LEED STORIES FROM PRACTICE CASE STUDY - usgbc.org · Agreement And License to Use Leed stories from PrActice cAse stUdY fAciLitAtion gUide The U.S. Green Building Council, Inc. (USGBC)

LEED STORIES FROM PRACTICE CASE STUDY – THE BIODESIGN INSTITUTE AT ARIZONA STATE UNIVERSITY

Agreement And License to Use Leed stories from PrActice cAse stUdY fAciLitAtion gUide

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LEED StoriES from PracticE

caSE StUDY

faciLitatioN GUiDE

introduction 2

the Why & How of case studies as teaching tools 5

Preparation, Activity ideas & discussion topics 6

case-specific guidance 10Biodesign institute at arizona State University

chartwell School

Liberty centre

one and two Potomac Yard

Kenyon House

Appendix A: Additional Leed Project information & sharing Your own stories 16

Appendix B: sample Lesson Plans 17

1

© Josh Partee 2009

Learn how employing an integrative approach enabled the success of an affordable housing project team that pursued LEED late in the design process! And, earn credential maintenance hours.

This e-book brings to life the visioning, design, construction, and operation of Kenyon House, located in Seattle, Washington and Platinum-certified under LEED for Homes v1.0. Read perspectives from diverse LEED project team members: developer, architect, mechanical engineer, general contractor, electrical contractor, sustainability consultant, and nonprofit owner.

Kenyon House is a two-story, 18-unit residence that provides affordable housing for formerly homeless people living with HIV and AIDS. The 12,700 square foot project features on-site resident support services, as well as a community dining area and an inviting outdoor space.

Prepared for the U.S. Green Building Council by the Case Study Lab of the Center for Housing Innovation at the University of Oregon, this book documents the visioning, design, construction, and operation of the Kenyon House in Seattle, Washington.

© Josh Partee 2009

U.S. GREEN BUILDING COUNCIL CASE STUDY LAB, UNIVERSITY OF OREGONLEED STORIES FROM PRACTICE CASE STUDY – KENYON HOUSE

Learn how one project team achieved LEED certification late in the design process while not only adding minimal cost, but also laying a solid foundation for continually improving the building’s energy efficiency performance and other sustainability initiatives over time. And, earn credential maintenance hours.

This e-book brings to life the visioning, design, construction, and operation of Arizona State University’s Biodesign Institute, located in Tempe, Arizona, and Gold-certified under LEED for New Construction v2.2. Read perspectives from diverse LEED project team members: the owner, architect, MEP engineer, facilities manager, tenant, and head and project contractors.

The Biodesign Institute represents the largest single investment in research infrastructure in Arizona, and has generated impressive returns for the community. It is master-planned as four interconnected buildings that will comprise 80,000 square feet. Currently, two buildings of 350,000 square feet are complete, housing nearly 600 faculty, staff, and students.

Prepared for the U.S. Green Building Council by the Case Study Lab of the Center for Housing Innovation at the University of Oregon, this book documents the visioning, design, construction, and operation of the Arizona State University Biodesign Institute in Tempe, Arizona.

© Josh Partee 2009


U.S. GREEN BUILDING COUNCIL CASE STUDY LAB, UNIVERSITY OF OREGON

© Josh Partee 2009

© Josh Partee 2009

Learn how one project team certified the first-ever LEED Platinum school, beginning with successfully encouraging stakeholders to look beyond the politics of green and see LEED strategies as investments rather than costs! And, earn credential maintenance hours.

This e-book brings to life the visioning, design, construction, and operation of Chartwell School, located in Seaside, California, and Platinum-certified under LEED for New Construction v2.0/2.1. Read perspectives from diverse LEED project team members: the owner, architect, general contractor, mechanical engineer, daylighting consultant, and facilities manager.

The Chartwell School, the first school ever to achieve LEED Platinum, is a private school for students with a range of learning differences, primarily dyslexia. LEED was pursued to meet the vision of providing students with the best learning environment while honoring their unique learning styles and strategies. Through strong stakeholder engagement, the school raised 25% more than expected to fund the new school, enabling the team to go greener than initially planned.

Prepared for the U.S. Green Building Council by the Case Study Lab of the Center for Housing Innovation at the University of Oregon, this book documents the visioning, design, construction, and operation of the Chartwell School in Seaside, California.

