Guide to the LEED Green Associate V4 Exam (2014) PDF

 Guide to the LEED® Green Associate™ V4 Exam GUIDE TO THE LEED ® GREEN Associate™ V4 Exam Michelle Cottrell, LEED AP BD+C Cover design: Wiley This book is printed on acid-free paper. Copyright © 2014 by John Wiley & Sons, Inc. All rights reserved. Published by John Wiley &...

 Guide to the LEED® Green Associate™ V4 Exam GUIDE TO THE LEED ® GREEN Associate™ V4 Exam Michelle Cottrell, LEED AP BD+C Cover design: Wiley This book is printed on acid-free paper. Copyright © 2014 by John Wiley & Sons, Inc. All rights reserved. Published by John Wiley & Sons, Inc., Hoboken, New Jersey. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with the respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor the author shall be liable for damages arising herefrom. For general information about our other products and services, please contact our Customer Care Department within the United States at (800) 762-2974, outside the United States at (317) 572-3993 or fax (317) 572-4002. Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included with standard print versions of this book may not be included in e-books or in print-on- demand. If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com. LEED® and USGBC® are registered trademarks of the U.S. Green Building Council. The publisher is not affiliated with the U.S. Green Building Council (USGBC) or the Green Building Certification Institute™ (GBCI) and does not administer LEED Professional Exams™ or the LEED green building certification program. The publisher does not claim any endorsement or recommendation of its products or services by USGBC or GBCI. Library of Congress Cataloging-in-Publication Data: Cottrell, Michelle. [Guide to the LEED Green Associate Exam] Guide to the LEED Green Associate V4 Exam / Michelle Cottrell.—Second edition. pages cm—(Wiley series in sustainable design) Revised edition of: Guide to the LEED Green Associate Exam. Includes index. ISBN 978-1-118-87031-0 (paperback), ISBN 978-1-118-87024-2 (ebk), ISBN 978-1-118-87027-3 (ebk) 1. Leadership in Energy and Environmental Design Green Building Rating System— Examinations—Study guides. 2. Sustainable construction—Examinations—Study guides. 3. Sustainable buildings—Design and construction. I. Title. TH880.C68 2014 720’.47076—dc23 2014025603 Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Contents Acknowledgments xi Introduction xiii PART I: RAMPING UP 1 CHAPTER 1 UNDERSTANDING THE CREDENTIALING PROCESS 3 The Tiers of the Credentialing Process 3 LEED Green Associate 3 LEED Accredited Professional with Specialty 4 LEED Fellow 4 LEED Professional CertificatesTM 5 The Exam Registration Process 5 Register! 6 Schedule! 6 Why Earn LEED Credentials? 6 Quiz Time! 7 Online Resources 8 Notes 8 CHAPTER 2 INTRODUCTION TO THE CONCEPTS OF SUSTAINABLE DESIGN 9 The Benefits of Green Buildings 10 The Triple Bottom Line 11 Systems Thinking 12 Feedback Loops 12 Leverage Points 13 Life‐Cycle Approach 13 Do Green Buildings Cost More? 15 v vi CONTENTS Quiz Time! 15 Notes 17 CHAPTER 3 INTEGRATIVE PROCESS 19 The Project Team Members 19 The Traditional Approach 20 The Integrative Approach to Design and Construction 21 Discovery 21 Design and Construction 24 Occupancy, Operations, and Performance Feedback 26 Quiz Time! 27 Online Resources 28 Notes 29 CHAPTER 4 THIRD‐PARTY VERIFICATION 31 USGBC® and GBCI™ 31 Roles and Responsibilities 32 The Policies of USGBC and GBCI 32 Quiz Time! 34 Online Resources 36 Notes 36 CHAPTER 5 THE LEED GREEN BUILDING CERTIFICATION PROGRAM 37 LEED for Building Design and Construction (BD+C) 38 LEED for New Construction and Major RenovationsTM 38 LEED for Schools TM 38 LEED for Healthcare TM 39 LEED for Core & ShellTM 39 LEED for Retail: New ConstructionTM 40 LEED for Data Centers TM 40 LEED for Warehouses and Distribution CentersTM 40 LEED for HospitalityyTM 40 LEED for Homes 40 LEED for Homes: Homes and Multifamily LowriseTM and LEED for HOMES: Multifamily MidriseTM 40 LEED for Interior Design and Construction (ID+C) 41 LEED for Commercial InteriorsTM 41  CONTENTS vii LEED for Building Operations and Maintenance (O+M) 41 LEED for Existing Buildings: Operations & Maintenance 41 LEED for Neighborhood Development (ND) 42 LEED for Neighborhood Development: PlanTM and LEED for Neighborhood Development: Built ProjectTM 42 The Categories of LEED 42 Prerequisites and Credits 43 Credit Weightings 45 Quiz Time! 45 Online Resources 48 Notes 49 CHAPTER 6 ESSENTIAL LEED ® CONCEPTS 51 LEED‐Online 51 Minimum Program Requirements 52 MPR 1. Must Be in a Permanent Location on Existing Land 52 MPR 2. Must Use Reasonable LEED Boundaries 53 MPR 3. Must Comply with Project Size Requirements 53 Boundary Types 53 The Steps to Certification 54 Devising a LEED Work Plan 54 The Certification Process 55 LEED for Existing Buildings: Operations & MaintenanceTM 57 The Time Frames of Certification Reviews 58 Special Projects 59 Quiz Time! 59 Online Resources 63 Notes 63 PART II: DIVING IN: THE STRATEGIES AND TECHNOLOGIES OF LEED ® 65 CHAPTER 7 LOCATION AND TRANSPORTATION 67 Location 67 Strategies 69 Transportation 71 Strategies 71 Documenting Transportation Strategies 74 viii CONTENTS Neighborhood Pattern and Design 75 Strategies 76 Quiz Time! 77 Online Resources 80 Notes 80 CHAPTER 8 SUSTAINABLE SITES 81 Site Design and Management 82 Strategies 82 Rainwater Management 86 Strategies 86 Heat Island Effect 90 Strategies 90 Quiz Time! 92 Online Resources 95 Notes 95 CHAPTER 9 WATER EFFICIENCY 97 Indoor Water Use 100 Process Water 100 Strategies 100 Outdoor Water 103 Strategies 104 Quiz Time! 106 Online Resources 108 Notes 108 CHAPTER 10 ENERGY AND ATMOSPHERE 109 Commissioning 109 Minimum Energy Performance 110 Process Energy versus Regulated Energy 111 Refrigerants 115 Existing Buildings 115 Strategies to Satisfy EA Prerequisites and Credits 115 Energy Demand 116 Energy Efficiency 118 Renewable Energy 124 Ongoing Energy Performance 124 Quiz Time! 126  CONTENTS ix Online Resources 129 Notes 130 CHAPTER 11 MATERIALS AND RESOURCES 131 Conservation of Materials 132 Strategies 132 Environmentally Preferable Materials 133 Strategies 137 Calculating Green Building Products for LEED 138 Waste Management 142 Strategies to Reduce Waste during Construction 143 Strategies to Reduce Waste during Operations and Maintenance 144 Quiz Time! 145 Online Resources 150 Notes 150 CHAPTER 12 INDOOR ENVIRONMENTAL QUALITY 151 Indoor Air Quality 152 Strategies for Designing for Good IAQ 153 Strategies for Improving IAQ during Construction 154 Strategies for Improving IAQ during Operations and Maintenance 154 Thermal Comfort 158 Strategies 158 Lighting 160 Strategies 162 Acoustics 162 Strategies 162 Quiz Time! 164 Notes 168 CHAPTER 13 INNOVATION AND REGIONAL PRIORITY 169 Innovation 169 Regional Priority 171 Quiz Time! 172 Online Resources 173 Notes 173 x CONTENTS PART III: STUDY TIPS AND APPENDICES 175 CHAPTER 14 STUDY TIPS 177 ® Preparing p g for the LEED Green Associate™ Exam: Week Seven 177 Practice Exam Approach 178 The Testing Center Environment 178 Exam Structure 179 When at the Testing Center 180 Exam Scoring 180 After the Exam 181 Online Resources 181 APPENDIX A RATING SYSTEMS OVERVIEW 183 APPENDIX B MINIMUM PROGRAM REQUIREMENTS (MPR S ) 185 Notes 186 APPENDIX C LEED ® CERTIFICATION PROCESS 187 APPENDIX D MAIN CATEGORY SUMMARIES 189 APPENDIX E TRADE‐OFFS AND SYNERGIES 193 APPENDIX F SAMPLE LEED FOR NEW CONSTRUCTION™ SCORECARD 195 APPENDIX G SAMPLE CREDIT 197 SS Credit Open Space 197 1 Point 197 Notes 197 APPENDIX H REFERENCED STANDARDS 199 APPENDIX I ABBREVIATIONS AND ACRONYMS 207 APPENDIX J ANSWERS TO QUIZ QUESTIONS 211 Notes 220 INDEX 221 SAMPLE FLASHCARDS Acknowledgments To all my students and readers, thank you so much for all the feedback, sugges- tions, and insight for the second edition of this study guide. Your questions and eagerness to learn continues to inspire me. I would like to thank each of the image contributors, as the exam prep series would not be the same without your added visual integrity. Each of you helped to maintain my excitement about the book, as the readers will appreciate as well. Preparing for the exam with the added help of your images will greatly help them to remember the strategies of the rating system. Melissa Mayer, Editorial Assistant, at John Wiley & Sons—I enjoyed the opportunity to work with