|Submission Date||July 5, 2016|
|2.80 / 4.00||
Chair, Science & Technology Department
Science & Technology Department
|Yes or No|
|Air & Climate||Yes|
|Coordination, Planning & Governance||No|
|Diversity & Affordability||No|
|Health, Wellbeing & Work||No|
The purpose of this project is to look at small wind energy applications and the use at the Bryant University Campus. We conducted research to find the most feasible option for wind turbines, and also collected data on campus to decide where the most beneficial locations would be to place these wind turbines.
A team of students provided both an analysis of the buildings on campus and what Bryant can do to improve them using a cost-benefit analysis. Students provide quotes based on prevailing market prices as well examine how going green will further improve the infrastructure. They identify policies university students and staff want in place and look at firms capable of providing these improvements, and in the end decide what the university should implement as the school's green construction initiatives.
An Honors Capstone Project focused on management of food wastes at Bryant University and resulted in project report accessible at http://digitalcommons.bryant.edu/honors_science/15/
“Black, Gold, and Green: Food Waste Management at Bryant University”
Example: “No Light Left Behind” Project); A small grant was procured in Fall 2013, but completed in 2015 “No Light Left Behind” in which a student researched solar lighting for Bryant’s campus, working with Facilities’ staff to determine a needs assessment, locational analysis, and vendor options. The light has now been installed. See links below:
https://bryantcareer.wordpress.com/2013/07/18/jessicas-no- light-left- behind-fellowship/
Additionally, an Energy Management Strategies class, taught by Professor Crowley-Parmentier, has team projects and posters that depict detailed analyses of renewable energy potential, some of which are pointed toward Bryant applications.
In order to have a sustainable impact on Bryant University’s campus, a team of students set out to develop an ecological interpretation program for the institution’s walking trails. Collectively, we have created a series of informational signs to place along these trails in the back of campus to teach those who wander them the importance of our environment. Each of these signs highlights a particular habitat, plant, animal, or historical landmark that a person would encounter walking along the trails. More specifically, we have included signs explaining environmental characteristics of the cemetery on campus, Metasequoia trees, primary succession through lichens and moss, the wooded swamp habitat, and various plant life.
Over the course of the semester a team of students studied the disposal of cell phones on the Bryant University Campus. The goal is to reduce waste and increase recycling efforts. With the mass quantity of mobile phones, high turnover rates, and increasing student population, proper disposal is essential. The students created a survey to further their knowledge on the types of mobile phones used, how often students buy a new phone, and what they do with their old ones. They also posed questions to determine how important students think it is to recycle. From this, they have made decisions on what is the best way to approach this conflict, and help raise awareness on the Bryant University campus.
Role Play in Innovation for Global Energy Challenges class – students recreate the decision making of the Portsmouth Town Council in dealing with a wind turbine installation that has failed. Invited faculty from multiple departments attend the role play and offer suggestions relating to policy, economics, financing, and management issues.
(Course: Innovation for Global Energy Challenges)
The information presented here is self-reported. While AASHE
staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.
The information presented here is self-reported. While AASHE staff review portions of all STARS reports and institutions are welcome to seek additional forms of review, the data in STARS reports are not verified by AASHE. If you believe any of this information is erroneous or inconsistent with credit criteria, please review the process for inquiring about the information reported by an institution and complete the Data Inquiry Form.