Open-Source Carbon Footprint Estimator: Development and University Declination

Auger, Clément; Hilloulin, Benoît; Boisserie, Benjamin; Thomas, Maël; Guignard, Quentin; Rozière, Emmanuel

doi:10.3390/su13084315

Cited by 17 publications

(13 citation statements)

References 22 publications

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“…Universities can be considered as "small cities" due to their large size, population, and the many complex activities that take place on the campuses. Furthermore, universities have the responsibility to lead by example [41,42]. Therefore, bachelor's degree dissertations on this topic have been carried out.…”

Section: Nest: Neighborhood Evaluation For Sustainable Territoriesmentioning

confidence: 99%

Pedagogical Approaches for Sustainable Development in Building in Higher Education

et al. 2021

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Education for sustainable development (ESD) is one of the great challenges that university faculties have to face. Therefore, a multidisciplinary team from the faculty of Engineering of Gipuzkoa (EIG) at the University of the Basque Country (UPV/EHU) has developed pedagogical approaches to apply in construction degrees, namely Civil Engineering and Technical Architecture. Pedagogical tools, such as problem-based learning (PBL) or research-based learning (RBL), and environmental tools, such as the life cycle assessment (LCA) and computational thinking (CT), have been used; in doing so, they acquire a sustainable approach to work “soft-skills” competencies into sustainability. For example, research-based tools have helped to revalorize waste both outside and inside the university; they have contributed to more sustainable industrial processes, collaborative research projects, and participation in conferences and scientific publications. Based on academic results, the designed tools are appropriate for teaching in Technical Architecture and Civil Engineering degrees; however, to demonstrate their potential in terms of sustainable education, holistic rubrics based on in-depth quantitative educational research are required. Thus, to analyze the ability of the students to incorporate sustainability principles in their work, the multidisciplinary team presenting this paper plans to collaborate with psychologists and sociologists within the framework of the Bizia-Lab program of the UPV/EHU.

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Section: Nest: Neighborhood Evaluation For Sustainable Territoriesmentioning

confidence: 99%

Pedagogical Approaches for Sustainable Development in Building in Higher Education

et al. 2021

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“…The concept of footprint is derived from the ecological footprint idea introduced by Rees [ 97 ] and Fang et al [ 98 ]. In recent years, the carbon footprint has been used almost exclusively as an environmental protection indicator (e.g., [ 99 , 100 , 101 , 102 ]).…”

Section: Introductionmentioning

confidence: 99%

Comparative Study on Life-Cycle Assessment and Carbon Footprint of Hybrid, Concrete and Timber Apartment Buildings in Finland

Rinne

Ilgın

Karjalainen

2022

IJERPH

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To date, in the literature, there has been no study on the comparison of hybrid (timber and concrete) buildings with counterparts made of timber and concrete as the most common construction materials, in terms of the life cycle assessment (LCA) and the carbon footprint. This paper examines the environmental impacts of a five-story hybrid apartment building compared to timber and reinforced concrete counterparts in whole-building life-cycle assessment using the software tool, One Click LCA, for the estimation of environmental impacts from building materials of assemblies, construction, and building end-of-life treatment of 50 years in Finland. Following EN 15978, stages of product and construction (A1–A5), use (B1–B6), end-of-life (C1–C4), and beyond the building life cycle (D) were assessed. The main findings highlighted are as following: (1) for A1–A3, the timber apartment had the smallest carbon footprint (28% less than the hybrid apartment); (2) in A4, the timber apartment had a much smaller carbon footprint (55% less than the hybrid apartment), and the hybrid apartment had a smaller carbon footprint (19%) than the concrete apartment; (3) for B1–B5, the carbon footprint of the timber apartment was larger (>20%); (4) in C1–C4, the carbon footprint of the concrete apartment had the lowest emissions (35,061 kg CO2-e), and the timber apartment had the highest (44,627 kg CO2-e), but in D, timber became the most advantageous material; (5) the share of life-cycle emissions from building services was very significant. Considering the environmental performance of hybrid construction as well as its other advantages over timber, wood-based hybrid solutions can lead to more rational use of wood, encouraging the development of more efficient buildings. In the long run, this will result in a higher proportion of wood in buildings, which will be beneficial for living conditions, the environment, and the society in general.

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“…Yangka et al [34] presented the methodology followed by the University of California, Davis, which is used to identify equipment, capacities, and technical and economic factors influencing the implementation of a carbon-neutral energy system. More recently, Auger et al [35] presented a carbon footprint estimator regarding the initiative to reach carbon neutrality for Centrale Nantes, a French "grande école".…”

Section: Introductionmentioning

confidence: 99%

Towards Carbon Neutrality in Higher Education Institutions: Case of Two Private Universities in Colombia

et al. 2022

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This paper addresses the path followed by two private higher education institutions (HEI) in Colombia towards achieving carbon neutrality. The methodology followed by these universities to achieve a carbon-neutral certification, based on the Greenhouse Gas (GHG) Protocol, is first described. The process of developing the GHG inventory, projected towards the carbon neutrality of these organisations while using the standard ISO 14064:2006, involved a series of steps that were consolidated in three phases: (i) definition of the scope, collection of data and emissions quantification; (ii) analysis of results and mitigation actions; and (iii) verification and compensation strategies. Results for the HEIs are shown in terms of the organisational context, carbon footprint measurement, reduction, verification, and compensation. The case is presented for Universidad Pontificia Bolivariana, a multi-campus university that became the first carbon-neutral university in Latin America in 2017, and Universidad Ean, a single-campus university that became the second carbon-neutral university in Colombia in 2021, as verified by the Colombian Institute of Technical Standards and Certification (ICONTEC). This work shows that universities can play a key role in regional and global agendas with their contribution through the incorporation of sustainability strategies, since HEIs can not only achieve carbon neutrality, but they can help other organisations by delivering graduates who are aware of sustainability and provide specific training towards building a sustainability culture, which is needed for regenerative development.

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Open-Source Carbon Footprint Estimator: Development and University Declination

Cited by 17 publications

References 22 publications

Pedagogical Approaches for Sustainable Development in Building in Higher Education

Pedagogical Approaches for Sustainable Development in Building in Higher Education

Comparative Study on Life-Cycle Assessment and Carbon Footprint of Hybrid, Concrete and Timber Apartment Buildings in Finland

Towards Carbon Neutrality in Higher Education Institutions: Case of Two Private Universities in Colombia

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