you and look forward to continuing my writing efforts with Wiley. You were incredibly supportive and motivating—for that I cannot thank you enough. Amanda, Kerstin, Amy, and Nancy—your support during production has always made the process streamlined and enjoyable. Thank you, Lisa Ryan at Stellar Searches, for helping me with yet another index! A tremendous thank you to my family and friends for all of your support, motivation, interest, and patience. I really cannot thank you all enough! Mom, thank you for taking care of Izzy while I was on the road, for always sending me home with your delicious meals, and for all the surprises after I fin- ished each chapter. This past year has been incredibly enlightening, as I am always on a quest to better myself and grow. I have been fortunate enough to reconnect with a very special person from my past who has not only been extremely supportive and motivating, but makes me strive even harder to meet my goals, both personally and professionally. Juan, this is just the beginning of our next chapter together.... xi Introduction Guide to the LEED®Green Associate V4 Exam is the resource to prepare for the Leadership in Energy and Environmental Design (LEED®) Green Associate exam. This exam prep guide provides a road map to studying for the LEED Green Asso- ciate exam as administered by Green Building Certification Institute (GBCI™). Guide to the LEED Green Associate V4 Exam is aimed at those professionals seeking knowledge about the basic knowledge and understanding that is required in order to pass the exam and earn the LEED Green Associate accreditation. As a means to introduce myself, I am a LEED consultant and an education provider, focused on sustainable design and building operation concepts. I have traveled the country helping many students to prepare for the LEED Green Asso- ciate and LEED Accredited Professional (AP) exams. The LEED Green Associate class typically is a one‐day seminar and reviews all of the information as pre- sented in this book. During this class, I share my LEED project experiences and study tips in order to help make sense of this challenging information and present it in a logical format to help streamline the studying efforts for my students. This book breaks down the difficult information to be retained into a coherent and straightforward approach, as compared to simply repeating what would be found in the study reference material outlined by GBCI. EXAM PREP GUIDE STRUCTURE Guide to the LEED Green Associate V4 Exam is organized into three parts as a method to break down the information to comprehend. First, an introduction is needed to review the concepts and processes, in order to then understand the next part, the technologies and strategies to implement. Finally, the appen- dices include charts and diagrams summarizing the critical information, as well as other resources to narrow down the amount of information to be studied as preparation to sit for the LEED Green Associate exam. The composition of the book is as follows: Part I: Ramping Up is composed of the following information: Chapter 1: Understanding the Credentialing Process Chapter 2: Introduction to the Concepts of Sustainable Design Chapter 3: Integrative Process Chapter 4: Third‐Party Verification Chapter 5: The LEED Green Building Certification Program Chapter 6: Essential LEED Concepts xiii xiv INTRODUCTION Part II: Diving In: The Strategies and Technologies of LEED details the cat- egories that are included in the rating systems, as well as the strategies to achieve each basic concept contained within. Part II details the critical information to be retained for the exam. In this part of the book, the following LEED categories are reviewed: Chapter 7: Location and Transportation Chapter 8: Sustainable Sites Chapter 9: Water Efficiency Chapter 10: Energy and Atmosphere Chapter 11: Materials and Resources Chapter 12: Indoor Environmental Quality Chapter 13: Innovation and Regional Priority Part III: Study Tips and Appendices is dedicated to summarizing the critical information, details, and concepts to retain, as well as providing an overview of the testing center environment. The appendices