory Concept

The idea of this project is to create a Living Laboratory within the University of Pittsburgh main

campus that promotes and increases awareness of sustainability. To do this, the project proposes a

renovation and retrofitting of the universities existing green roofs and the addition of an interactive system

that will allow students, faculty, and the general public to expand their knowledge of sustainability and

contribute to bettering the environment. There are currently green roofs in place atop several buildings in

the area. These are the Faulk School, Soldiers and Sailors Memorial Hall and Museum, Posvar Hall, and

Benedum Hall. Located nearby, the Falk School

employs a simple extensive green roof in order to

reduce storm water runoff [Falk]. Soldiers and

Sailors has installed low weight vegetation to reduce

runoff as well. The rain is collected and runs into

drains that go throughout the building. Due to aging

infrastructure this water caused leaks and creates

water damage. The vegetation has been successful

in reducing the amount of rainwater drained from the building [Soldiers]. Atop Posvar Hall, a

waterproofing membrane has been installed that ‘eats’ pollution. The material will work to offset vehicle

emissions and improve air quality [New Roofing]. Benedum Hall, like Faulk and Soldiers and Sailors, has

vegetation to reduce the storm water runoff heading into the city’s sewers. None of these roofs are being

monitored for research or educational purposes, nor do they have public access. The focus of this project

will be on the overhaul of Benedum’s green roof. Expansion of the project to the other green roofs and

other buildings in the area would take place after the initial installation on Benedum and would allow for

research on the effect of many green roofs in one area.

The reduction of runoff on Benedum Hall is currently accomplished via an extensive green roof.

An extensive green roof is a green roof system that is “characterized of its vegetation, ranging from

sedums to small grasses, herbs and flowering herbaceous plants which need little maintenance and no

permanent irrigation system” [Extensive]. Extensive green roofs are passive systems that are meant for

storm water management. An example can be seen atop the Falk School in Figure 3 above. In order to

increase awareness of sustainability through the green roof on Benedum this project proposes an

intensive green roof with motorized solar panels. Intensive roofs require more maintenance and are more

expensive than extensive roofs but they have more vegetation, are more aesthetically pleasing, provide

more runoff reduction, and also promote biodiversity [Intensive]. An example can be seen in Figure 4

below. The roof will have permitted access and will employ a monitoring system. Like in the example the

12

Figure 3. Falk School Green Roof [Falk]

roof will have increased vegetation from what is currently in place. More vegetation (such as small trees,

shrubs, and other plants) will allow for increased environmental benefits such as increased runoff control,

reduced heat radiation, energy savings, and a habitat for various species. The roof will also have

walkways to allow the access of students and

faculty. The monitoring system will be used to

measure various sustainable aspects which will

then be quantified and displayed on the interactive

system for viewing. The system will also allow

students, faculty, and visitors to adjust the

positioning of the solar panels. The various

monitoring techniques will provide people with real

time data about the effects of the green roof and

allow them to broaden their knowledge of

sustainability.

This green roof system also provides

many research opportunities. Success of the

interactive monitoring system and renovated green roof of Benedum will hopefully open new doors to the

development of graduate classes that can use the green roofs and collected data from the various

locations previously mentioned to perform their research and help to increase the sustainability of the

University while decreasing its impact on the environment. To help increase awareness and develop this

project it is also proposed that a partnership with Phipps Conservatory and Botanical Gardens be formed.

Phipps is a leader in sustainability in the area and has the resources necessary to help promote it across

Pitt’s campus. With the implementation of this living laboratory and partnership with Phipps this project

will give students and faculty alike a hands on experience, increasing the education of sustainability

throughout campus and bettering the environment.

3.2 Quantitative Defense

The implementation of the green roof will undoubtedly reduce the environmental impacts when

compared to the typical roof. These facts have been proven through numerous studies and by projects

funded at other universities, however, the advantage of our proposal is the amount of interest that will be

created through the interactive digital system. The awareness of sustainability projects on campus will be

projected through the use of the monitors and increase the student body’s demand for more advanced

sustainable projects. If the campus becomes aware of the environmental issues around the world, they

will push to improve technology in order to save the world from further damage that will damage future

generation’s lifestyles.

