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Energy Conservation Office

ESP 167 The Mighty Megawatts

Group 5: Nikki Shintaku, Natalie Fortman, Meigan Dutcher, Katie Kitowski

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Table of Contents

Problem Statement 3 How can the Energy Conservation Office best engage students?

How can they tailor their seminar to students’ needs?

Background 3 Energy Usage at UC Davis

UC Davis Energy Conservation Office (different teams)

Campus Energy Education Dashboard (CEED)

Methodology 6 Survey

Results 7 Qualitative & Quantitative Results

Deliverables 9 Scenario 1 - Green Building

Scenario 2 - Data Science

Scenario 3 - Environmental Engineering

Scenario 4 - Energy Feedback

Conclusion 17

Recommendations for Future Actions 17 How can UC Davis students conserve energy

References 19

Appendix 20 A - Pathway Syllabi

B - Survey

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Problem Statement

The goal of this project is to answer the questions: How can the Energy Conservation

Office best engage student and how can they tailor their seminar to students’ needs? The UC

Davis Energy Conservation Office’s mission is to pursue an energy efficient campus, and one

way to do that is through education. This project explores the idea of a seminar offered to

students taught by the Energy Conservation Office. The objectives are tailored to understanding

the topics the energy conservation office would teach to students and the ways students would

like to be educated. It is important to evaluate the best possible options the Energy Conservation

Office can give, in order to maximize student interest. By surveying students on their knowledge

and interest of what the Energy Conservation Office has to offer, conclusions can be drawn on

how the seminar will be structured and taught. A seminar about the Energy Conservation Office,

what they do, how to look at energy usage, and how one can personally conserve energy at home

or on campus would be beneficial to students and to the office.

Background

Energy Usage at UC Davis

President Janet Napolitano announced the Carbon Neutrality Initiative in 2013. This

initiative declares that the UCs will emit net zero greenhouse gases by 2025. In order to achieve

this goal, the University of California, Davis has been taking steps to optimize energy usage and

reduce waste. Some of these steps include redesigning facilities, changing energy sources, and

implementing new, energy-saving measures.

In Fall of 2017, new buildings located in Tercero were opened to incoming freshman.

These new buildings met the U.S. Green Building Council’s LEED requirements and are LEED

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certified. These buildings exceed California’s energy code by at least 20 percent. Furthermore,

the University has also been renovating existing buildings to decrease energy waste and improve

infrastructure to support new technology (“Overview”). These renovations include projects like

air conditioning and central chilling plant conversions (“Energy.”). In terms of sourcing energy,

UC Davis receives energy from both on-campus and off-campus sources. It generates 7% of

energy usage from the newly established solar farm, less than 1% from rooftop solar panels and

less than 0.1% from various biodigesters. UC Davis purchases electricity off-campus from utility

companies the energy supply from this distribution channel is comprised of 56% natural gas,

30% grid electricity and 7% carbon neutral large hydropower (“Campus Energy Education

Dashboard.”). Lastly, UC Davis has been implementing new technology all across campus. For

example, most bathrooms and sinks are fitted with motion sensors to reduce water waste. Most

of the newer buildings, along with Shields Library are also fitted with motion activated lights to

eliminate unneeded electricity waste.

UC Davis Energy Conservation Office

The University of California, Davis Energy Conservation Office overlooks the energy use

of buildings on campus. UC Davis campus has over 1,000 buildings, and it is the Energy

Conservation Office’s mission to find ways to save energy at the building level to pursue an

efficient campus. The goals of the Energy Conservation Office align with the University of

California Davis’s goal of meeting zero net greenhouse gases by 2025.