include additional resources to help after Part I and Part II of this book have been completed. Study: Keep an eye out for these STUDY TIPS! are located throughout the book as tools to help stay focused TIP STUDY TIPS!, as they will point on the pertinent information. They will include things to remember and point out the intricacies and nuances to out side note–type information. Sample exam questions (in terms of format and remember. content) are also found in the book, as well as more basic quiz questions placed sporadically throughout. Be sure to spot these FLASHCARD While reading though this book, be sure to also keep an eye out for FLASH- TIPS! to create flashcards along the CARD TIPS!, as they will help to depict the important aspects for the exam and way. Use the white cards for Part I act as an indicator to create critical flashcards. All of the FLASHCARD TIPS! and the color‐coded ones for Part II. referenced throughout the book are collected at the end, following the index, although it is suggested that you make your own to enhance your studying. It is recommended to purchase plain white cards, as well as the color‐coded flashcards (i.e., pink, yellow, blue, green, and purple). Use the white ones for the information to be covered in Part I and the color‐coded cards for Part II of this exam prep book. The FLASHCARD TIPS! suggest a starting point for flashcard creation, but feel free to make more as needed. If you decide to make your own with the help of the FLASHCARD TIPS!, be sure to refer to the flashcards at the end of the book for some additional suggestions. If you decide to use the flashcards from the end of the book, you can always use markers or highlighters to color‐code them if you wish. One of the main concepts of sustainable design is the integrative fashion in which green buildings are designed and constructed. It is critical to understand how strategies and technologies have synergies and trade‐offs. For example, green roofs can have an impact on a construction budget but can help save on operational energy costs, which may present a breakeven or surplus. Green roofs also have synergistic qualities, as they can help reduce the heat burden on a building, as well as help to manage rainwater (Figure I.1). These types of con- Be sure to look out for these Bring‐All‐of‐It‐Together Tips, which cepts will be discussed in greater detail in Part II of this exam prep guide, but for are referred to as BAIT TIPS! These now be sure to look for these BAIT TIPS! throughout Part II to help bring the tips will reinforce the important concepts together. concepts and bring all of it together After the first edition of this book, I received feedback from some of the as synergies and trade‐offs are pointed out for green building readers eager for more information than you are required to know for the exam. strategies and technologies. I learned that most of the individuals preparing for the Green Associate exam are  INTRODUCTION xv Figure I.1 The CCI Center in Pittsburgh earned its gold certification under the LEED for Existing Buildings: Operations & Maintenance rating system by reducing the amount of rainwater runoff from the site, increasing the amount of open space, promoting biodiversity, reducing cooling loads, and reducing the impacts of the urban heat‐island effect by implementing a vegetated roof. Photo courtesy of Conservation Consultants, Inc. looking to enter into green building but are not quite sure what part they wish Career: Interested in a career in play. If you are one of these individuals, be sure to look out for CAREER TIPS! TIP sustainability? Look out for these CAREER TIPS! for more information throughout Part II. These tips will depict which team member typically contrib- on which professional typically utes to implementing different green building strategies and the type of education is responsible for the different they typically have. strategies and concepts identified in Part II. Did you unsuccessfully attempt to pass the previous version of the LEED Green Associate Exam? If you started studying but were unable to sit for the pre- vious version of the exam, look for V3V4! tips for insight on the