13

Figure 5: Above shows the average roof temperature maintained on an average rooftop versus a green rooftop based on air temperature [MAG-5].

In 2008, green roof studies showed a trend of the United States increasing the amount of green

roofs square footage across the country to approximately 8.5 million square feet [Green Roofs| US EPA].

The trend is still increasing today and projected to keep increasing. Green roof benefits include reducing

energy use, reducing air pollution and greenhouse gases, enhancing storm water management and

quality, and improving the overall quality of life. In Portland State’s 2008 study on green roofs, it was

estimated that adding green roofs to 50% of the rooftops would save $18 million per year in storm water

runoff treatment [Sailor]. When examining a green roof of 10,000 square feet, the net present value is

$2.70 per square foot per year and a payback

time frame of 6.2 years [Cost Benefit Analysis].

The average rooftop’s life is between 15-20

years, however the green roof’s lifespan is

estimated to last 25-40 years [Bass, Baskaran].

Shown in the figure to the right, the average roof

temperature also benefits from a green roof by

drastically reducing the fluctuation in

temperature based on the air temperature

outside [U.S. National Park Service]. These

quantitative numbers are proven facts over

numerous projects from the past decade.

Green roof benefits for the environment have already proven beneficial compared to an average roof, the

new facts to be proven would be how the digital monitoring system will benefit the awareness of

sustainability on the University of Pittsburgh’s campus.

The digital monitor system is the key component to spreading sustainable awareness to the

student body, faculty, and visitors by providing an interactive experience that is unforgettable. The most

proven way to teach others is to provide an interactive system in order to create a memory to the facts

being taught. Unfortunately for our University, a few of our buildings already have a green roof in place or

are adding a green roof within the next few years and the majority of the student body is unaware of the

advances. For example, beginning in January, Posvar Hall is going to have a green roof installed in order

to reduce storm water runoff [Levine]. Other than an article in the University Times, there has been little

advertisement of the advancement in sustainability on campus.

Kiosks are one example of an interactive digital system that provides a 24 hour educational

system that can be programmed to relay information to people passing through the building. Kiosks have

already been set up around the campus to allow students to access the web quickly and efficiently in

order to print, check their email, or research information online. If the University added more Kiosks set up

specifically to transmit the quantitative advantages of the green roof buildings in relatable quantities to the

student body it would create interest in sustainability.

14

Instead of trying to prevent technology integrating into learning, the university should embrace the

new interactive digital monitoring system because the incoming classes have grown up in a digital age.

Realizing that the future generations looking to come to school have been surrounded with technology

their entire life could benefit the school by being one of the first to connect their sustainable environment

to technology to generate interest in an important topic among engineers today. It has been proven that

students today learn topics quicker, make decisions faster, and come to multiple correct answers rather

than one way of thinking when using digital systems [Klopher, Osterweil, Groff, Hass]. A study’s statistics

show that 60% of surveyed students answered they use educational sites to talk about school topics and

50% us it to discuss specific schoolwork of their classes [Klopher, Osterweil, Groff, Hass]. With the kiosks

put into place, visiting students and the current student body would be able to interact with a sustainable

project impacting the University of Pittsburgh and generate discussion among the campus. The word will

spread of the sustainable topics and encourage students to be involved with green roof program. The

green roof will then reduce the environmental impacts and the interactive digital system will generate

discussion that would spread the word of these topics and boast the University’s image. The more

awareness the project spreads, the more positive feedback, money donations for research, and a larger

student participation in sustainable programs will stem just from installing kiosks. The University taking

the one extra step to install interactive digital systems in green roof buildings will boast its interest in many

fields and create a more marketable image for our campus.

The University of Pittsburgh will be one of the leaders in linking technology with sustainable

projects. The statistics show the benefits of installing green roofs and the interest created by

implementing digital technology with the incoming generations. Linking the two projects could only create

positive outcomes for the campus, student body, and the environment for future generations. The

proposal for the project can be implemented across the campus and requires one extra step for linking

digital systems to the sustainable advancements already being made in buildings.