There are four teams at the Energy Conservation Office that contribute to meeting these

carbon neutrality goals and practicing sustainable management. There is the Energy and Controls

Team, Energy Feedback Team, the Green Building Team, and the Utilities Data and Engineering

Team. The Energy and Controls team is responsible for engineering and management for

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campus heating, ventilation, and air-conditioning (HVAC) control systems. The Controls part of

the team focuses on upgrading systems, planning for future systems, and developing campus

standards for these systems. The Engineering side oversees and develops energy projects, such

as, the Active Commissioning Enterprise (ACE) program that optimizes HVAC systems. After

the ACE project, building have reduced energy consumption by 15-20%. In addition, this team

detects when energy is at waste and tries to control when HVAC systems should be in use and

when they should not. The Energy Feedback Team is really important in providing data and tools

to educate students and staff on how to save energy and improve campus. They are in charge of

CEED, Trim the Waste, and TherMOOstat. The Energy Feedback team’s main goal is for

students and staff to visualize data through these tools, as well as have students and staff provide

feedback to them on what changes should be done in the buildings. The Green Building team

encourages green building certification for the UC Davis campus. They gather information of

occupant comfort, maintenance, policies, and energy and water usage to promote conservation

and improve campus policies on sustainable actions. Lastly, the Utilities Data and Engineering

Team

Campus Energy Education Dashboard (CEED)

Known as CEED, this helpful tool allows anyone with internet access the ability to look

at the energy consumption of campus buildings in real time. It was designed to teach students,

staff, and faculty about their energy consumption habits on campus. This tool also helps to

reduce energy waste by making sure energy usage is normal for the time of day and the weather.

The CEED measures three main parameters in several buildings on the UC Davis campus:

electricity, chilled water (to cool the building on warm days), and steam (to warm the buildings

on cooler days). Energy is measured by energy use intensity, which is calculated by dividing the

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annual energy usage by the square footage of the specific building. Energy data is collected

through smart metering technology. Despite these advances in technology, however, some

building are constructed in a way that makes it too difficult to install this smart technology. As a

result, some building have regular meters and must be manually read every month. From looking

at CEED, it is clear that the most energy intensive buildings are those with labs, as they naturally

require more energy than lecture halls or office buildings.

Methodology

Currently, the Energy Conservation Office is looking into ways to increase student

awareness of campus-wide energy usage, as well as of other ongoing projects that the Energy

Conservation Office is working on. For approximately the past seven weeks, we participated in

an hour-long weekly seminar with the Energy Conservation Office. We touched upon topics like

data analytics and modeling, user experience, and engineering with a focus on energy usage on

campus. To assist the ECO in their efforts to increase energy usage awareness, our team decided

to collect data and create potential seminar outlines that would best engage students in the

upcoming quarter.

To begin, we created and conducted a survey to gather basic information and interest

about the potential Energy Conservation Office Seminar. The survey itself consisted of 20

questions divided into three sections. The first section gathered basic demographic data like year,

major/minor, and background in energy conservation. The second section focused on what topics

the potential participants would be interested in learning about. Some of the questions in this

section came directly from our mentor’s, Kiernan’s, survey that she began. Her questions

touched upon in-depth topics in regards to learning about comfort on campus. In addition to this

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in-depth approach, we expanded our scope more broadly. Taking into consideration the different

guest speakers and topics we learned about into consideration, we asked survey participants what

types of mentors they would want to hear from, as well as what technical skills they would want

to gain. The last section focused on feedback and logistics. It asked questions about when and

where the seminar should be held, as well as how often. It also asked survey participants to give

feedback as to how it should be conducted and what would incentivize them to participate.

Once the survey was completed and proofread, we launched it on various websites. It was

distributed in a variety of UC Davis related Facebook groups, on Canvas for our ESP167 course,

as well as by word-of-mouth through our friends. This survey was our main source of

information in outlining our seminar proposals.

Results

In the short time period our survey was launched, we were able to gather 40 responses.

These responses came from students from all years, ranging from first to fifth years, and reached

students from 19 different majors, most of which were in the engineering and science fields.

Most respondents were exposed to energy

conservation tips and tricks through

general interest or through previous

courses they have taken. When asked if

they would participate in the seminar

without any course credit, a little over the

majority, 52.5%, mentioned that they

would. As a majority of our respondents

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were second years, it can be seen in the graph to the left that a majority of the second years had

responded positively to the opportunity.