© Josh Partee 2009

U.S. GREEN BUILDING COUNCIL CASE STUDY LAB, UNIVERSITY OF OREGONLEED STORIES FROM PRACTICE CASE STUDY – CHARTWELL SCHOOL

© Josh Partee 2009

Learn how, through an integrative approach, one project team accomplished a return on investment that includes an 11% reduction in total energy consumption and a nearly-95% tenant retention rate! And, earn credential maintenance hours.

This e-book brings to life the visioning, design, construction, and operation of the Liberty Centre, located in Portland, Oregon, and Silver-certified under LEED for Existing Buildings v2.0. Read perspectives from diverse LEED project team members: owner, property manager, sustainability consultant, operations manager, and building engineer. Liberty Centre is a 17-story, 278,000-square-foot office building that houses a variety of tenants and is easily accessible by public transit. By providing educational information to tenants regarding the environmental features of the building, Liberty Centre aims to encourage its tenants to make sustainable business choices.

Prepared for the U.S. Green Building Council by the Case Study Lab of the Center for Housing Innovation at the University of Oregon, this book documents the visioning, design, construction, and operation of the Liberty Centre in Portland, Oregon.

© Josh Partee 2009

U.S. GREEN BUILDING COUNCIL CASE STUDY LAB, UNIVERSITY OF OREGONLEED STORIES FROM PRACTICE CASE STUDY – LIBERTY CENTRE

2

introdUction

Case studies provide an excellent way to apply new knowledge to real world situations. This guide is intended to help maximize the learning opportunities available through USGBC’s LEED Stories from Prac-tice case study e-books and articles. It is designed to provide LEED Faculty, education providers, USGBC Chapter leaders, and any instructor with suggested activities and discussion topics surrounding these case study materials.

Below is a summary of the LEED Stories from Practice case study e-books currently available at www.usgbc.org/leedstories.

ProJect LocAtion rAting sYstem interVieWs

Biodesign institUte At AriZonA stAte UniVersitY

Tempe, AZ LEED for New Construction 2.2 Gold LEED for New Construction 2.0 Platinum

• Owner• Architect• Contractor• Engineer• Sustainability Consultant• Facilities Manager

cHArtWeLL scHooL

Seaside, CA LEED for New Construction 2.2/v2.1 Platinum

• Owner• Architect• Project Manager• Contractor• Daylighting Consultant• Mechanical Engineer• Facilities Manager

KenYon HoUse

Seattle, WA LEED for Homes v1.0 Platinum • Developer• Architect• Contractor • Mechanical and Energy

Engineer• Sustainability Consultant• Owner/Manager

LiBertY centre

Portland, OR LEED for Existing Buildings 2.0 Silver

• Owner

• Property Manager

• Sustainability Consultant

• Portfolio Administrator

• Chief Engineer

http://www.usgbc.org/leedstories

Learn how one project team addressed a LEED learning curve for every single one its subcontractors by focusing on critical credits and coming out on top with two LEED certifications! And, earn credential maintenance hours.

This e-book brings to life the visioning, design, construction, and operation of One and Two Potomac Yard, located in Arlington, Virginia, and Gold-certified under both LEED for New Construction v2.0/2.1 and LEED for Existing Buildings v2.0. Read perspec-tives from diverse LEED project team members: the developer, tenant, general contractor, mechanical engineer, sustainability consultant, commissioning agent, building manager, and building engineer.

One and Two Potomac Yard was the first office building to be constructed in Arlington County’s urban redevelopment Potomac Yard project. Standing 12 stories and spanning 650,000 square feet, it is one of the largest LEED Gold-certified office buildings on the East Coast and is home to the U.S. Environmental Protection Agency.

Prepared for the U.S. Green Building Council by the Case Study Lab of the Center for Housing Innovation at the University of Oregon, this book documents the visioning, design, construction, and operation of One and Two Potomac Yard in Arlington, Virgina.

© Josh Partee 2009

© Josh Partee 2009

U.S. GREEN BUILDING COUNCIL CASE STUDY LAB, UNIVERSITY OF OREGONLEED STORIES FROM PRACTICE CASE STUDY – ONE AND TWO POTOMAC YARD

3

one And tWo PotomAc YArd

Arlington, VA LEED for New Construction 2.2/v2.1 Gold

LEED for Existing Buildings 2.0 Gold

• Owner/Developer• Tenant • Contractor Mechanical

Engineer• Sustainable Design Consultant• Commissioning Agent• Building Manager• Chief Building Engineer

4

5

tHe WHY & HoW of cAse stUdies As teAcHing tooLs

tHE WHY & HoW of caSE StUDiES aS tEacHiNG tooLS

WHY Are cAse stUdies effectiVe instrUctionAL tooLs?Case studies facilitate the application of theoretical concepts, thus bridging the gap between theory and practice. They encourage active learning and provide an opportunity for the development of key skills such as communication, teamwork, and problem solving. In addition, they enhance learners’ enjoyment of the subject matter, thereby increasing their willingness to learn and transfer content to on-the-job application.

