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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
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