The survey gave us a good insight as to which specific topics and subjects would be most

interesting to participants. Our survey

concluded that Green Buildings was the

most interesting topic for participants and

that Environmental Engineering and Data

Science came closely in second place.

When asked about what topic they’d like

to learn about in regards to comfort on campus, the top four responses were “How to be

comfortable and conscious of energy use at the same time” with 29 votes, “How can I conserve

energy?” with 26 votes, and “How does comfort affect people’s learning or work?” and “How

much it costs to keep comfortable temperatures on campus” tied at 22 votes. When asked about

what technical skills they wanted to gain from the seminar, 87.5% of respondents asked for

hands-on experience. Other than that, 62.5% of survey participants were interested in Data

Modeling and 55% were interested

in Professional Experience.

In terms of logistics and

seminar details, the feedback we

gained from the survey was

interesting and useful. From our

results, a majority of responses indicated that they would like to have the seminar during Fall

Quarter and that they would like to hear about the opportunity through their major advisor. A

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majority of respondents would prefer a speaker event in collaboration with a club, but many were

also open to an informal or formal meet-up on campus. Furthermore, when asked what would

constrain from taking the

seminar, 57.5% of respondents

mentioned something relating to

other time-commitments or

course load. Despite this,

however, survey participants

mentioned that by providing goodies or by offering enriching, resume-building experiences, they

would be incentivized to participate.

Deliverables

From the data we collected, we each created a potential seminar outline for the ECO to

implement in future quarters. In an attempt to include everything that survey participants

indicated as interesting, we created four pathways mirroring the different teams within the

Environmental Conservation Office. Our pathways will go in-depth in topics relating to Green

Buildings, Data Science, Environmental Engineering, and Energy Feedback. Additionally,

regardless of which pathway students participate in, we believe that each pathway should

conclude with information about potential employment options, internship opportunities, or

projects in which students could play an active role in. We think this would be a great way for

the Energy Conservation Office to not only promote themselves, but also spread awareness about

energy conservation. Each of the seminar outlines we have developed were created with the

target students and the varying workloads they shoulder in mind.

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Scenario 1: Green Buildings

The most popular topic in our survey was green buildings. This is a potential seminar

pathway for students in several different majors including Environmental Science and

Management, Environmental Policy Analysis and Planning, Sustainable Environmental Design,

Landscape Design, and Civil Engineering. Students in these majors will most likely be the most

interested and in need of the information and opportunities presented in this seminar. This

seminar would be of a more formal nature than some and would be held weekly for

approximately an hour and a half to two hours. Each week, students will participate in a small

lecture on a specific topic and then complete a group activity building on the ideas mentioned

during the lecture. This is so students who prefer to learn through problem sets, lectures, or

group work will all have the chance to succeed in this seminar.

The first week will be a general overview of what green buildings are, what LEED

certification is, and how the ECO manages the green buildings on the UC Davis campus. During

this meeting, students will be placed into groups they will be working with for the remainder of

the seminar. The second week will focus on the current work being done by the green buildings

team in the ECO and how students can become more involved in their work. A potential group

activity for this week could be to brainstorm ways for students to recognize energy waste in

buildings in an effort to increase student engagement in campus energy use. Week three will

delve into sustainable landscaping on campus and how landscaping can help save energy. Group

activities could include creating model blueprints for a client interested in reaching energy

reduction goals through landscape design, evaluating the landscaping around campus, or

brainstorming ways for the campus landscaping to be more sustainable.

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Weeks four through eight will each be an in depth look into a green building on campus.

During these weeks, the seminars will be held in the building and the students will participate in

the group activity prior to the lecture. The group activities for these weeks will consist of the

students studying the building and landscaping to identify the main factors into why that

particular building is considered to be a green building and/or is LEED certified. Student groups

will then evaluate themselves during a tour of the facility that will touch on the main reasons

why the building is green and will replace the traditional lecture. This will allow students to get

to know the green buildings on campus while learning about elements of design that contribute

to LEED certification.