Project case examples are important in the green building industry because they provide real world context to support market transformation, innovation and improved building performance. Proj-ect case studies can describe information about all facets of the building process, from design to construction to post-occupancy operations. They can address not only the technical aspects of this process, but also the human elements, particularly the integrative approach.

HoW do YoU seLect An APProPriAte cAse stUdY? Before deciding which case study to present, think about your audience. Consider their profession(s), specialties, geographic location(s), and more. Choose cases that are relevant to their situation and needs.

A good ProJect cAse stUdY:

• Presents the problem by telling a story.

• Focuses on issues relevant to the audience.

• Relates to real-world situations.

• Uses personal stories and quotations.

• Elicits discussion and varying viewpoints.

HoW cAn YoU edUcAte or trAin Using A cAse stUdY?The instructor's role should be that of a facilitator, guiding learners in collaboratively addressing and analyzing situations. Much of case-based learning involves striving to resolve questions that have no single correct answer.

With most case examples, learners will not have all of the facts for a project and will have to make assumptions to support their interpretation of the case. It is important to establish clear objectives so that learners remain focused.

Case examples may be used in multiple formats, including instructor-led workshops, online cours-es, conference sessions, publications and discussion groups.

is cAse stUdY edUcAtion eLigiBLe for continUing ProfessionAL edUcAtion credits?Yes. USGBC encourages education providers to, as appropriate, register their independent case-based activities, which they may develop based upon USGBC’s LEED Stories from Practice, with rel-evant continuing professional education organizations.

6 PrEParatioN

This section provides a variety of suggestions for how facilitators can maximize the edu-cational experience of their case study audience. In deciding which approach(es) to take, consider your learners’ existing knowledge, needs, and learning styles.

When conducting activities, keep in mind the following learning objectives, developed by UsgBc for the LEED Stories from Practice case studies:

• Recognize notable green building strategies used in LEED-certified projects.

• Compare perspectives of multiple LEED project stakeholders.

• Evaluate lessons learned from LEED project experiences.

• Identify effective tools and processes for successful LEED implementation.

• Identify elements of an integrative process on LEED projects as a pathway to success.

The facilitator or discussion leader should identify specific learning objectives for the planned learning activity, based upon the most important ideas, concepts, and knowledge to convey. Case projects should be selected to best convey and solidify those learning ob-jectives.

PrePArAtionin advance to facilitating a case study activity, the discussion leader should:

• Provide clear instructions and any related costs for downloading the case study materials or par-ticipating in the learning activity.

• Instruct participants to read materials prior to the learning program so that they are fully pre-pared for the discussion or activities.

• Share the activity’s learning objectives with the participants so that they have a clear understand-ing of the expectations and outcomes.

• Become familiar with the case project and details, and have prepared responses and prompts for the discussion topics.

PrePArAtion, ActiVitY ideAs & discUssion toPics

7

Activity ideAsFollowing is a list of case study activity ideas:

• Facilitateadiscussiongroupfocusedonasingle caseoracomparisonofmultiplecases.Selectquestionsandtopicsrelevanttoyouraudience’sinterestsandneeds.

• Createaseriesofone-hourlunchtimeoreveningprogramstodiscussorcomparecases.

• Breaklearnersintosmallgroups(e.g.,threetofivepeople)andassignthemdiscussionquestionstopresenttotheentireclass.

• Integratecasesasactivitiesinothereducationalprograms,conferences,orevents.

• Integrate case discussion activities into LEED Green Associate or LEED AP exam preparationgroupstudysessions.Usethecasestoexemplifycreditcategoryintents,specificcreditrequire-ments,ortheintegrativeapproach.

