1

Outline Sustainability Element of the Campus Master Plan at Wentworth Institute of Technology (WIT) Boston, MA.

with Goody Clancy

Submitted by: Monica Hale

Sustainability Director Science Applications International Corporation (SAIC)

Energy Solutions Operation 8301 Greensboro Drive, MS E-4-6

McLean, VA 22102 tel: 703.676.5012 fax: 703.676.2934

email: halemo@saic.com

2

Table of Contents

INTRODUCTION ..................................................................................................................................... 3

ENERGY .................................................................................................................................................... 4

A QUALITY OUTDOOR CAMPUS ENVIRONMENT ..................................................................... 10

AIR QUALITY & TRANSPORTATION ............................................................................................. 11

LOCAL COMMUNITY OUTREACH.................................................................................................. 12

OPPORTUNITIES .................................................................................................................................. 13

THE WAY FORWARD .......................................................................................................................... 14

ADDENDUM ............................................................................................................................................ 15

3

Outline for the Sustainability Component for the Campus Master Plan at Wentworth Institute of Technology (WIT) Boston, MA

Introduction Wentworth Institute of Technology (WIT) is undertaking a large-scale refurbishment and development initiative which is being set out in a Campus Master Plan. This is a multi-year buildings and grounds plan that will extend over the next 10 years and beyond. The plan provides WIT with an opportunity to advance sustainability practices through building structures, site improvements and campus practices. The majority of higher education institutes in the U.S. are now taking a pro-active approach to Sustainability by examining, evaluating and developing energy, water and waste reduction operations and practices and assessing the course and cross-curriculum educative potential that sustainable campuses offer. In recent years, WIT has worked hard to adopt more sustainable ways of operating. Advancing these efforts and identifying new opportunities will benefit both WIT and the broader community. WIT is situated in an urban setting and has considerable potential to develop and reinforce ecologically varied and educationally valuable campus resources. Because the majority of students are in the engineering technology or physical design disciplines, ‘demonstration sites’ and other tangible initiatives are an opportunity to provide students with a deeper, hand-on understanding of Sustainability. There is a distinct and rapidly growing interest in Sustainability in higher education and the development of the U.S. Association for the Advancement of Sustainability in Higher Education (AASHE) attests to this. At the same time there is an increasing interest and expectation from the student body as a whole to examine their own institutions for sustainable practices, and many campus Sustainability initiatives are being led by and shaped by the students themselves. We understand that WIT has signed up to the College Presidents’ Initiative on Climate Change and seeks to reduce its energy consumption and carbon footprint and work in a more sustainable manner. The following provides an overview of some of the approaches that WIT may adopt. These are given in outline form. Further details can be provided once decisions are made as to which approach WIT might like to actively pursue. In consultation with SAIC, WIT identified the following Master Plan goals around sustainability:

1) Reduce campus parking and reliance of faculty, staff and students on single occupancy vehicles by encouraging use of transit, biking and other alternative modes of transportation.

2) Investigate opportunities for increased energy efficiency with each new building or major renovation.

3) Utilize WIT’s land and facility resources as intensively as possible. 4) Investigate opportunities for alternative energy production (e.g., wind and water power). 5) Use “dashboarding” technology and other tools to make campus energy performance and

consumption part of the learning experience. 6) Investigate opportunities for greater use of pervious surfaces in paths and paving, and

inclusion of native species in landscaping. 7) Continue Wentworth’s commitment to – and engagement in – Sustainability and open space

improvements on campus, in the Fens, at Evans Way Park, in the Southwest Corridor Park and in other nearby areas, both as sustainability efforts and as education and outreach initiatives.

4

Energy Institutes of higher education are microcosms of society. Like society as a whole, they consume resources and generate waste. On average over 40% of the nation carbon emissions come from buildings, of this over 42% results from energy consumption from HVAC, lighting, office equipment, etc. (Figure 1). With power costs rising annually (most recently by 20-30%, exploring ways to reduce consumption confers the dual benefits of reducing the institution’s carbon footprint and can result in substantial cost savings. Strategies that WIT might use to improve its energy efficiency include the following:

Figure 1: The Environmental impact of Buildings in the U.S.

Source: Levin, H. Systematic Evaluation and Assessment of Building Environmental Performance (SEABEP), presentation to "Buildings & Environment” Conference.