Week nine, the final week, will be a wrap up for the quarter and an overview of the

potential employment or internship opportunity in the green building or general energy

conservation fields. As part of all the seminars for this project, we ask every member of the ECO

team to be present for the final meeting to further encourage students to pursue this type of work

or answer any questions. At this time, students will receive a certificate that proves they

completed a seminar in on campus green buildings and LEED certification. Students may put

this on their resume or petition to have this seminar noted on their transcript to give credit that

they participated in this seminar.

Scenario 2: Data Science

The second most popular seminar pathway interest is learning about data science. This

seminar would meet weekly throughout the quarter focusing more on small, hands-on projects.

This pathway can be geared towards computer science majors, engineering majors,

environmental science majors, and anyone interested in organizing, interpreting, and visualizing

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data. This seminar would be formal meetings including lectures and demonstrations with small

deliverables expected weekly. Each class time is expected to last an hour to an hour and a half.

The first two weeks of the quarter consist of meeting with the Energy Conservation

Office’s Data Scientist to learn about what being a data scientist means and what he does for

ECO as well as meeting with the Energy Analyst to learn about past and current projects he is

working on at ECO. In these two lectures, student will be given a demonstration on how to clean

a dataset in excel. After week two, students will receive a dataset where they will be expected to

clean it up and turn it in on week 3. The third week students will get a tutorial on how to use

Tableau to visual datasets, and then they will be expected to create a visual based on the dataset

they cleaned the prior week. On the fourth week, students will meet again with the Energy

Analyst or another member of the Energy and Controls team to learn coding language either in

Python or R. In order to practice code, students will turn in a small problem set that they have to

code.

Weeks 5-9 will be focused on a more in-depth hands on project where students are given

a dataset relevant to the Energy Conservation Office. They will be given four to five weeks to

use coding language to clean the dataset and create a code that helps in the overall analysis of the

meaning of the data. During these weeks, student could have the option to come in for office

hours where they can get help on their project. Students should be allowed to work in small

groups or individually depending the class size. On week 9 or 10, students will present their

relevant findings to ECO with interpretations of possible patterns in the dataset and what those

findings imply so the ECO can use the results to their benefit. With this type of seminar, students

will gain valuable resume skills as well as learn about professional jobs opportunities in the data

science field.

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Scenario 3: Environmental Engineering

The Environmental Engineering Pathways will be geared more toward engineering

students. As engineering students are always involved in several labs and difficult courses, it

would be most beneficial for them to have a flexible seminar schedule. For this reason, it is

recommended for this particular pathway to offer some topic-specific hour-long seminar multiple

times throughout the quarter.

Under this pathway, there will be three engineering related seminars and one relating to

the ECO team as a whole. The first seminar involves the different energy projects on campus.

Students will be able to speak to an Energy Engineer and learn about their day-to-day life. From

this expert, they will learn about on-going projects like schedule optimization, holiday

shutdowns, and project night owl. They will be able to gain insight and hands-on-experience in

terms of what data these experts work with and analyze their data from, as well as how they

calculate the energy saved. The second seminar will go into greater details about Heating,

Ventilation, and Air-Conditioning (HVAC) control systems on campus. They will have the

opportunity to speak to a Controls Engineer and learn about their day-to-day life. Students will

have an opportunity to see the HVAC system in an example building and learn about how it

operates. They will also be able to gain insight as to the difficulties the HVAC system faces and

how to solve or go about resolving such issues. The third seminar will involve the data collection

aspect of the Engineering & Controls team. Students will be able to speak to an engineer and

learn about their daily operations. They will be exposed to the metering system on campus and

learn about how the data gathered feeds into a database of information. Students will take this

data gain hands-on experience modeling on their own computers and analyzing the data for

trends. The last seminar is a professional development seminar where professionals from all of

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the teams at ECO will be able to display their work. Students will have the opportunity to speak

to different professionals and learn about their pathway to their current position. They will be

able to network with other students from the other pathways and gain insight as to what projects

are available for them to work on or get involved in.