3.3 Implementation & Issues

This proposal, if accepted, will be a substantial, long-term undertaking for the University of

Pittsburgh. Therefore, dividing the project into a series of manageable steps will help ease costs and

decrease interruptions to daily university operations. The first step towards a living laboratory would be

discussion between Pitt and the Phipps Conservatory’s Center for Sustainable Landscapes to form a

partnership that gives students first-hand experience with sustainable technologies. This action would

provide the most immediate results for the students and require very little investment. Also, the University

and Phipps can further build from the current agreement in which Pitt students get free admission to the

conservatory. This new, expanded arrangement would be mutually beneficial for both entities; Pitt would

see an improved student learning experience and Phipps would further their mission of educating the

public in the ways of sustainability and the environment.

15

The second step the University should take is retrofitting Benedum Hall’s green roof. First and

foremost to this project is student accessibility to green roofs to allow for more hands-on learning about

this technology being used on campus. This step requires the addition of walkways, hand rails, and other

security measures. Moreover, a structural study should be performed on Benedum’s roof to ensure that

the increased pedestrian activity as well

as further projects could be supported.

Once roof accessibility is achieved, the

University should consider application of

monitoring devices and interfaces to

measure various green roof statistics,

including thermal efficiency, water

retained versus discharged, water

quality and air quality. Once the

monitoring systems and interfaces are

in place, the University’s next step could be purchasing motor driven solar panels to mount to the bare

roof of the Mascaro Center for Sustainable Innovation. These panels could be linked to the existing

interface in order to track electrical output and manipulate the position of each panel. This portion of the

project will likely be the most expensive due to the infrastructure costs from the unique nature of this

project.

The third step of the living laboratory project involves retrofitting other currently green-roofed

buildings on campus such as the Falk School, Soldiers and Sailors Memorial, and Posvar Hall. Of these

buildings, only Posvar Hall’s roof would be accessible to students due to the scale of the area and the

unique pollution-eating waterproofing system that was recently installed. For a building of this size, the

required infrastructure would require a considerable expenditure concerning potential security risks. Only

guided tours and professor-led classes be allowed on Posvar to decrease security costs and potential for

damage to the roof and its pollution-eating coatings. Once retrofitted to measure the statistics of interest,

these individual monitors will be linked to a centralized system to track the effects that these technologies

have on the neighborhood climate. With time, more campus buildings could be converted to green roofs

and monitored, providing a more complete and higher resolution picture of campus-wide effects.

Despite the many benefits, no investment is without risks and issues. First and foremost,

implementation of this project will likely cost the University millions of dollars. For every new roof and

retrofit, a structural study must be performed to ensure that each roof can withstand the newly applied

loads. Furthermore, the roof itself will cost significantly more than a conventional bituminous built-up roof.

According to the United States General Services Administration, “the installed cost premium for semi-

intensive green roofs ranges from $16.20 to $19.70 per square foot more compared to a conventional,

black roof” [GSA]. The U.S. Environmental Protection Agency estimates the cost of a semi-intensive

16

Benedum Hall's green roof. [http://www.tour.pitt.edu/tour/benedum-hall-0]

green roof between $10 and $25 per square foot [Green Roofs]. These costs change based on the exact

roof configuration chosen, scale of the project, and the type of building being retrofitted. Given time,

however, these costs could be offset by thermal and energy savings along with increased revenue from

students attracted to Pitt by the sustainability initiatives and living laboratory environment. Moreover,

green roofs potentially have greater longevity than conventional roofs, given the proper maintenance by

Pitt students. This further drives down the life-cycle cost compared to a conventional roof due to less

frequent roof replacements.

The second major issue with this living laboratory concept is safety for both the students and the

facility; making high rooftops accessible, increases the risk of falls and injuries. If the University does not

take proper security measures, Pitt could be held liable for any injury that occurs due to the roof access.