Prepare a Campus Energy Plan We understand that centralized building data is available for WIT and that WIT facilities are sub-metered; also that the size/capacity of existing equipment is archived so it would be possible to evaluate the energy intensity in the buildings and rank them to identify which buildings most need energy efficiency improvements.. A comprehensive review of the energy aspects of the facilities, systems, and longer-term plans would help determine where the maximum energy reductions can be made. From this, a strategy and identification of opportunities to improve energy efficiency and building energy management can be defined. An outline task breakdown of how this may be achieved is provided in the Addendum. A Campus Energy Plan should include an energy strategy that considers demand side management, energy conservation measures, absorption chillers, expanded use of cogeneration (production of mechanical power/electricity and heat from a single source), tri-generation (production of mechanical power/electricity, heat and cooling from a single source) and energy systems.

Pursue On-Site Energy Generation Integrated systems for cooling, heating and power (CHP) for buildings incorporate multiple technologies for supplying energy to a single or multiple buildings. Electricity could be provided by on-site or near-site power generators using one or more of the many options: internal combustion engines (ICEs), combustion turbines, mini-turbines or micro-turbines, and fuel cells.

5

Cooler, cleaner, greener power and energy solutions that result in lower greenhouse gas (GHG) emissions could lead to a strategy that includes renewable energy technologies, waste to energy, ‘waste to watts’ and/or waste heat recovery solutions [HOW COULD THIS BE DOEN IN AN URBAN ENVIRONMENT?]. Other development technologies may include; anaerobic digesters, biogas recovery, biomethane, biomass gasification, and landfill gas to energy, etc., although these strategies may be less feasible in the near-term. Small-scale wind and or solar generation should also be considered as this may be able to provide base load for the campus. By developing such technologies WIT could benefit from eligibility to claim Green Tags (Renewable Energy Credits, Carbon Credits, and/or Emission Reduction Credits) which it can sell, trade or bank. Potential for on-site generation can provide valuable practical learning for students as potential projects for engineering and technology students, e.g. studies investigating the prospective wind, geothermal, and other forms of generation and distribution on-site, could be undertaken.

Expand Use of Combined Heat and Power (CHP) CHP is an efficient, environmentally-friendly ‘cogeneration’ system that provides power (electricity) and energy (hot water and/or steam) at the location the power and energy are needed. This is also known as distributed generation. In combined heat and power (CHP) systems, waste heat from power generation equipment is recovered for operating equipment for cooling, heating, or controlling humidity in buildings, by using absorption chillers, desiccant dehumidifiers, or heat recovery equipment for producing steam or hot water. These integrated systems are known by a variety of acronyms: CHP, CHPB (Cooling, Heating and Power for Buildings), CCHP (Combined Cooling, Heating and Power), BCHP (Buildings Cooling, Heating and Power), Tri-generation and IES (Integrated Energy Systems). Cogeneration systems are at least twice as efficient as typical power plants which average about 27% - 35% efficiency (i.e. 65% to 73% of the energy is wasted). Even more efficient than a standard CHP system is CHP that incorporates absorption chillers, (i.e. a ‘tri-generation’ or ‘Cooling, Heating and Power’ system). Tri-generation systems can be up to 50% more efficient than cogeneration systems and many average about 90% or more efficiency. Absorption chillers recover the additional waste heat from CHP Systems to make chilled water for air-conditioning, thereby providing the building or facility's electricity, hot water/steam and air conditioning. Wentworth has been using cogeneration for many years, and could expand this use to meet demands that growth in facilities might require.

Expand Use of Cool Roofs and Consider Green Roofs a) Cool Roofs Over 90% of the roofs in the United States are black or dark-colored. The effects of these low-reflectance surfaces absorb heat which contributes to:

• Increased cooling energy use and higher utility bills; • Higher peak electricity demand, raised electricity production costs, and a potentially

overburdened power grid; • Reduced indoor comfort;