The frequency of seminars in a quarter can vary depending on interest or can be set by

the Energy Conservation Office. By advertising through major advisors, engineering students

will be able to get the quarter schedule for what dates and times each seminar is offered. This

will allow the engineering students to pick and choose the time that works best for them. On the

other side, the Engineer Conservation Office can send out a google survey before the specific

seminar is offered to gauge the interest and probable participants. Furthermore, with this

particular set-up, any of the seminars that were outlined can be adapted for collaborations with

clubs or any other speaker events.

Scenario 4: Energy Feedback

Another seminar option is a course focused on energy feedback. It would be held twice a

month in Fall Quarter, with a total of five meetings. Each meeting would last an hour and a half.

In this seminar, students would learn to understand both the energy feedback data and the

visualization techniques used to display it. This seminar would be designed for all majors, since

it involves understanding and presenting data, which is a skill necessary to many fields of study.

The course would include hands-on projects, which a wide range of survey participants

expressed interest in, without requiring overly technical work that may prevent or discourage

some majors from participating. In this seminar, students would learn about energy use, the

campus energy feedback programs, and common data visualization techniques.

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The first meeting would provide students with an introduction to campus energy

consumption, the Energy Conservation Office, and the energy feedback programs CEED and

TherMOOstat. Members of the Energy Conservation Office would introduce themselves and

their work to students. Participants in the seminar would then learn how much energy is spent on

campus, and how it is used. This could include examining energy use in different buildings and

explaining the different functions that require energy, such as heating and cooling, lights, and

plug loads. Instructors could present student with demand data for electricity, steam, and chilled

water to give students some background for building energy use and to start familiarizing

students with that presentation of data. This introduction should also include a comparison of the

energy use intensity of different types of buildings, such as offices, classrooms and labs.

Instructors could show students CEED to help explain these concepts and demonstrate the

features of the program. They could then compare CEED with TherMOOstat. An introduction

to TherMOOstat would include how students can use the program and how the data is evaluated

and used to minimize energy waste. The meeting could end with a discussion about how much

students knew about energy consumption and energy programs on campus before the meeting,

suggestions to increase student knowledge and involvement, and questions about energy

feedback.

The second meeting would focus more directly on CEED. The meeting would start by

teaching some of the concepts of data visualization. Students would then review data on CEED.

They would spend time understanding the demand data, and discussing why the creators of the

site chose to visualize the data in the way that they did. Students could compare this to energy

demand data from other organizations and decide what components of the different techniques

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were effective. Students would then have some time to create their own ideas of how to

visualize data before the end of the lesson, as preparation for the future meetings.

In the third meeting, students work with TherMOOstat in more detail. They would read

and interpret the data, and examine the ways in which it is presented. This would include a

comparison of the indoor temperature, outdoor temperature, and student feedback on the comfort

of the room. This would help build their understanding of energy use and their data visualization

skills, as well as provide an example of how energy can be saved through the use of data

evaluation. The meeting could end with a discussion of the current graphs of this data published

by the Energy Conservation Office. In this discussion, students would mention any parts of the

graphs that were unclear to them, and ways to address this. Students would also consider what

methods were effective, and how they could incorporate them into their own data visualization

projects.

In the fourth meeting students would focus on learning to present data. It would start

with an introduction of the Tableau software, and how it can be used to more effectively

communicate the results of data. Instructors would guide students through an example using

Tableau to familiarize them with the program’s features and abilities. Students could also be

given several assignments that would require utilizing the software in different ways to create a

variety of visualization options. Participants in the course would then use Tableau to present

energy data in an original way. They would also need to use their new knowledge of data

visualization strategies to explain why they believe the method they chose is the most effective

way to communicate the information.

The last meeting would provide a summary of the course. Students would use the

information they learned to discuss how to improve the Energy Feedback program and how both

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students and the Energy Conservation Office could save energy on campus. At the end of this

final meeting, instructors could provide students information with how they could continue to be

involved with energy issues.

