THE CASL PROJECT Center for the Advancement of Sustainable Living (CASL) The Center for the Advancement of Sustainable Living (CASL) is a student-operated project supported by the Associated Students of the University of Oregon (ASUO). The foundation for its formation began two years ago when a community member and a graduate student proposed that the University of Oregon was an ideal place for the sequel to Humboldt State University’s Campus Center for Appropriate Technology (CCAT) that began in 1978 to see how an urban lifestyle could become sustainable. Much has happened to our environment in the last 25 years in sustainable technologies, attitudes and beliefs, and this University’s standing as a model for environmental consciousness. With a convergence of disciplines, the CASL project will allow for a holistic, integrated approach that is able to address the complex and multi-varied challenges of today and tomorrow. Such an approach is presently inadequate in most curricula across the country. Disciplines tend to remain isolated from one another with little cross-pollination of ideas between academic fields. How prepared are UO students as stewards of the environment to take the sustainability challenge and become effective leaders and citizens? The project addresses issues of interdisciplinary collaboration and learning, community outreach, and cutting-edge environmental technologies. Students and faculty from across the University have gathered to lay strong groundwork that proves CASL to be a vibrant and viable organization. Last year, the University provided written commitment of an east campus property for the CASL project. This proposal provides a summary of CASL’s mission, scope, and documentation of an academic plan demonstrating the commitment on the part of faculty and students to support and sustain this project. Mission Statement The mission of the Center for the Advancement of Sustainable Living (CASL) is to demonstrate ecologically and socially sustainable technologies and living practices in a residential setting, to provide hands-on experiential learning opportunities for the University of Oregon and surrounding communities, to collect and disseminate information about such technologies and practices, and to facilitate original research in this field. CASL is dedicated to challenging the notion that living lightly is difficult or burdensome. Scope: Vision For Casl CASL will create a “seeing-is-believing” example of how to lower a household’s electricity and water needs in an urban, residential context in the Pacific Northwest by: Demonstrating resource-efficient appliances and other energy, water, and material-saving home design features and living practices. Providing a forum for the discussion, learning, and exploration that is needed to bring about the individual transformation from awareness to action. Forming partnerships with businesses in the region and providing a venue to promote their products and services. Training new leaders who will provide needed advocacy, guidance, and examples of how to “walk the talk.” CASL will carry out its mission of research, education, and example-setting by: Active outreach/education to the community through formal and informal tours, workshops, volunteer workdays, and classes. Conducting research, collecting data, and publicizing results on an ongoing basis. Securing funding through organizations on and off campus and, simultaneously, increasing the self-sufficiency of the project through potential revenue-producing goods and services and lowering the cost of living by the residents. By catering largely to students, there will be a constant influx of new learner-participants. Having faculty incorporate various aspects of the CASL project into their curricula and classrooms. Building On Previous Efforts CASL finds its inspiration in part, from other similar efforts, including the Campus Center for Appropriate Technology (CCAT) and Gaviotas. The Campus Center for Appropriate Technology (CCAT) is a student-initiated, student-run organization as well as a three-member household that is operating on the fringe of Humboldt State University (HSU)’s campus in Arcata, California. Its mission of twenty-five years is to “demonstrate appropriate technology in a residential setting, to provide hands-on experiential learning opportunities to HSU and the surrounding community of Arcata, to collect and disseminate information about appropriate technology, to examine the ethical and social consequences of technology, and to dispel the myth that living lightly on the earth is difficult or burdensome.” Although its impact may be largely localized, CCAT has visitors come from all over the world. Gaviotas is a worker cooperative community of roughly 100 people in Vichada, Colombia. For over thirty years, it has striven to create a largely self-reliant community of worker-residents. In the process, it has demonstrated that environmental sustainability is an obligatory outcome of its socially and economically viable lifestyle. Due to its notable success, Gaviotas has attracted international attention and, consequently, an additional mission has been foisted upon this “unintentional community” beyond its mere survival: to inspire and teach the rest of the world how to follow suit. CASL: Statement of Space Needs Required Specifications Explanation 3-4 Bedrooms 2-3 for