6

• Increased air pollution due to the intensification of the "heat island effect"; • Accelerated deterioration of roofing materials, increased roof maintenance costs, and high levels

of roofing waste sent to landfills. Cool roof applications are smooth, bright white surfaces that reflect solar radiation, reduce heat transfer to the interior, and reduce the need for summertime air conditioning. These properties also can extend the life span of a roof by limiting the quantity of absorbed solar energy, damage from ultraviolet radiation and daily temperature fluctuations1. Cool roof systems with high reflectance and emittance are up to 70°F cooler than traditional materials during peak summer weather. Benefits of cool roofs include reduced building heat-gain and saving on summertime air conditioning expenditures. By minimizing energy use, cool roofs do more than save money – they reduce the demand for electric power and resulting air pollution and greenhouse gas emissions. Cool roofs may be painted in a reflective color or coated in a non-absorptive material. Alternatively, reflective materials such as aluminum foil could serve to insulate the roof from absorption of radiation and heat and hence make the building cooler during summer months (thus lowering cooling requirements). The U.S. Environmental Protection Agency (EPA) has calculated the savings of cool roofs: Figure 2: Benefits of Cool Roofs

Source: EPA Cool roofs: http://www.epa.gov/hiri/strategies/coolroofs.html Most Wentworth facilities already have cool roofs. Future campus enhancements should continue to involve energy efficient roof options wherever possible. b) Green Roofs A green roof is essentially a rooftop garden. A green roof consists of vegetation and soil, or a growing medium, planted over a waterproofing membrane. Additional layers, such as a root barrier and drainage and irrigation systems may also be included. Similar to cool roofs, green roofs serve to naturally cool the building such that on hot summer days the surface temperature of a vegetated rooftop can be considerably cooler than the air temperature. 1 EPA Cool roofs: http://www.epa.gov/hiri/strategies/coolroofs.html

7

Green roofs are an attractive roofing option that can reduce urban heat islands by providing shade and through evapotranspiration, the release of water from plants to the surrounding air. The EPA cites the following benefits of green roofs2:

• Reduce sewage system loads by assimilating large amounts of rainwater. • Absorb air pollution, collect airborne particulates, and store carbon. • Protect underlying roof material by eliminating exposure to the sun's ultraviolet (UV) radiation

and extreme daily temperature fluctuations. • Serve as living environments that provide habitats for birds and other small animals. • Offer an attractive alternative to traditional roofs, addressing growing concerns about urban

quality of life. • Reduce noise transfer from the outdoors. • Insulate a building from extreme temperatures, mainly by keeping the building interior cool in

the summer. ‘A Quick Guide to Green Roof’ produced by the International Green Roof Association (IGRA) is a compact guide to the topic and can be found at: http://www.igra-world.com/links_and_downloads/images_dynamic/IGRA_Green_Roof_Pocket_Guide.pdf In future campus building projects, WIT might consider the feasibility of green roofs. Figure 3: Examples of Green Roof design and Construction

Ref: http://www.google.com/imgres?imgurl=http://www.lid-stormwater.net/images/greenroof1.jpg&imgrefurl=http://www.lid-stormwater.net/greenroofs_home.htm&h=400&w=400&sz=76&tbnid=ijldTr2YxxAJ::&tbnh=124&tbnw=124&prev=/images%3Fq%3Dgreen%2Broofs&hl=en&usg=__jL0Fp6aIw6VMRQXpwuvW5oDFey0=&sa=X&oi=image_result&resnum=3&ct=image&cd=1

2 EPA Green Roofs: http://www.epa.gov/hiri/strategies/greenroofs.html

8

Pursue Green Buildings LEED is a third-party certification program and the nationally accepted benchmark for the design, construction and operation of high performance green buildings. LEED promotes a whole-building approach to sustainability by recognizing performance in five key areas of human and environmental health: sustainable site development, water savings, energy efficiency, materials selection and indoor environmental quality. The LEED Green Building Rating System™ encourages the adoption of sustainable green building and development practices through the development and implementation of standard tools and building performance criteria. LEED standards have been created for the following sub categories of facilities:

Figure 4: Sub-categories of the LEED® Rating System™

Source: http://www.usgbc.org/displaypage.aspx?cmspageid=222

LEED is helping the built environment achieve sustainability. Many architects, real estate professionals, facility managers, engineers, interior designers, landscape architects, construction managers, lenders, government officials, state and local governments and the military are adopting LEED for both new construction and renovations. There are LEED initiatives in federal agencies, including the Departments of Defense, Agriculture, Energy, and State. The City of Boston now requires that all buildings permitted through Article 80 Large Project Review meet the standards of the Mayor’s Green Initiative. Compliance with the City’s “green building” standards is about the equivalent of achieving LEED Silver. Wentworth may choose to go beyond what is required and seek LEED Gold or Platinum for new construction projects. Wentworth may also choose to make new construction “LEED certifiable” – compliant with LEED standards, but not officially rated or recognized through the LEED certification process, which can be expensive and time consuming. These decisions may be made on a project-by-

9

project basis, and even renovations or system upgrades provide opportunities for integrating green design in significant ways. Green design will be an important part of future development on the Wentworth campus.