• UsetheLEED Stories from Practicearticlestosupportdiscussiontopics:

Building Management: How Commissioning and Measurement & Verification Are Transforming the Building Industry

Climate, Region, and Landscape: How Location Influences the Choice of Sustainability Strategies

Creating Synergy: How a Project’s Programmatic Goals Can Be Met by Going Green

Quantifying Sustainability: How to Determine the Value of Green Buildings

Shifts in Practice: How Green Building Design and Construction Have Changed the Industry

• Point learners toward USGBC’s nominally-priced online quizzes (www.usgbc.org/leedstories)foreachcasestudyasameansofearningcontinuingprofessionaleducationcredit.

ACTIVITY IDEAS

LEED STORIES FROM PRACTICE ARTICLE

BUILDING MANAGEMENT

LEED STORIES FROM PRACTICE ARTICLECLIMATE, REGION, AND LANDSCAPE


CREATING SYNERGY

LEED STORIES FROM PRACTICE ARTICLEQUANTIFYING SUSTAINABILITY


SHIFTS IN PRACTICE

http://www.usgbc.org/ShowFile.aspx?DocumentID=8400





8

discUssion toPicsconsider the following examples of topics to explore in a group discussion or identify your own topic:

• LEED versions - Compare and contrast the actual credits earned within a case with later versions of the same rating system (e.g., LEED 2009). Discuss how LEED requirements have changed and how this would impact the project achieving a similar certification level under a different rating system iteration.

• credit(s) - After reading the case study, review the scorecard for the project. Select a spe-cific LEED credit – or a suite of specific credits – relevant to the audience. Discuss the credits achieved and why the project team may not have earned other credits (due to, e.g., ineligibility, costs, location). Discuss what the team could have done differently to earn additional credits.

• category/strategy - Focus on a specific LEED credit category or green strategy (e.g., energy efficiency) and discuss how the case study project team addressed it and what could have been done differently.

• team roles - Assign different roles to learners and have them read the related section of a case study team member narrative. Guide the full group in a discussion of project elements from the varying perspectives, asking them to role play the various project team members and stakeholders. Assign roles based on the learner’s real-life role or purposefully assign alternate roles so that they consider new perspectives.

• common elements - Divide the group into teams and assign each team a different case. Identify a common element between the cases (e.g., LEED goals, energy efficiency, etc.), ask-ing the teams to focus on how that issue was addressed within their particular case, and lead a group discussion around this topic.

• regionalization - Tie the case(s) to local or current projects or events, or to regional issues.

• Geographical location and climate - Discuss questions such as: How did these aspects impact this LEED project? Are they positive or negative issues? Would similar issues impact learners’ projects?

• Project goals - Discuss questions such as: How do they vary by role on the project? How are they compatible? How are they conflicting? What kinds of conflicting project goals have learn-ers experienced on their projects?

• impact of pursuing LEED certification - Discuss questions such as: How did this im-pact the design, construction, or operation process? What was the value of LEED to the project team and project stakeholders? How does this affect learners’ own projects?

• cost considerations - Discuss questions such as: What were they? Were there financial incentives and/or financing sources? What is also applicable to learners’ own projects?

• challenges - Discuss questions such as: What challenges did the project team face? How did the team resolve them? Could they have been avoided; how? Have learners faced similar chal-lenges in their own projects?

DiScUSSioN toPicS

9

• Best practices - What did the project team think it did exceptionally well? Does perspec-tive on this differ by team member? What strategies or practices can learners apply from this project?

• Lessons learned - Discuss questions such as: What lessons were learned within each team member role; within each LEED process step? What could the project teams have done dif-ferently to avoid mistakes? Have learners had similar lessons? How did they learn from them? What can learners apply to their own projects?

• Design and construction process - How were these processes impacted by the goals for achieving LEED certification? What were some key elements or decisions at each step that impacted LEED certification? How were these decisions impacted by the various people involved? How have these been handled on learners’ own projects?

• LEED expert - Who was/were the LEED expert(s) on the project? What were their roles and responsibilities? If there was a sustainability consultant, what did this person bring to the project and process? How is this handled on learners’ own projects?

• occupants - How did the project’s building occupants impact the LEED goals and process? How were they trained on the building’s sustainable features? How do learners provide train-ing to occupants of their own projects?

• Building use - How does the building usage/function impact LEED credits and sustainabil-ity strategies? How does this impact learners’ projects?

• integrative approach - How did the project team collaborate? What are examples of integrative approach strategies used on the project? How did an integrative approach impact LEED certification? How do learners take an integrative approach to their own projects?