student-residents, 1 as an administrative office 300 sq. ft. public space Public area must be able to accommodate committee meetings, tour groups of 20-30 people, as well as wall and free-standing displays Kitchen Kitchen should meet the needs of 2-3 residents and occasional larger group meals and pot-lucks Bathroom At least one bathroom; two would be ideal Yard space At least 5,000 ft² (7,000 to 8,000 ft² ideally) to accommodate outdoor projects, classes, bike racks, displays and demonstrations Long-term stability for site It is essential that the site chosen be one which will not—in the short or long-term be disrupted by construction, demolition, or other future East Campus developments Wiring for Ethernet/Internet access Internet access and the ability to communicate will be vital to CASL’s role as distributors of information Unobstructed solar exposure Minimal interference from adjacent trees and buildings will maximize both solar potential and conditions for gardening Desired Specifications Explanation Long axis of Property to run East/West or long south-facing back yard Necessary in order to maximize solar potential Back-alley access To facilitate the transportation of large tools and machinery without blocking public access on the surrounding neighborhood streets Two-story unit Preferable in order to maximize solar access Neighborhood setting with high visibility (e.g., on a corner) Fostering close contacts with the surrounding community is critical to CASL’s mission. A neighborhood setting will lend authenticity and attraction to the project. Visibility is important for people to be able to find us (intentionally or not). Accessible from campus Preferably close to major bicycle and pedestrian routes in order to accommodate guests and visitors Estimated Upfront Costs Item or Project: Approximate cost: Cellulose insulation: $ 3,000 New windows (double or triple glazed) $ 3,000 New floor coverings/floor $ 1,000 Lead paint removal Covered by UO ($10,000 – 15,000) Asbestos removal Covered by UO Non-toxic paints $ 200 Display cases and/or bulletin boards $ 300 External signs $ 200 Skylights/solar tubes $ 2,100 (700/each) Monitoring station for renewable energy $ 500+ Computers $ 500+ (donated from MacRenewal?) Thermal curtains $ 100 Furniture (office and public space) $ 3,000 Low flow water sinks and showers $ 20 Low flow toilet $ 200 (100/each) Composting toilet $ 2,000 (1,000/each) Bike shelter $ 200 Raised garden beds $ 100 Garden tools $ 200 Resource Library $ 200 Estimated total one-time cost $ 16,920 Potential Future Costs Biodiesel system $ 1,000 - $ 2,000 Solar energy capture (i.e., panels and/or shingles) $ 12,000 - 20,000 Solar hot water system $ 3,000 Wind power generation $ 5,000 Pedal power $ 200 SunFrost refrigerator $ 2,500 Wood burning stove $ 2,500 Other $ 2,000 Approximate Cost $ 28,200 – 37,200 Annual Operating Costs Maintenance (paid by rent) $ 6,000 ($500/mo.) Repairs (paid by rent) $ 2,400 ($200/mo.) Research/Project Supplies $ 3,600 ($300/mo.) Office Supplies $ 600 ($50/mo.) Paid positions (work study) $ 16,800 (7 coordinators @ $200/mo.) GTF Appointments $? Estimated total annual cost $ 29,400+ Monthly Operating Costs Maintenance (paid by rent) $500/mo. Repairs (paid by rent) $200/mo. Utilities $100/mo. Household groceries $500/mo. Research/Project Supplies $300/mo. Office Supplies $50/mo. Paid positions (work study) $ 1,400 (7 student workers @ $200) Other $ Other $ Estimated total month cost $ 3,050+ PLANS FOR FUNDING We expect that a significant proportion (30% or more) of our operational funding needs will be covered by ASUO funds. Upfront costs will be covered through a combination of grant monies, donations of materials and services, and fund-raisers (e.g., benefit concerts, sustainability audits, bake sales, tee-shirts). There may be instances where a special funding request will be made to the ASUO. Although it may be obvious, it’s important to note that a primary funding strategy is frugality. The more we can lower our costs (e.g., utility costs, purchases), the less funding we will need to secure. Additionally, this is in line with CASL’s mission to keep the project economically viable for the general population as much as possible. ADMINISTRATIVE PLAN I. Relationship to the University Because of the clear academic role that CASL will play in the University, CASL will be administratively housed in the School of Architecture and Allied Arts (AAA). CASL will serve as a multidisciplinary resource for many departments on campus, not solely those in the AAA. (see academic plan). CASL is also an officially recognized group of the Associated Students of the University of Oregon (ASUO). This relationship is ensured for the 2004-2005 school year and is expected to continue indefinitely, providing CASL with a potential source of steady funding and strengthening our connection to the student body. II. Advisory Committee A twelve to fifteen member advisory committee composed of faculty, staff, community members, professionals, and former CASL officers will serve as an advisory body. The committee will meet with CASL officers on average once a month. Each member may serve for re-electable one-year terms. III. Academic Center Advisors Recognizing the special situation of CASL as a live and learn laboratory, CASL will have three faculty advisors who oversee both the internal and external activities of