Tap into the Education Potential of Campus Sustainability One way of visually demonstrating to staff and students that a building is a living entity is to design a public viewing area for monitoring of the buildings ‘systems’: this can be achieved in the form of a ‘dashboard’ whereby the buildings ‘vital signs’ are displayed in real-time (including energy and water use, indoor air quality, air quality, temperature, etc.). New facilities and campus enhancements should build on Wentworth’s identity as a school of technology and a place of hands-on learning. Opportunities to include educational components should be explored with each campus project.

Puruse Sustainability as a Strategy for Reducing Costs Energy efficiency and conservation can often be achieved at minimal cost. Many organizations have shown that by identifying the ‘low-hanging-fruit’ considerable power savings can be made at minimal or no cost. An example of cost advantages for a campus is illustrated below (Figure 5): Figure 5: Examples of Energy Reduction Measures Taken by University of California, Santa Barbara (UCSB) and Their Financial Benefits

Source: Cost-benefit analysis of Actions from UCSB Draft Campus Sustainability Plan, 2006. Canada's largest university UBC has developed an Energy Management ECOTrek Initiative whereby energy and water systems were retrofitted with more energy efficient devises. Completed in 2006 this has resulted in

10

• Annual cost savings of up to $3 million • Improvement in comfort for building occupants. • Reduction of energy use on campus by 30 percent. • Reduction of CO2 emissions by 15,000 tonnes. • Reduction of water-use in core facilities by 30 percent • 24-percent increase in students but achieved a reduction of CO2 emissions from buildings by 11

percent

A Quality Outdoor Campus Environment WIT is fortunate in having a fairly large campus in an urban area. With the reduction of some surface parking lots, this may well open up an unprecedented opportunity for creative ecological landscaping solutions. This will not only enrich the visual environment and attract wildlife but will serve to extend the educational resource of the outdoor environment on campus. As it is evident from the overall Campus lay-out (see plan below) there is considerable open space on campus that can be utilized to provide a natural environment setting for WIT.

Figure 6: WIT Draft Campus Master Plan

Planting trees and vegetation is a simple and effective way to reduce local surface and air temperatures. Strategic planting around buildings directly cools the interior of buildings, decreasing air conditioning costs and peak energy demand. In addition in urban areas such as Boston, planting trees contributes to reducing the city’s heat island effect.

11

Trees and vegetation improve air quality, reduce carbon dioxide (CO2) emissions, decrease storm water runoff, improve campus livability, and have other benefits.

To the extent possible, campus planting should use native plants indigenous to the local soil conditions and climate or plants from a similar environment. Whether new plantings or replacements, the following should be considered:

• Soil conditions (i.e., pH factor, soil type, and moisture); • Orientation and surrounding conditions (i.e., north side of a building versus a southern exposure,

proximity to solar heat gain from surrounding pavement and/or building façade, shady versus sunny conditions, and exposure to severe winter winds);

• Avoid invasive (non-native) species as these often will attract fewer insects and birds and often tend to ‘take over’ areas as they do not usually have natural predators or other controls;

• Avoid plants that have weak branches and those that generate significant debris or are vulnerable to severe wind and winter damage.

Specific plants will attract certain species of insect and bird species, so a mixed stand of plants would add value from an educative point of view. Where possible, site furnishing and support structures should be made of ‘natural’ and sustainable materials (e.g. wooden seating benches should be encouraged). A couple of the most useful developments in campus grounds that enhance their educative value is the installation of an ecological pond. Sites for composting (raw materials may include organic cafeteria waste) could also be considered, though this might prove challenging in an urban campus environment. Of course the usual health and safety safeguards have to be observed but these should not preclude WIT from considering the enrichment of their immediate environment for education purposes. Sustainable grounds maintenance is also important to consider and the avoidance of chemical sprays (insecticides, pesticides, fungicides and fertilizers). If possible the campus could form a demonstration site for integrated pest management (IPM) principles. Chemical products have adverse effects on many plant and animal species and add to the contamination of local water courses. More specific ideas and suggestions building on the above principles may be made subsequent to a campus visit.