• Project team members - Who was on the project team? What was each team member’s perspective and goal related to LEED certification? What did each bring to the process? What challenges did each face? How did they work together? How do the team members on learners’ own projects influence LEED certification?

• innovative strategies - What innovative strategies did this project use? How might learners apply these strategies to their own projects?

DiScUSSioN toPicS

10

cAse-sPecific gUidAnce

caSE-SPEcific GUiDaNcE

This section provides a high-level summary of each LEED Stories from Practice case study; highlights key topics and issues addressed within each case; and identifies additional resources that may be integrated into education programming or used for further facilitator preparation. The list-ed key topics and issues for each case can be incorporated into the suggested activities and discus-sion topics, as appropriate.

BIOGRAPHY for the interviewee

first LAst

section titLe

Body Text Goes Here.

TiTLE, COMPANy, (ROLE)

BD+C

Homes

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BD+C

Learn how one project team achieved LEED certification late in the design process while not only adding minimal cost, but also laying a solid foundation for continually improving the building’s energy efficiency performance and other sustainability initiatives over time. And, earn credential maintenance hours.

This e-book brings to life the visioning, design, construction, and operation of Arizona State University’s Biodesign Institute, located in Tempe, Arizona, and Gold-certified under LEED for New Construction v2.2. Read perspectives from diverse LEED project team members: the owner, architect, MEP engineer, facilities manager, tenant, and head and project contractors.

The Biodesign Institute represents the largest single investment in research infrastructure in Arizona, and has generated impressive returns for the community. It is master-planned as four interconnected buildings that will comprise 80,000 square feet. Currently, two buildings of 350,000 square feet are complete, housing nearly 600 faculty, staff, and students.

Prepared for the U.S. Green Building Council by the Case Study Lab of the Center for Housing Innovation at the University of Oregon, this book documents the visioning, design, construction, and operation of the Arizona State University Biodesign Institute in Tempe, Arizona.

© Josh Partee 2009


U.S. GREEN BUILDING COUNCIL CASE STUDY LAB, UNIVERSITY OF OREGON

© Josh Partee 2009

BioDESiGN iNStitUtE at ariZoNa StatE UNiVErSitY

ProJect-sPecific toPics/issUes• Building performance

• Commissioning and monitoring

• Connection with light rail system

• Construction manager at-risk role

• Cutting-edge research facility

• Daylighting

• Heat gain

• Irrigation

• Integrated design process

• Operable louvers on windows

• Owner involvement

AdditionAL resoUrces• Biodesign Institute video podcast on

USGBC iTunes

• www.biodesign.asu.edu

• LEED for New Construction 2.2 Rating System

• LEED Stories from Practice articles:

Building Management: How Commissioning and Measurement & Verification Are Trans-forming the Building Industry

Climate, Region, and Landscape: How Loca-tion Influences the Choice of Sustainability Strategies

Creating Synergy: How a Project’s Program-matic Goals Can Be Met by Going Green


ProJect sUmmArYtempe, AZLeeD for New CoNstruCtioN 2.2 GoLD AND LeeD for New CoNstruCtioN 2.0 pLAtiNumThe Biodesign Institute’s master plan consists of four interconnected buildings that will comprise a total of 800,000 square feet. A dwindling research agenda prompted Arizona State University (ASU) to consider creating these state-of-the-art facilities to regain stature among research universities and help revitalize related sponsorships. Knowing the impact of the school’s reputation on recruitment and retention efforts, then-incoming ASU president Michael Crow championed the initiative. The project team did not consider LEED certification until the construction of Building A, which achieved LEED Gold, was nearly complete; Building B later earned LEED Platinum. The fact that the buildings were able to achieve LEED certification late in the process speaks highly to the project team’s collaborative process and the standard sustainability practices and measures that were project goals from the onset.





http://itunes.apple.com/us/podcast/usgbc-knowledge-exchange/id357912494


http://www.biodesign.asu.edu

BD+C

Homes

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cHartWELL ScHooL

© Josh Partee 2009

Learn how one project team certified the first-ever LEED Platinum school, beginning with successfully encouraging stakeholders to look beyond the politics of green and see LEED strategies as investments rather than costs! And, earn credential maintenance hours.

This e-book brings to life the visioning, design, construction, and operation of Chartwell School, located in Seaside, California, and Platinum-certified under LEED for New Construction v2.0/2.1. Read perspectives from diverse LEED project team members: the owner, architect, general contractor, mechanical engineer, daylighting consultant, and facilities manager.