the project. These advisors play two key roles: 1) providing sustainability of effort over time as students move in and out; and 2) providing key contacts that can negotiate any issue internal to CASL and between CASL and other outside entities. It is not the intent that these faculty advisors take ownership of the project, but will provide some institutional accountability. Advisor is probably too weak of a description and director is too strong. Three faculty members have initially volunteered to be part of this effort, although no formal decision has yet been made. These faculty advisors are: Allison Kwok (Architecture), Dean Livelybrooks (Physics), and Marc Schlossberg (PPPM). IV. Student Officers a. Co-directors: The three co-directors will take turns acting as the spokesperson and representative of the group at all meetings, including the monthly ASUO Program Council meetings and meetings with University Administration. At CASL meetings, the co-directors can take turns facilitating, assembling the agenda ahead of time, and coordinating meeting times and places. They will be responsible for the overall organization and activities at the CASL house and may work to form new partnerships in the community. b. Treasurer: A Treasurer will have the charge of financial affairs and have general supervision of the financial records including grants, expenditures, and payroll for any work study employees. This officer shall prepare the budget, collect any dues, keep receipts for funds and monies, and have custody of its instruments and papers involving finances and financial commitments. He/She shall conduct the correspondence relating to this office and shall perform all duties usual and incidental to this office. The Treasurer shall not be personally liable for any loss of money or funds, nor any decrease in capital, surplus, income or reserves resulting from any acts performed in good faith in conducting the usual business of the office. When a new Treasurer takes office, the out-going officer shall turn over all the records and books of accounts and all monies and papers belonging to CASL. The incoming Treasurer shall check the same and if found correct, shall give the out-going Treasurer a receipt thereof as a complete release from any liability thereafter with respect to the above. The Treasurer shall attend regular meetings and work closely with the grant committee and other officers. c. Publicity & Public Relations Officer: This officer is in charge of publicity including any publications that CASL puts out (newsletter, brochure, articles) as well as public relations with the community both inside and outside of the University (e.g., outreach). This officer will work closely with the co-directors in forming new partnerships in the community. d. Curriculum & Faculty Liaison Officer: This officer is responsible for working with faculty members interested in using CASL for a course (e.g., field trips, workshops, studios, student projects) and soliciting interest and involvement when appropriate. This officer will likely work closely with the Curriculum Officer at the EDC (Ecological Design Center) to move forward an overall “green curriculum.” e. Workshops & Events Officer: Any workshops that are non-curricular and/or events put on by CASL will be coordinated and largely directed by this officer. Coordinating with other CASL activities and with the people involved with them are key to this position. f. Webmaster: This officer is in charge of maintaining the CASL website and keeping it up to date. The maximum term for this office is one year (although the same person may be elected for another term). Academic Plan From the faculty point of view, CASL represents a very exciting opportunity to engage in teaching, research, and service at the highest levels. In terms of teaching, CASL presents a range of opportunities for the classroom, from testing out new energy conservation technologies to providing a case study for local community development efforts. For research, CASL represents a living laboratory where experiments can take place that not only test technical parameters, but the human factors implications of such technology. In terms of service, CASL represents an excellent opportunity to focus this campus’ expertise in sustainability and use that knowledge to enhance not only our local community, which will inevitably be strongly interested, but a global community increasingly seeking out tangible, practical, and local ways to implement the broad and vague concept of sustainability. The following table highlights specific academic courses that various faculty members have come forward and said that CASL could be a component of their teaching, research, and service efforts. Some of the courses are described in greater detail subsequent to the table. Faculty Course Students Michael Cockram ARCH 484/584: Design-Build studio 16 Alison Kwok ARCH 4/591: Environmental Control Systems I ARCH 4/592: Environmental Control Systems II 130 130 John Reynolds (prof emeritus, board  member of the Energy Trust of Oregon, Inc.) ARCH 493: Passive Solar Heating ARCH 494: Passive Cooling   20 20 Peter Reppe ENVS 411/511 Campus Environmental Sustainability: Assessment & Action 20 Alan Dickman Bi 307: Forest Biology 55 Varies LA 459/559: Tech Topics 30 Michael Russo MGMT 610: Sustainable Business Development 20 Chet Bowers (prof