This study examines the environmentally responsible behaviors (ERBs) of undergraduates ( n = 575). ERBs were measured in an online survey and the influence of situational context on behavior was explored at two scales: 1) green versus non-green building and 2) building characteristics. The Positive Sustainable Built Environments model was used to analyze three building characteristics: Prime, Permit, and Invite. Prime refers to characteristics that prepare occupants to adopt ERBs via communicating a sustainable ethos or restoring attentional capacity (e.g., use of natural materials and views to nature). Permit refers to features that allow occupants to conserve resources (e.g., operable light switches). Invite pertains to features that explicitly encourage ERBs (e.g., signage prompting occupants to turn off lights). Regression results demonstrated that living in a green building had no significant impact on ERBs. However, the Prime and Invite building characteristics significantly predicted improved Energy, Water, and Materials conservation. Results yield implications for designers seeking to create sustainable buildings that promote ERBs.

Amid increasing interests in social metrics within green buildings, this work focuses on buildings designed to enhance environmental education, here called “Teaching Green Buildings” (TGBs). This study examines one school building at three points in time before and after the move into a new construction TGB. Middle school students here and at a local, comparison Non-Green School ( N = 264) took a survey measuring outcomes of green building knowledge (GBK) and environmentally responsible behaviors (ERBs). Regression results showed that GBK is significantly higher for students in the Green School compared with the Non-Green School, but is not increasing over time for students at the Green School. No differences were detected in ERBs across schools or time, and it was found that school practices, more than the green building itself, were pivotal in student choices to conduct ERBs at school.

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Everyday environmental behaviors within the residential sphere contribute significantly to global carbon emissions. Understanding the factors underlying these behaviors is key to changing behavior. This paper examines undergraduate behavior in on-campus housing as a case study with the following aims: (1) to identify the personal dimensions that underlie undergraduates’ environmentally responsible behaviors (ERBs) and (2) to determine if environmental signage in on-campus housing aligns with these existing personal dimensions. This study involved an online survey of ERBs, values, motivations, and knowledge of students in six residence halls. A content analysis of environmental signage examined how values and motivations were used to frame environmental messages. Comparisons were made to determine how the communications aligned to occupants’ values and motivations. Undergraduate ERBs are supported by subjects’ Biospheric values, Environmental Concern, and motivation to engage with Technology. Female subjects performed significantly more ERBs than male students. Male students placed a significantly higher value on Egoism, which was significantly associated with poorer environmental behaviors. Signage with behavioral appeals is a relatively cost-effective and prevalent intervention strategy. However, signage should be tailored to appeal to a range of values and motivations of the target audience, including students’ desires to interact with technology and the personal benefits of environmental responsibility.

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