The Chartwell School, the first school ever to achieve LEED Platinum, is a private school for students with a range of learning differences, primarily dyslexia. LEED was pursued to meet the vision of providing students with the best learning environment while honoring their unique learning styles and strategies. Through strong stakeholder engagement, the school raised 25% more than expected to fund the new school, enabling the team to go greener than initially planned.

Prepared for the U.S. Green Building Council by the Case Study Lab of the Center for Housing Innovation at the University of Oregon, this book documents the visioning, design, construction, and operation of the Chartwell School in Seaside, California.

© Josh Partee 2009

U.S. GREEN BUILDING COUNCIL CASE STUDY LAB, UNIVERSITY OF OREGONLEED STORIES FROM PRACTICE CASE STUDY – CHARTWELL SCHOOL

ProJect sUmmArYseAsiDe, CA LeeD for New CoNstruCtioN 2.2/v2.1 pLAtiNum

The Chartwell School is a private school for students with a range of learning disabilities, primarily dyslexia. It is located in Seaside, California. The school had leased a building for 20 years when it acquired 30 acres on Fort Ord, a former U.S. Army post on Monterey Bay. Al-though Douglas Atkins, the school’s executive director, wanted to create a sustainable cam-pus, the vision was not simply to build green—the goal was to build a campus that provided students with the best learning environment and honored their unique learning styles and strategies. Through a process that fostered stakeholder engagement, the Chartwell School’s board, administration, and faculty came to believe that creating the best learning environ-ment meant building a green school. The Chartwell School earned LEED Platinum certifica-tion in 2006, making it the first school to achieve this level of certification.

ProJect-sPecific toPics/issUes• Daylighting

• Grants and financing mechanisms

• Natural ventilation

• Net zero energy use

• Photovoltaics

• Rainwater storage

• School setting/student learning

• Sustainability in curriculum

• Teacher-Student-Administrator Involvement

AdditionAL resoUrces• Chartwell video podcast on USGBC

iTunes

• www.chartwell.org




Climate, Region, and Landscape: How Loca-tion Influences the Choice of Sustainability Strategies










http://www.chartwell.org


first LAst

section titLe



BD+C

Homes

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O+M

© Josh Partee 2009

Learn how, through an integrative approach, one project team accomplished a return on investment that includes an 11% reduction in total energy consumption and a nearly-95% tenant retention rate! And, earn credential maintenance hours.

This e-book brings to life the visioning, design, construction, and operation of the Liberty Centre, located in Portland, Oregon, and Silver-certified under LEED for Existing Buildings v2.0. Read perspectives from diverse LEED project team members: owner, property manager, sustainability consultant, operations manager, and building engineer. Liberty Centre is a 17-story, 278,000-square-foot office building that houses a variety of tenants and is easily accessible by public transit. By providing educational information to tenants regarding the environmental features of the building, Liberty Centre aims to encourage its tenants to make sustainable business choices.

Prepared for the U.S. Green Building Council by the Case Study Lab of the Center for Housing Innovation at the University of Oregon, this book documents the visioning, design, construction, and operation of the Liberty Centre in Portland, Oregon.

© Josh Partee 2009

U.S. GREEN BUILDING COUNCIL CASE STUDY LAB, UNIVERSITY OF OREGONLEED STORIES FROM PRACTICE CASE STUDY – LIBERTY CENTRE

ProJect sUmmArYportLAND, or LeeD for existiNG BuiLDiNGs 2.0 siLver

Liberty Centre is a 17-story, 278,000-square-foot office building that houses a variety of ten-

ants. Located in the heart of Portland’s Lloyd District, it is easily accessible by public tran-

sit, including a light rail stop just outside its doors. By providing educational information

to tenants regarding the environmental features of the building – such as the inclusion of

recycling containers throughout the space – Liberty Centre aims to encourage its tenants to

make sustainable business choices.

ProJect-sPecific toPics/issUes• Company-wide sustainability program

• Heating and cooling issues

• Internal training

• Janitorial staff involvement

• Landlord role and responsibility

• Multi-tenant office building

• Real-time building monitoring

• Tenant participation and behavior

• Water expansion tank

AdditionAL resoUrces• LEED for Existing Buildings 2.0 Rating

System

• www.ashforthpacific.com/lc_about.html




LiBErtY cENtrE




http://www.ashforthpacific.com/lc_about.html

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Homes

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O+M

Learn how one project team addressed a LEED learning curve for every single one its subcontractors by focusing on critical credits and coming out on top with two LEED certifications! And, earn credential maintenance hours.