emeritus) HC 415H: Environmental Ethics in Cultural Perspective John Conery CIS 455/555: Computational Science 12-15 Ed Whitelaw Econ 432.04: Urban-regional economics Stan Micklavzina PHYS 162: Solar and Renewable Energy 75 John Baldwin PPPM 199: Sustainable Development PPPM 331: Environmental Management PPPM 621: Environmental Alteration PPPM 450: Natural Resource Policy 70 42 14 Bob Doppelt PPPM 455/555 Systems Thinking & Sustainability 24 Bob Parker PPPM 608: Community Planning Workshop PPPM 613: Planning Analysis PPPM 410/510: Land Use and Growth Management 35 35 30 Marc Schlossberg PPPM 325: Community Leadership and Change PPPM 635: Planning and Social Change PPPM 436/536: Applied GIS and Social Planning 45 10 20 ARCH 4/591, 4/592 (4 credits, Fall, Spring) Environmental Control Systems I and II (Alison Kwok) Environmental Control Systems combines the three major influences on architecture: social, esthetic and technical. This course is designed to help students quickly test their design work to see if they meet environmental design criteria; through a series of projects. Although these criteria are stated in a technical (easily calculated) way, they carry with them significant opportunities for social and esthetic development. Some of the most interesting ways in which people interact with buildings involve lighting, heating, cooling, ventilation, sound, and water supply/waste. Buildings are considered "successes" or "failures" in large part by how successfully they provide both the comfort and the inspiration promised by our senses of sight, sound, touch, and smell and taste. All these senses are involved in the person/ECS interaction. This first term will deal mostly with the senses of touch and smell, including thermal comfort and air quality. The emphasis on sight (light), hearing (acoustics), and taste (water supply) will be the topics during spring term. Potential projects to be held on-site at CASL: Case studies of building envelope and system design Develop hands-on demonstration exhibits of environmental concepts and principles for design (e.g. cistern sizing, PV arrays, bioswales, high-performance windows) Mini-workshops on solar geometry, site analysis using simple handheld tools ARCH 4/597 Case Studies in Sustainable Design (Alison Kwok) Student teams will conduct in-depth “work-ups” of building performance topics (e.g. human comfort, climate-responsive design, HVAC systems and components, passive heating and cooling, recycled materials, embodied energy, and/or daylighting) by comparing design intentions of a green building with actual outcome. Students will investigate exemplar buildings in the Eugene and Portland area because of their significance as resource-efficient and environmentally responsible buildings. Potential projects to be held on-site at CASL: Field investigations at CASL to examine various building performance topics, (e.g. lighting levels, air movement, temperature, humidity, etc.), evaluate energy bills, or monitoring the thermal environment over a period of time. Develop a toolkit of sensors and equipment to continuously measure and record physical data on site. Host panel discussion and peer reviews of work conducted at CASL. HC 441, Honors College science colloquium: The Science of Sustainability (Dennis Todd) Co-taught by a physics professor and a biology professor, this course would explore the science of “sustainability” as it applies to the human use of physical and biological resources in housing, transportation, industry, agriculture, forestry, fisheries, and other fields. CASL would provide an opportunity for hands-on research, demonstrations, and projects addressing issues like domestic energy use, urban agriculture, and low-impact construction techniques. Student projects and reports could cover topics such as the physics of photovoltaic energy or the principles of ecological landscape design. Students would be required to work in small teams to develop the scientific understanding of the issues, survey alternatives, develop a plan, present and defend to the class their ideas, and, perhaps, implement them on the site. These projects would develop the students’ social skills, ability to communicate, scientific knowledge, integrated world view, and understanding of the interconnections of human activities. Environmental Studies program (Dennis Todd) I supervise the work of graduate students in Environmental Studies. My experience has been that the UO ENVS program attracts students who want to do integrated, interdisciplinary projects. Many of them are attracted to hands-on projects like CASL. I expect that CASL will provide opportunities for many graduate projects and student-initiated undergraduate projects in the years to come. PPPM325 Community Leadership and Change (Marc Schlossberg) This course explores notions of community, change, and sustainability by looking at the various domains that make up our local urban areas. The CASL projects fits perfectly within the scope of this class because it is: a) student as change-agent project; b) focuses on local approaches to problem solving; c) is focused on inside-out community development; and d) incorporates notion of community in the change process. Future iterations of PPPM325 will focus on a variety of local community development efforts including: Community Supported Agriculture, co-housing, and car-sharing. CASL will