Conclusions

Using the results from our survey, we concluded that there is student interest in an energy

conservation course. A wide variety of students, from all years and many different majors,

would consider this program. The Energy Conservation Office’s seminar options would need the

ability to be useful for this range of students. The main topics of interest were green buildings,

environmental engineering, data science, current intern work, and energy feedback. Providing

seminars based on the areas students have rated highly would give students more opportunity to

focus on their specific interests. It would also likely help increase participation in this voluntary

program. Courses in the Fall Quarter that offer hands-on work would generate the most interest.

Students could be notified of the seminars through emails from their major advisors, or through

clubs on campus that partner with the Energy Conservation Office. Implementing one or more

of the seminar options based around these areas of interest would engage students in campus

energy conservation.

Recommendation for Future Action

We recommend UC Davis implements one or more of the possible seminar topics of

green buildings, environmental engineering, data science, and energy feedback, with all possible

seminars including information on current intern work and opportunities for student involvement

in energy issues on campus. Having seminars focused on issues students have reported high

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levels of interest in would give students opportunities in areas of interest to them. Students

would also gain valuable information and experience that they can use in their future career

plans. In addition, the seminars would allow the Energy Conservation Office to successfully

engage students. The Energy Conservation Office would increase student involvement in their

energy feedback programs, and possibly gain ideas from students on how to save energy. With

more students learning about energy reduction measures, campus energy consumption could be

reduced. To accomplish this, student efforts to prevent energy waste should be emphasized in the

seminars.

Students can learn about their energy consumption patterns and use CEED and other data

to find and report energy waste. Energy demand should decrease during nights and on weekends

for properly operating buildings. Students can examine the energy demand data and contact the

Energy Conservation Office if the data does not follow this pattern. The Energy Conservation

Office can then investigate the reported buildings and correct wasteful energy use. Students can

also reduce energy by providing feedback to the energy conservation office about how

effectively it is using energy to heat and cool the buildings. Through the TherMOOstat program,

students can report how comfortable the temperature in the room feels. The Energy

Conservation Office can use these responses to identify faults in heating, ventilation, and air

conditioning systems. They can also use the responses to set the heating and cooling at more

efficient levels. This prevents overheating and overcooling, which wastes energy and results in

less comfortable buildings. Student feedback also helps the Energy Conservation Office

examine patterns, such as student comfort with the inside temperature compared across different

outside temperature levels. By more closely matching the inside temperature to the outside

temperature, the Energy Conservation Office can reduce the amount the building is heated or

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cooled, which can increase comfortable and decrease energy use. Through energy conservation

seminars, students would be able to use these waste prevention methods, as well as perform

hands-on work in their topic of interest.

References

Energy Conservation Office. “Campus Energy Education Dashboard.” Campus Energy

Education Dashboard, ceed.ucdavis.edu/#!/energystory/overview.

Energy Conservation Office. “Pursuing an Efficient Campus.”

https://eco.ucdavis.edu/

“Energy.” UC Davis: Global Warming Will Increase California Smog,

sustainability.ucdavis.edu/progress/energy/.

“Overview.” UC Davis: Global Warming Will Increase California Smog,

sustainability.ucdavis.edu/progress/buildings/index.html.

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Appendix A- Pathway Syllabi

Green Buildings Syllabus Fall 2018

Course description: a seminar to help students identify the crucial elements of a green building and proper LEED certification in buildings on campus. Upon completion, students will receive a certificate in On Campus Green Buildings. Week 1: General overview of green buildings on campus and LEED certification

● Place students into groups they will work with for the remainder of the quarter ● Introduction to the seminar and expectations

Week 2: Current projects of the green building team in the ECO ● Discuss how students on campus can be more involved in energy reduction goals ● Possible group activity: recognize on campus energy waste using CEED

Week 3: Sustainable landscaping on campus ● Possibly tour sustainably landscaped sites on campus ● Group activity: evaluate less sustainable landscapes on campus

Weeks 4 through 8: Tours of green buildings on campus ● Group activity first: study the elements of the building and its landscaping to predict why

the building is considered “green” or is LEED certified. ● A tour of the building will allow students to evaluate themselves on identifying these

elements and further inform them about aspects of a green building Week 9: Wrap up of everything learned throughout the quarter

● overview of the potential employment or internship opportunity in the green building or general energy conservation fields

● Each member of the ECO team should be present to encourage students to enter the field or to answer questions.