Air Quality and Transportation While improvements in air quality and particulate matter have been achieved in Massachusetts as a whole3, WIT could lead by example to further reduce and/or contain emissions from its activities. Improved air quality is often a by-product of other environmental initiatives. Encouraging WIT affiliates to walk, cycle or take transit to campus would help WIT to lower emissions and to devote more of its valuable land to uses other than parking. Demand for parking at WIT is relatively modest, and has declined in recent years as the percentage of students living on campus has grown and the price of gas has increased. WIT encourages transit use by

3 EPA Press Release: http://yosemite.epa.gov/opa/admpress.nsf/1367c4195702d16a85257018004c771c/72b6efa06ebb87bf852570cf00599668!OpenDocument

12

providing employees with a $60 transit pass subsidy. Wentworth also provides bike racks and has increased the cost of parking permits. The Campus Master Plan is an opportunity for Wentworth to consider new ways of supporting alternative forms of transportation (campus bus, biking, walking, etc.). Strategies could include:

• More welcoming pedestrian and bike connections to transit stops and bikeways • A new generation of prominent and attractive bike storage facilities, including indoor

bike storage rooms and covered outdoor facilities • Transit subsidies for WIT students, particularly for those who opt not to purchase parking

permits • Incentives (e.g., cash awards, free or discounted bicycles, meal plan points, eligibility for

prizes) for those who opt not to purchase parking permits • Increased marketing of MASCO CommuteWorks services (e.g., the Commute Fit

program, Emergency Ride Home, Longwood T Party, Ridesharing) • Higher fees for parking permits (e.g., prices that better reflect the costs associated with

providing those spaces)

Attracting campus affiliates to alternate modes of transportation positively impacts WIT’s GHGs, low level ozone (O3) and other automobile generated emissions.

Local Community Outreach Institutions of higher education impact the local environment because of the size of their campuses, the movement of staff and students on local roads, use of shops and other facilities, and the local employment that they generate. Colleges are also local community resources and are concerned with outreach to and engagement of the local community which often comprises a major part of Colleges’ ‘good neighbor’ policies. Well planned and attractive buildings and grounds are usually appreciated by the local community and may offer further outreach opportunities. For example WIT could invite local elementary, junior and high schools to use ecological gardens and ponds for environmental studies; it could engage the community to help in the creation of these areas (e.g., from the planning of the plantings to the planting of native species, etc.), either on campus or in nearby areas such as the fens. WIT could designate portions of its grounds as ‘learning labs’ that could serve both Wentworth students and neighborhood kids. Boston already has a school grounds development initiative that WIT may like to link up with. An example of an outdoor classroom plan in Boston is shown below:

Figure 7: Example of an Ecological School Grounds Development in Boston, MA

13

Source: http://web.mac.com/schoolyards/Outdoor_Classroom_workbook/outdoor_classroom_-_Site.html

The Boston Schoolyard Initiative is a public/private partnership based upon inclusiveness. Participating Schoolyard Friends Groups are made up of volunteers from the neighborhood and the school community. In addition to the design and construction of new schoolyard spaces, the process builds skills and a sense of ownership among Schoolyard Group members that will assist in efforts to sustain capital improvements and ongoing programming. The ‘Campuses for Learning’ program involves the whole college community with a leadership training program. There are many examples of campus-based learning programs which:

• Create a sense of shared ownership • Result in campus ground projects that meet the diverse social and educational needs of students

and teachers • Guide staff (faculty, administrative & facilities) through a successful planning framework for

campus grounds transformation • Enable participating faculty to involve students, other faculty, institutional leadership and the

wider community • Can create a comprehensive Campus Grounds Master Plan • Create projects that enrich learning and resources and provide opportunities to reduce energy and

water use, produce less waste and increase biodiversity in campus grounds4.

Opportunities These can be further defined after further discussion concerning WIT’s priorities for development, but in general the following summary of development from a university in the UK might serve to illustrate the overall concept.