be another local effort that will be incorporated into this class and it is anticipated that a class field trip to the CASL house will be a key part of this class. PPPM 635: Planning and Social Change (Marc Schlossberg) This course utilizes s seminar format to explore the notion of social change and to challenge students to see themselves, as well as the profession of planning (broadly defined), as agents of that change. The class includes the exploration of principles of community organizing, the role of the community-based agencies, and University-Community collaboration as we try to determine appropriate ways of affecting social change. The primary output for this class is to develop an “Action Plan for Change”, which will culminate in a presentation and a planning document/term paper that addresses the who, what, why, when, where, and how of a proposed social/planning change of the student’s choice. CASL represents a great opportunity for this class to analyze in terms of its social change evolution. CASL itself has a written action plan for change, and this plan, along with discussions with active CASL participants will regularly provide one of the case studies this course uses to understand community organizing and social change efforts. PPPM 436/536: Applied GIS and Social Planning (Marc Schlossberg) This course is designed to augment students’ existing Geographic Information System (GIS) skills and to apply those skills to real-world projects. The class focuses on applying GIS to social planning, bottom-up community development, and public participation. This class deviates somewhat from traditional GIS classes by using “lecture” time to discuss issues of relevance to the use of GIS, such as empowerment, citizen participation, equity, and organizational opportunities/constraints of adopting GIS technology. Part of the course is for students to take on an independent GIS term project. Beginning in AY 04-05, it is expected that a significant component of the course will focus on mobile GIS technology and its use for community-based mapping and organizing. As such, CASL represents an interesting opportunity on many fronts. As CASL develops sustainability thresholds, it may be possible to conduct sidewalk surveys of other properties throughout the city to determine what needs those structures may have in terms of sustainability issues. This surveying (and the eventual outreach that would result) is a perfect opportunity for GIS students to gain skills in mobile GIS technology while simultaneously engaging in work that has a significant community impact. In the past, students in this course have conducted projects for a variety of agencies including Food for Lane County, the Department of Human Services, the Juvenile Court System, and the United Way. As CASL evolves, the GIS opportunities will evolve as well, and I intend to regularly make CASL an option for students as they engage in their course projects. ENVS 411 / 511, Campus Sustainability (Peter Reppe) The course teaches how to evaluate the "greenness" of the operational, organizational and educational aspects of institutions of Higher Learning, specifically the University of Oregon. It compares current practices to the most sustainable alternatives, and discusses opportunities and obstacles to their implementation (e.g., economic, technical, behavioral, organizational). The CASL project (i.e., house and surroundings) would provide a wealth of opportunities for teaching, field trips, and most importantly, for the applied term project. The latter focuses on evaluating the "greenness" of particular practices, identifying more sustainable alternatives, and proposing implementation strategies for them, tailored to the specific situation (i.e., technical solutions, funding sources, organizational/behavioral changes). Following is a snapshot of the many possibilities around CASL, both, for classroom teaching as well as for the applied term project . -Life Cycle Assessment of building and landscape materials -passive and active solar strategies/energy recovery -paybacktime calcs for energy and water-saving upgrades -rainwater use; on-site waste water treatment, composting -environmental/cost impacts of remodeling vs. new+green bldg -embodied energy calculations (e.g., insulation materials, photo-voltaics) organizational aspects of applied sustainability (e.g., stakeholder involvement, "consumer" awareness and education, collaborative decision-making process) Eco-footprint calcs (people, building, organization) economic aspects (e.g., paybacktime calcs, first cost reduction of green projects, green taxes) sustainable lifestyle choices and behavior Physics 162 (Stan Micklavzina) This course focuses on energy and environment issues with hands on building and measuring of alternative energy models. Students may enroll for a 1 credit hour special seminar associated with the class where we discuss energy and environment issues and also do some hands on building and measuring of alternative energy models.  CASL is a good fit for the course because we search for energy possibilities for the future as well as look at applications that integrate living issues that can conserve energy and create a livable future. AAA 484/584: Design-Build studio (Michael Cockram) “…also use CASL as resource center for various green and conventional building/construction details/materials”