Real-World Experience
Georgetown Day School (GDS) Environmental Science students in CA Pilling’s class gained real-world experience this spring by studying their school’s carbon emissions. Students collected and analyzed data pertaining to three areas of the school: facilities (energy use), transportation, and waste.
Why focus on emissions from these three areas? ? According to the EPA, these sectors account for the largest portion of emissions in the U.S. In fact, the transportation sector was responsible for 28% of national greenhouse gas emissions (GHG), the electricity sector was 27%, and waste generated 12%. (EPA’s Inventory of US Greenhouse Gas Emissions and Sinks 1990 - 2018).
Boyer Sudduth’s Carbon Footprint Challenge©
GDS students completed the Carbon Footprint Challenge©, a program developed specifically for high schools by Boyer Sudduth Environmental Consultants (BSEC). “There are greenhouse gas emission tracking tools available for universities and colleges,” noted Co-Founder, Anne Sudduth, “but those programs can be quite complicated and overwhelming.” She added, “We saw a need to create a streamlined program that enables high school students to collect the information needed to build a robust emissions model for their school. Within the unit, students also analyze the results and develop real-world, practical solutions for their campus.”
According to CA Pilling, “Climate change can be overwhelming and depressing. But when students become part of developing solutions to reduce their carbon footprint, that’s where real change can happen.”
Climate Change and Environmental Justice Issues
Before students collected emissions data for the Carbon Footprint Challenge©, Boyer Sudduth provided GDS with timely articles on climate change and environmental justice issues. “Climate change and the health impacts associated with our reliance on fossil fuels disproportionately affect people of color in low-income communities,” notes Co-Founder, Mary Ann Boyer. “So it is especially important to help students make the connections between emissions generated on their school campus and the associated negative impacts experienced elsewhere such as fence line communities next to fossil fuel burning power generation facilities. It’s not just about collecting data, it’s about making broader connections to how climate change and environmental justice issues are all inter-related.”
After learning about the broader issues of climate change, students then collected data. They interviewed faculty members for information about their schools’ energy, transportation, and waste. Then they input the data into the Carbon Footprint spreadsheet. After calculating the school’s carbon emissions, students researched solutions and presented the data to the school’s administration.
To read more about each student groups’ solutions, see below:
Facilities Team Students Propose Efficiency & Energy Audit
Students in the “Facilities” team focused on GDS’s energy use. Students discovered that GDS used just over 2.7 million kWh of energy per year. They learned that this is equivalent to roughly 425 passenger cars driven for one year. Students also discovered that windows can be “leaky” and switches left on when not in use can draw energy. Their solutions included:
Improve inefficient windows by adding energy-efficient storm windows:
Storm windows can improve energy savings by 20-50% and can help reduce energy use. This will allow for less heating and cooling fluctuations to help regulate the climate within the school.
Replace light switches with motion sensored light switches:
Motion sensored light switches will help to reduce energy consumption in rooms that are not being used.
Conduct a school-wide Energy Audit:
A school-wide energy audit will identify areas of improvement for greater efficiency to reduce both energy usage and cost.
Students on the “Facilities” team presenting their solutions.
Students on the Transportation Team Propose More Bikes, Fewer Cars
Students in the “Transportation & Commuting” team collected data on the miles traveled by school-owned vehicles to calculate the carbon emissions produced by these vehicles. Additionally, the students and faculty participated in a commuting survey which revealed that approximately 473,495 miles were driven each year by upper school students, faculty, and staff. One student compared this distance to “travelling to the moon and back.” Conversely, students determined that 29.66 metric tons of carbon emissions were avoided by respondents who took alternative modes of transportation such as walking, biking, or public transit (metro or bus). The transportation team’s solutions are as follows:
Lobby for a protected bike lane by partnering with other area schools:
Wisconsin Avenue contains over 20 schools, with many more schools and businesses located just off this avenue. A bike lane would encourage more students to bike, and a protected lane would make it safer for commuters to bike.
Expand the faculty’s current bike-leasing program to students:
A bike-leasing program available to students would allow greater access to bikes, and encourage more students to bike, rather than drive, to school.
Encourage students & faculty to use alternative methods of transportation and reduce driving among the GDS community:
Promote no-idling policy on campus to reduce harmful emissions.
Reduce the number of parking spots each year, converting them to bike racks.
Incentivize alternative methods of transportation and promote National Bike and Walk to School Day (May 5th).
Students on the “Transportation and Commuting” team presenting their solutions.
Students on the Waste Team Pitch Composting
Students in the “Waste” team collected information on GDS’s municipal solid waste, recycling, and compost generated at the school to calculate the carbon footprint. This group identified that GDS produces 179.6 metric tons of municipal solid waste each year, generating 64,664 metric tons of CO2 emissions as a result. The following are the solutions the students proposed:
Implement composting:
Students researched the costs of purchasing a composter and suggested that the school start first with collecting kitchen waste.
Students on the “Waste” team presenting their solutions.
Project Outcomes
College interns (Mckenna Foy, Samantha Friborg, and Rebecca Boden) from the BSEC team worked with the three groups and helped coach students as they formulated their results and developed their presentations.
GDS students demonstrated enthusiasm and excitement about proposing changes to increase sustainability at school as they presented to the administrative team in April 2021. The administration applauded the students for the tangible excitement and passion they brought to their presentations. Head of School, Russell Shaw wrote to CA’s class: “Your students’ presentations were a vital reminder for why I love my job and why our work matters.”
GDS students have learned that change begins with them. CA Pilling adds, “When students are a part of the solution towards reducing their school’s carbon footprint, change happens.”
To learn more about Georgetown Day School’s environmental projects click here.
Article written by Mckenna Foy (Boston College ‘21), Sustainability Intern,Boyer Sudduth Environmental Consultants.