This e-book brings to life the visioning, design, construction, and operation of One and Two Potomac Yard, located in Arlington, Virginia, and Gold-certified under both LEED for New Construction v2.0/2.1 and LEED for Existing Buildings v2.0. Read perspec-tives from diverse LEED project team members: the developer, tenant, general contractor, mechanical engineer, sustainability consultant, commissioning agent, building manager, and building engineer.

One and Two Potomac Yard was the first office building to be constructed in Arlington County’s urban redevelopment Potomac Yard project. Standing 12 stories and spanning 650,000 square feet, it is one of the largest LEED Gold-certified office buildings on the East Coast and is home to the U.S. Environmental Protection Agency.

Prepared for the U.S. Green Building Council by the Case Study Lab of the Center for Housing Innovation at the University of Oregon, this book documents the visioning, design, construction, and operation of One and Two Potomac Yard in Arlington, Virgina.

© Josh Partee 2009

© Josh Partee 2009

U.S. GREEN BUILDING COUNCIL CASE STUDY LAB, UNIVERSITY OF OREGONLEED STORIES FROM PRACTICE CASE STUDY – ONE AND TWO POTOMAC YARD

BD+C

oNE aND tWo Potomac YarD

ProJect sUmmArYArLiNGtoN, vALeeD for New CoNstruCtioN 2.2/v2.1 GoLD AND LeeD for existiNG BuiLDiNGs 2.0 GoLD

One and Two Potomac Yard was the first office building to be constructed in Arlington

County's urban redevelopment Potomac Yard project. Standing 12 stories and spanning

650,000 square feet, it is one of the largest LEED Gold-certified office buildings on the East

Coast and is home to the U.S. Environmental Protection Agency. The building was com-

pleted in March 2006.

ProJect-sPecific toPics/issUes• Commissioning

• Indoor air quality

• Internal and subcontractor training pro-grams

• Large institutional and multi-tenant building

• LEED for Existing Buildings as follow up to LEED for New Construction certification

• Material selection for recycled content, regional origin, and low-chemical emissions

• Mechanical system selection

• Rent penalty incentive

• Tenant education program

AdditionAL resoUrces• One and Two Potomac Yard video podcast

on USGBC iTunes

• One and Two Potomac Yard online case study (courtesy of Building Green)

• www.potomacyard.net


• LEED for Existing Buildings 2.0 Rating System

• LEED Stories from Practice article:






http://leedcasestudies.usgbc.org/overview.cfm?ProjectID=654

http://www.potomacyard.net


first LAst

section titLe



BD+C

Homes

O+M

15

Homes

© Josh Partee 2009

Learn how employing an integrative approach enabled the success of an affordable housing project team that pursued LEED late in the design process! And, earn credential maintenance hours.

This e-book brings to life the visioning, design, construction, and operation of Kenyon House, located in Seattle, Washington and Platinum-certified under LEED for Homes v1.0. Read perspectives from diverse LEED project team members: developer, architect, mechanical engineer, general contractor, electrical contractor, sustainability consultant, and nonprofit owner.

Kenyon House is a two-story, 18-unit residence that provides affordable housing for formerly homeless people living with HIV and AIDS. The 12,700 square foot project features on-site resident support services, as well as a community dining area and an inviting outdoor space.

Prepared for the U.S. Green Building Council by the Case Study Lab of the Center for Housing Innovation at the University of Oregon, this book documents the visioning, design, construction, and operation of the Kenyon House in Seattle, Washington.

© Josh Partee 2009

U.S. GREEN BUILDING COUNCIL CASE STUDY LAB, UNIVERSITY OF OREGONLEED STORIES FROM PRACTICE CASE STUDY – KENYON HOUSE

ProJect sUmmArYseAttLe, wALeeD for Homes v1.0 pLAtiNum

Developed through a collaborative partnership between Building Changes, the Housing

Resources Group, and Sound Mental Health, Kenyon House is a two-story, 18-unit resi-

dence that provides affordable housing for formerly homeless people living with HIV and

AIDS. The 12,700-square-foot project features on-site resident support services, as well as

a community dining area, laundry facilities, and an inviting outdoor space.