● Certificates will be presented to prove students to prove their completion in the On Campus Green Buildings Seminar.

Data Science Syllabus Fall 2018

Course description: Learn about what it means to be a data scientist as well as how to use code to clean and interpret datasets. Apply knowledge to analyze data from the Energy Conservation Office. Class Schedule: Week 1: Data Science introduction

● 1 hour with data scientist about how he got where he is today and what he does in ECO. ● Excel tutorial: sorting and pivoting your dataset ● Cleaning data: finding outliers and removing bad values

Week 2: Energy Analyst ● 30 min-1 hour with the energy analyst about past and current projects in ECO ● Homework: Get a dataset to clean up in excel

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Week 3: Data Visualization ● Tableau tutorial for an hour ● Homework: Create your own visual map using the cleaned dataset

Week 4: Introduction to Coding ● Meet with member of the Energy and Controls Team to learn about how to use code

to manipulate data ● Introduction lecture to coding Python or R language ● Homework: Complete small coding problem set

Week 5-9: Hands-on quarterly project ● Use code to clean a dataset from ECO and visualize the data ● Analyze results ● Students can work in small groups or individually

Week 10: Presentations ● Present findings to ECO

Environmental Engineering Syllabus Fall 2018

Course Description: Through each of the meetings outlined below, students will be able to learn more about the different energy projects on campus and how UC Davis optimizes energy usage. Seminar 1 – Energy Projects

● Speak to an Energy Engineer ● Brief overview of scheduling optimization, holiday shutdown, and project night owl ● Learn how the Energy & Controls Team monitors the energy consumption of the above

projects and how they calculate the energy saved Seminar 2 – HVAC

● Speak to a Controls Engineer ● Learn about the HVAC, its components, and how it functions ● Take a guided tour to a ventilation system in an example building ● Learn about the current difficulties in managing all of the HVACs on campus and what

upgrades are planned in the future ●

Seminar 3 - Measurement & Fault Detection ● Speak to an Energy Engineer ● Learn about the metering system on campus: what they look like, how to read it ● Understand how the ECO team models data from the meters ● Learn what trends or patterns to look for to find areas of energy waste

Seminar 4 - Learn about the ECO team

● Round Robin of representatives from each of the ECO teams (20 minutes each) ● Brief overview of what each expert does and their role in the ECO

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● Brief overview of current ongoing projects and planned future projects ● Tips on what opportunities are available for students ● Tips and tricks on how to conserve energy

Energy Feedback Syllabus Fall 2018

Course Description: Learn about energy consumption and energy feedback programs on campus. Learn techniques to present energy feedback data. Meetings will occur every two weeks*. Class Schedule: Meeting 1 (Oct. 1st): Introduction

● Energy use on campus ● Energy Conservation Office ● CEED ● TherMOOstat

Meeting 2 (Oct. 15th): Understand Energy Demand Data ● Work with CEED ● Learn about data visualization methods ● Compare UC Davis energy demand visualization with other organizations ● Discuss ideas for different ways to convey energy demand information

Meeting 3 (Oct. 29th): TherMOOstat Program and Data ● Discuss uses of TherMOOstat data ● Evaluate graphs using TherMOOstat data

*No Meeting on Nov. 12th for Veterans Day Meeting 4 (Nov. 19th): Tableau and Data Visualization

● Tableau tutorial ● Student projects, using Tableau to present energy data in an original way ● Discussion on data visualization strategies

Meeting 5 (Dec. 3rd): Energy Feedback Course Summary ● Discuss potential ways to improve the Energy Feedback program ● Discuss ways to save energy on campus ● Learn about future and ongoing opportunities for involvement in energy issues

Appendix B - Survey