Measures that could be taken include guide rails, walkways, fences, and signs to prevent those on the

roof from getting injured. Pitt must also take action to prevent vandalism of these oft-unseen spaces. In

many locations, a simple camera could suffice to watch and record all activity on the roof. Furthermore,

access to all rooftops should be restricted to only Pitt students and faculty during certain times of the day,

achieved by either prior scheduling of all roof visits or through the use of identification cards to unlock the

roof access door. Preferably, a faculty member or responsible supervisor would accompany all students.

4.0 Future Work and Final Recommendations

Creating a living laboratory to raise awareness and involvement in the University’s green roof

program is only one step in creating a more sustainable campus. To further this goal the University must

use the additional student and faculty support to develop and expand the green roof projects. This would

provide more opportunities for more students to research green building design through graduate school

and research positions. The university could also explore available grant work to fund these additional

research positions. These grants could also help offset the initial cost of expanding the University’s green

roofs and would be repaid through the reduced operating costs of the campus buildings due to green roof

installation.

A living laboratory could also lead to more funding to install green roofs on other university

buildings. Currently only Falk Hall and Benedum Hall have operating green roofs, and there plans for

another green roof at Hillman Plaza. Some buildings such as Posvar Hall already feature sustainable

infrastructure, so not all buildings will benefit from the changes. For this reason research money should

be allocated to performing a cost benefit analysis to adding a green roof on each university building. If

certain buildings lack roof space for a sustainable green roof, living walls could also be implemented.

These walls would have a higher initial cost, but would bring the same benefits as green roofs. Living

walls would also generate more public interest and involvement in the program.

Overall it is important for the University of Pittsburgh to continue to expand its green roof program

so that it can maximize its energy savings. The living laboratory project should generate more public

17

interest and involvement in the program, but it is crucial for the university to use these new resources

efficiently. These resources should help generate more green roofs and green building projects to further

the university’s “year of sustainability.” If the university chooses to expand these green roof projects the

environmental and economic benefits could last for many years to come.

18

Works Cited

"Building Dashboards." Cornell Sustainable Campus. Cornell University, n.d. Web. 26 Oct. 2014. <http://www.sustainablecampus.cornell.edu/initiatives/building-dashboards>.

"Cornell University Sustainable Design." Cornell Sustainable Campus. Cornell University, n.d. Web. 26 Oct. 2014. <http://www.sustainablecampus.cornell.edu/initiatives/cornell-university-sustainable-design>.

Dautremont-Smith, Julian. "How Do Campus Sustainability Initiatives Affect College Admissions? | Association for the Advancement of Sustainability in Higher Education." AASHE.org. The Association for the Advancement of Sustainability in Higher Education, 2 Mar. 2009. Web. 26 Oct. 2014. <http://www.aashe.org/blog/how-do-campus-sustainability-initiatives-affect-college-admissions>.

"Developing a Campus Sustainability Living Lab | Association for the Advancement of Sustainability in Higher Education (AASHE)." AASHE.org. The Association for the Advancement of Sustainability in Higher Education, 2013. Web. 26 Oct. 2014. <http://www.aashe.org/events/workshops/developing-a-campus-sustainability-living-lab>.

"Green Buildings." Cornell Sustainable Campus. Cornell University, n.d. Web. 26 Oct. 2014. <http://www.sustainablecampus.cornell.edu/initiatives/green-buildings>.

"Green Roofs | Heat Island Effect | US EPA." EPA. Environmental Protection Agency, 22 Nov. 2013. Web. 02 Dec. 2014. <http://www.epa.gov/heatisland/mitigation/greenroofs.htm#3>

"GSA Green Roof Benefits and Challenges." U.S. General Services Administration. GSA, 2008. Web. 14 Nov. 2014. <http%3A%2F%2Fwww.gsa.gov%2Fportal%2FmediaId%2F167839%2FfileName%2FCost_Benefit_Analysis.action>.

"LEED." U.S. Green Building Council. N.p., 2014. Web. 26 Oct. 2014. <http://www.usgbc.org/leed#certification>.

"Living Lab Ver2." YouTube. Sustainable Cornell, 30 June 2014. Web. 26 Oct. 2014. <https://www.youtube.com/watch?v=KDSEO2JbXLw#t=28>.