Figure 8: Sustainability Opportunities: Framework & Examples

4 References: http://www.schoolyards.org/index.htm and Designing School Yards and Building Community: http://www.schoolyards.org/text/Schoolyard.pdf

14

Source: http://www.le.ac.uk/external/

WIT might consider:

• What strategies should WIT pursue to make each element of the ecological footprint lighter? • What are WIT’s opportunities to reduce GHGs and create green energy from alternative fuels

(e.g., solar, wind, fuel cells)? • Which distributed generation projects could generate green power for WIT and which green

projects might provide green energy for the city? • What kinds of goals and technology should WIT pursue to create a comprehensive ‘negawatts’

program, other conservation strategies and continuous commissioning? … and more broadly

• How much of the strategy for operations and the capital budget needs to be / can be devoted to sustainability and carbon reduction projects?

• How, and over what time period, can WIT become a wholly sustainable organization?

The Way Forward WIT can develop a strategy and action plan by defining the planning framework and processes to integrate energy/resource efficiency, pollution reduction, & sustainable mobility into design, construction, operations, & maintenance. The plan elements might include:

• Priorities areas for action / phasing • Time scales (long term and short term initiatives) • Budget considerations • Monitoring and measurement • Benchmarks • Engagement across whole organization at every level • Communications Plan • Reporting

As a next step for implementing the strategies discussed in this report, WIT might consider an SAIC site visit and discussion with key WIT staff involved in the development.

15

Addendum Broad strategies and opportunities to improve energy efficiency and energy management in WIT can be defined by carrying out the analytical tasks such as those outlined below. BOX 1: Task Elements of Suggested Work Areas

Task 1 - Facility Review This activity focuses on gathering information necessary to complete an initial identification, assessment and prioritization of potential energy efficiency and management strategies. This work provides the initial foundation from which the other work can progress. Baseline data and information development may be achieved through the following activities: • Gather energy and system/facility documentation. • Compile critical information for the central plant and infrastructure, the building and the

building systems. • Inspect and document the buildings, their major energy-using systems, and operating

schedules. • Interview facility management and operations personnel Specific investigations may include such work tasks as: • Examination of utility services and rate structures • Review and assessment of the central plant and energy infrastructure for their function,

operational characteristics, condition and impact on energy use. • Review existing building operations, conditions and equipment. • Review new and planned buildings, systems, etc. • Review prior audits and engineering studies. • Review satellite plant assessments and plans. • Review EMCS system capabilities and controls in buildings. Task 2 - Facility Opportunities and Energy Strategies This work area identifies and screens opportunities for both improved energy efficiency and improved energy management. Initial assessment of the potential magnitude of energy impacts, costs and cost-effectiveness as well as the physical feasibility and other factors of opportunity can be graded to provide a weighted screening. Opportunities can be considered at the technology, facility and campus levels. Work elements may include the following: • Identify and prioritize facility energy upgrades and technologies that can improve end-use

energy efficiency. • Identify existing and advanced technology applications • Consider and assess campus-wide impacting technologies • Consider next-generation technologies • Assess risk of achieving savings For facility upgrades and projects that are already in-progress, special attention can be given to energy enhancements that may be able to be added into the planned work. Also, SAIC can define initial energy management strategies and energy efficiency improvement opportunities to: • Identify key energy management and planning issues and goals. • Develop a set of initial energy management strategies and project opportunities. • Develop initial set of energy goals.

16

Strategies and opportunities for energy improvement that result from this work will be presented, reviewed, and prioritized with Columbia University to prioritize the various alternatives for energy management plan in the areas of facility improvements, scheduling, operations, measurement and reporting. Follow-on engineering review and assessment work may be developed for selected high-priority opportunities and strategies. Task 3 – Development of High Priorities Specialized engineering studies may be identified for additional review, screening, assessment and development. High priority options may be assessed to: • Develop and document actionable items. • Define and document operational and planning strategies. • Develop implementation approaches. • Establish energy goals and metrics • Develop methods for measuring and monitoring energy use and projects. For each of the selected strategies and/or projects, SAIC may perform the next level of assessment work including such as: • Review and assessment of the priority energy efficiency and energy management

elements. • Complete additional detailed site surveys as may be required • Perform engineering screening analyses. • Perform technology assessments. • Perform first level economic analyses. • Define strategic actions with potential energy impacts and costs • Recommend implementation approach, schedules, etc. Primary energy management options and strategic work areas may include, but are not limited to: • Assess Metering, Energy Measurement and Control Options • Assess Project Implementation Options • Assess Central Plant Options • Assess Electric Supply Infrastructure Options • Assess Buildings and Systems Upgrade Options