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THE WATT CAMPAIGN
THE WATT CAMPAIGN: Empowering student-driven energy e!ciency campaigns • Four main drivers behind energy e!ciency in schools: • Urgent Climate Change Concern • Anthropogenic climate change due to irresponsible energy use threatens our
children’s future
• High Energy Consumption in the Built Environment • Accounts for roughly 1/3 of all energy consumption and GHGs in US • America’s 132,000 schools spend $6b on energy, up to 30% ($1.8b) of which
may be wasteful
• Rising Energy Costs • 1/4 of school districts saw energy costs rise in last 3 years
• Squeezed School Budgets • 3/4 of school districts compensated for squeezed budgets by cutting critical
areas (like capital investment and sta!ng)
1 Kill a Watt Hour
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THE WATT CAMPAIGN
We need holistic behavioral programs • Existing Approaches and their shortcomings: • Hardware approaches: many buildings won’t be built anew or upgraded • Changing building policies and operations: effective but don’t train
students to lead change • Providing educational material: necessary but not sufficient to lead self-
sustaining change programs • Signaling and behavioral incentives & Energy monitoring and
management tools: effective motivators but still need organizing power behind them to mobilize entire schools
• Ad hoc energy efficiency campaigns: one-off competitions can be impactful, but need better tools to sustain and scale to other schools
• Holistic behavior programs: have been shown to achieve 10% savings—some reaching 30%—with little to no capital"investment
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THE WATT CAMPAIGN
Two key challenges: Program SUSTAINABILITY & SCALABILITY • Behavior-based conservation practices abound, but… • The sheer quantity of information and possibilities can be paralyzing • Schools need a clear, easy, and directed way to start and sustain a
comprehensive e!ciency program
• Self-organized clubs exist around the nation, but… • They often lack measurement, scalability, or both due to limited funds
and tools to track and share successes
• Some programs achieve meaningful behavior-based savings, but… • They are funded through charitable donations, which cannot reach the
scale of a revenue-based model
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THE WATT CAMPAIGN
The solution: A holistic CAMPAIGN platform • THE WATT CAMPAIGN combines Guidance, Community,
Measurement and Fun through: • EFFICIENCY JUMPSTART PATHWAY • Simple steps help students initiate fun and easy energy conservation activities
that grow into school-wide"programs • WATT CENTRAL • Campaign management, data analytics, and visualization tools guide and
motivate students • THE WATT NETWORK • A real-life and virtual community of practice, building relationships and
sustaining e#orts through training and coaching, friendly competition, community recognition, and shared innovation
• Funded by Utilities • Given evidence of an e!ciency program’s e!cacy, utilities will pay to
reduce energy demand • Utility-sourced funding helps rapidly scale revenue, removing the thorny
issue of funding when negotiating with schools
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THE WATT CAMPAIGN
DevelopStrategy
VampireEnergy Hunt
ContinuousCampaign
E!ciency Jumpstart PathwayEvaluate EE
OptionsJumpstartCampaign
Watt Central Feedback
Watt Central Feedback
E!ciencyCompetition
Admin andFacilities Targets
We start by seeding campaigns in schools
• First, jumpstart the school with a Vampire Energy Hunt • Ready-to-deploy campaign • Training materials and guidance
from The Watt Campaign
• Then, launch into a continuous campaign of energy e!ciency
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THE WATT CAMPAIGN
Energy e!ciency savings are signi$cant • Successful behavioral programs can reach 10-30% e!ciency • Conservative example of impact: • The English High School in Boston spent $558,732 on energy in 2009 • $215,592 on 945,234 kWh of electricity • $343,146 on 225,705 therms of gas
• A 5% savings through sustained behavioral change would unlock $27,936: • 931 new textbooks (assuming $30/textbook) • 55 new computers (assuming $500/computer) • 1,862 substitute teacher hours, or 233 8-hour days (assuming $15/hour)
• A 15% savings would mean $83,809: • A new full-time teacher (assuming $60,000/year)
• What are we waiting for?
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