Meinhold, Bridgette. "North America's Largest Living Wall Installation by PNC Argest Living Wall Installation by PNC." Inhabitat. Inhabitat, 23 Sept. 2009. Web. 6 Dec. 2014. <http://inhabitat.com/north-americas-largest-living-wall-installation-by-pnc/>.

"PNC Bank Building Green Wall; Pittsburgh, Pennsylvania." Civic Arts Project. N.p., 22 May 2012. Web. 06 Dec. 2014. <http://www.civicartsproject.com/2012/05/22/pnc-bank-building-green-wall-pittsburgh-pa/>.

Sobelsohn, Richard J. "The Green College and University: A Symbiotic Journey." University Business Magazine. University Business, Oct. 2012. Web. 26 Oct. 2014. <http://www.universitybusiness.com/article/green-college-and-university-symbiotic-journey>.

"Space Planning and Management." Cornell Sustainable Campus. Cornell University, n.d. Web. 26 Oct. 2014. <http://www.sustainablecampus.cornell.edu/initiatives/space-planning-and-management>.

"What Are Living Walls? Definition of Green Wall and Vertical Garden." Green Over Grey: Living Walls and Design. Living Walls And Design Inc., 2009. Web. 06 Dec. 2014. <http://www.greenovergrey.com/living-walls/what-are-living-walls.php>.

19

"Resources for Teaching and Learning about Writing." YC Young Children 62.1 (2007): 42-44. Web. <http://www.raft.net/public/pdfs/case-for-hands-on-learning.pdf>.

Quora. "Will Lecture-Style Teaching at Universities Become Obsolete?" The Huffington Post. TheHuffingtonPost.com, 29 Oct. 2013. Web. 06 Dec. 2014. <http://www.huffingtonpost.com/quora/will-lecture-style-teachi_b_4175430.html>.

"Brain Rules | Brain Rules |." Brain Rules | Brain Rules |. N.p., n.d. Web. 06 Dec. 2014. <http://www.brainrules.net/about-brain-rules>.

"University of Pittsburgh Announces $37.5 Million Investment in Support of Sustainability Academics and Research." University of Pittsburgh News. N.p., n.d. Web. 06 Dec. 2014. <http://www.news.pitt.edu/news/university-pittsburgh-announces-375-million-investment-support-sustainability-academi>.

"Sustainable Pitt." Home. N.p., n.d. Web. 06 Dec. 2014. <http://www.sustainable.pitt.edu/home>.

"Phipps Conservatory." Phipps Conservatory. N.p., n.d. Web. 06 Dec. 2014. <http://phipps.conservatory.org/project-green-heart/green-heart-at-phipps/center-for-sustainable-landscapes.aspx>.

"Falk School Green Roof." Campus Tour. N.p., n.d. Web. 06 Dec. 2014. <http://www.tour.pitt.edu/tour/falk-school-green-roof>.

"Soldiers & Sailors Hall Getting Green Makeover." CBS Pittsburgh. N.p., 22 Apr. 2014. Web. 06 Dec. 2014. <http://pittsburgh.cbslocal.com/2014/04/22/soldiers-sailors-memorial-hall-getting-green-makeover/>.

"New Roofing Material On Pitt Building Will 'Eat' Pollution." CBS Pittsburgh. N.p., 10 July 2014. Web. 06 Dec. 2014. <http://pittsburgh.cbslocal.com/2014/07/10/new-roofing-material-on-pitt-building-will-eat-pollution/>.

"Extensive Green Roofs." Extensive Green Roof System Design and Consulting. N.p., n.d. Web. 06 Dec. 2014. <http://www.greenrooftechnology.com/extensive-green-roof>.

"Intensive Green Roofs." Intensive Green Roof Systems. N.p., n.d. Web. 06 Dec. 2014. <http://www.greenrooftechnology.com/intensive-green-roof>.

"Inspiration." Icopal Green Roofs. N.p., n.d. Web. 06 Dec. 2014. <http://www.icopal.co.uk/Products/Green_Roofs/Inspiration.aspx>.

20