Transcript tgif.berkeley.edu

UC Berkeley Green
Renovations Checklist:
Developing Institutionspecific Green Guidelines
Judy Chess, LEED AP BD+C – Capital Projects, UC Berkeley
Stacy Naglestad, LEED GA – Building Sustainability at Cal
Rosanna Ren, LEED GA – Building Sustainability at Cal
Lydia Yiu, LEED GA – Building Sustainability at Cal
Agenda
1. Project Background
(Capital Projects)
2. Pilot Projects (Building
Sustainability at Cal)
3. Resulting Checklists &
Green Award Distinction
4. Conclusion & Future
Opportunities
Background
• UC Berkeley Capital Projects Dept.
• Why create a green building checklist?
1. Many campus construction projects are renovations or upgrades – not
LEED-eligible
2. Developing skill-based and learning opportunities for students
3. Cost-effective for projects
4. Efficient support for PMs
5. Incentivizing sustainability for projects of all types
Student Involvement
BS@C LEED Internship program
Work experience on green
campus projects
Student-led initiatives
LEED training &
accreditation
Checklist v1.0
Progression of visual, interactive
spreadsheets by BS@C
Version 1
May 2013: First draft with input from
BS@C interns
Concerns: Too simple, not
encompassing to all projects
Collaboration with green building
professionals
• Capital Projects sought professional opinion on the checklist
• Worked with architects at Siegel & Strain, a local architecture firm with
experience in small green building projects
• LEED®, CAL Green, UC Berkeley standards and objectives.
• The process:
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Develop draft Checklist
Review with campus Project Managers
Refine
Develop rationale
Turn over to university for development
• November 2013
Checklist v2.0
Checklist v2.0
Progression of visual, interactive spreadsheets by BS@C
Version 2
January 2014: Revised S&S version
Concerns: Too complex and specific, not applicable to all projects
Intern Pilot Projects - Campus
Buildings
OPPORTUNITIES
Calvin Lab
Hellman
Tennis
Center
These renovations were made with
sustainability in mind, but no
pursuit of LEED – still deserve
recognition.
GOALS
Simultaneously assess each project’s
sustainable features as well as the
Checklist’s ability to measure
sustainability for a project.
Pilot Projects - Campus Buildings
CHALLENGES
• Assessing points from the Checklist that
pertain to completed Design and Construction
phases of the projects
• Compiling needed material: Specifications and
Construction Documents
Resulting Checklist
• VERSION 3
• May 2014: Revised BS@C form, post-campus pilot evaluation
Resulting Checklist
Features
• Pre-construction/Design, Construction, Post-Construction/Occupancy
categories
• Highlights objectives unique to UC Berkeley
• Automatic point tally system integrated into spreadsheet
Example documentation
• Hellman Tennis Center project
• Construction phase: Construction Waste Management
• “Divert construction waste from landfill”
• 1-3 points for 50%, 75%, 90% diversion
• Earned 2 points for 75% diversion
Compare with LEED
UC Berkeley Small Green Renovations
LEED BD+C, ID+C, O+M
• All project sizes, but particularly
smaller ones (< $5MM)
• Adjustable point goals to fit
various project scopes
• Short documentation process;
estimated a couple months
• Cost-effective documentation
• MPR3: Minimum 1,000 sq ft. for
LEED BD+C and O+M projects
• Silver / Gold / Platinum levels
with fixed point brackets
• LEED certification takes years
• Additional LEED consulting and
documentation costs
Green Award Distinction
• The Green Star
• 50% of eligible credits achieved = 1 Star
• 75% = 2 Stars
• 90% = 3 Stars
• Opportunity to earn more Stars with
further renovations
• Campus-recognized green certification
system
• Hellman Tennis Center opened Sept.
2014
• Inaugural checklist award
• __ Green Stars
Main takeaways
• Collaboration between students, staff, and architects
• STAFF who benefit from cost-effective projects and working with students
• ARCHITECTS who can contribute their knowledge in green design
• STUDENTS who receive a learning experience in LEED and green building, are
creative and enthusiastic
• A CAMPUS that benefits from sustainability at all levels
• Piloting the project to examine its feasibility
• The challenges and opportunities emerge and can be addressed
• Establishing a new green standard for campus buildings to achieve
• Creating & piloting checklists duration: 1 year
Conclusion & Future
Opportunities
• Feedback from PMs
• Optimistic about the project’s applications towards buildings in UC Berkeley
• Wanted something simple and intuitive—would help them, but not create
extra work
• A positive opportunity for student collaboration and involvement
• Next steps
• Interns will work with PMs on using the checklist for projects of different sizes
on the Berkeley campus
• From the design/pre-construction phase, not just afterwards
• Recognizing Calvin Lab & other buildings as green-achieving projects
• Creating the final format of the checklist to distribute to PMs and promoting
its use
• Outreach to other schools to help them establish similar programs
Thank you!
Judy Chess, UC Berkeley Capital Projects
[email protected]
Rosanna Ren, Building Sustainability at Cal
[email protected]
buildingsustainability.berkeley.edu