ProJect-sPecific toPics/issUes• Affordable housing

• Building orientation

• Community involvement

• Financial sources

• Indoor air quality

• LEED decision made late in the process

• Subcontractor management

• Sustainability manual to educate case/pro-gram managers and residents

AdditionAL resoUrces• Kenyon House video podcast on USGBC

iTunes

• LEED for Homes Rating System

• LEED Stories from Practice article:


KENYoN HoUSE





16 aPPENDiX a: aDDitioNaL LEED ProjEct iNformatioN

APPendix A

AdditionAL Leed ProJect informAtion & sHAring YoUr oWn stories

AdditionAL Leed ProJect informAtion

to find additional Leed project information, visit www.usgbc.org/casestudies, where in addition to LEED Stories from Practice, you can find:

• project profiles: These free, one-page downloadable PDF documents help you make the case for LEED. See the diversity of just what it means to be a green building, gather key stats and strategies from LEED success stories, and get ideas for sharing stories of your own LEED projects.

• LeeD projects & Case studies Directory: Browse this free directory of LEED-certified build-ings and dive deeper into the stories behind some of them by viewing the LEED scorecards and exploring user-submitted, credit category-specific data and information.

sHAre YoUr oWn stories

Submit your own stories for inclusion in USGBC’s growing LEED project library and for the opportunity to be featured in a new LEED Stories from Practice case-based learning program. Visit www.usgbc.org/casestudies to submit today.

http://www.usgbc.org/casestudies

http://www.usgbc.org/casestudies

17aPPENDiX B: SamPLE 1

APPendix B

sAmPLe Lesson PLAns

sAmPLe 1

one-hour discussion group: Chartwell school & the impact of pursuing LeeD Certification

LeArning oBJectiVes:

• Recognize the impact of pursuing LEED certification on the design, construction, and opera-tion of a building project.

• Compare perspectives of multiple LEED project stakeholders.

• Identify strategies to apply to your own projects.

Pre-eVent:

Participants purchase and read the assigned case study.

eVent:

introduction (10 minutes)

• Introductions: Participants introduce selves and role in green building and LEED projects

• Overview of activity objectives

discussion (40 minutes)

• The case project (20 minutes): Discuss and ask participants to share how they believe the choice to pursue LEED certification impacted the design, construction, or operation process of this project. Ask participants to share their thoughts through questions such as: What was the value of LEED to the project team and project stakeholders? What were the cost consid-erations impacted by LEED?

• Participants’ projects (20 minutes): Discuss how those concepts may or may not also affect the participants’ own projects.

Wrap-up (10 minutes)

• Wrap-up activity.

• Each participant shares one lesson learned that can be applied to his/her own projects.

18 aPPENDiX B: SamPLE 2

sAmPLe 2:

three-hour workshop: Liberty Centre & Achieving LeeD for existing Building Certification

LeArning oBJectiVes:

• Recognize notable green building strategies used in LEED-certified projects.

• Discuss possible alternate strategies for a project to achieve a higher level of certification.

• Evaluate lessons learned from the LEED project experiences.

Pre-eVent:

Participants purchase and read the assigned case study.

eVent:

introduction (20 minutes)

• Introductions: Participants introduce selves and role in green building and LEED projects

• Overview of activity objectives

discussion: ss, We, & eA credits (35 minutes)

• Divide participants into groups to review the project scorecard. Each group discusses:

The SS, WE, and EA credits achieved and why the project team may not have earned other credits (due to, e.g., ineligibility, costs, location, etc.)

What the team could have done differently to earn additional credits

report out (20 minutes)

• Groups report out to everyone to share the outcome of their discussion

Break (20 minutes)

discussion: mr, ieQ & id credits (35 minutes)

• Participants reconvene in same groups to review the project scorecard. Each group discusses:

The MR, IEQ, and ID credits achieved and why the project team may not have earned other credits (due to, e.g., ineligibility, costs, location, etc)

What the team could have done differently to earn additional credits

report out (20 minutes)

• Groups report out to everyone to share the outcome of their discussion

Wrap-up (30 minutes)

• Wrap- up activity.

USGBC’s MissionTo transform the way buildings and communities are designed, built and operated, enabling an environmentally and

socially responsible, healthy, and prosperous environment that improves the quality of life.

Documents

LEED STORIES FROM PRACTICE CASE STUDY - usgbc.org · Agreement And License to Use Leed stories from PrActice cAse stUdY fAciLitAtion gUide The U.S. Green Building Council, Inc. (USGBC)