changes from LEED 2009. Another new addition to this edition of Guide to the LEED Green Associate V4 Exam is the Online Resources section. With the new version of the LEED Rating Systems, U.S. Green Building Council (USGBC®) has posted numerous videos and articles to help educate the industry about the benefits of green building V3V4: Need clarification on the strategies and how to implement them into different project types. Visit these TIP changes from LEED 2009? Look for these V3V4! tips for more links to access these incredible resources. information. xvi INTRODUCTION STUDY SCHEDULE Week Chapters Pages 1 Part I: Ramping Up (Chapters 1–3) 1–30 2 Part I: Ramping Up (Chapters 4–6) 31–64 3 Part II: Location and Transportation and Sustainable Sites (Chapters 7 65–96 and 8) 4 Part II: Water Efficiency and Energy & Atmosphere (Chapters 9 and 10) 97–130 5 Part II: Materials & Resources (Chapter 11) 131–150 6 Part II: Indoor Environmental Quality, Innovation and Regional Priority 151–174 (Chapters 12 and 13) 7 Part III: Study Tips (Chapter 14), Study Flashcards, rewrite your Cheat 175–182 Sheet a few times, and take online Practice Exams 8 Register and Take LEED Green Associate Exam!! As the preceding table shows, it is recommended that you read through Parts I and II of this exam prep book within six weeks. Introductory terminology from Part I should be absorbed to get on the right path to understand the more critical exam‐oriented information presented in Part II. The goal is to create a complete set of flashcards during the first six weeks while reading through the material, thus allowing the following week (seventh week of studying) to focus on memo- rizing and studying the flashcards, followed by taking a few online practice exams which are available at www.wiley.com/go/leedgreenassociate. Although the exam format and structure will be reviewed in Part III of this book, there is one component that should be revealed up front. When at the testing center and about to take the exam, there will be an opportunity to make a “cheat sheet” of sorts. Although you will not be allowed to bring any paper, books, or pencils into the exam area, you will be supplied with blank paper and a pencil (or a dry‐erase board and a marker). So now that you know this opportunity is there, let’s take advantage of it! Therefore, as a concept, strategy, referenced standard, or requirement is presented in this exam prep guide, make note of it on one single sheet of paper. At the end of Part II, this “cheat sheet” should be reviewed and then rewritten with the critical information you determine that you might forget during the exam. You are the only one who knows your weaknesses in terms of the infor- mation you need to learn—I can only make recommendations and suggestions. During Week Seven, you should rewrite your cheat sheet two to three more times. The more you write and rewrite your cheat sheet, the better chance you will have Study: After taking a few practice TIP exams, you may want to add to your for actually retaining the information. It is also advised that you monitor the time it cheat sheet and/or your flashcards. takes to generate your cheat sheet, as time will be limited on exam day. If you maintain the recommended study schedule, six weeks from now a set of flashcards will be created and your cheat sheet started. Then you will have one week of straight studying time focused on the material in your flashcards. After studying your flashcards, it is recommended that you take a few online practice exams to test your knowledge. The approach to these sample exams is described in Part III, Chapter 14, of this book, including the next steps for the cheat sheet. After a few practice exams, an assessment of your preparation should be completed to determine if you are ready Study: Eager for even more for the exam. Your exam date should be scheduled at that time. TIP information? Check out the Online Before focusing on the exam material, be sure to read through Chapter 1 to Resources section at the end of each chapter for links to videos and understand the exam registration and application process of the LEED Green websites with more information. Associate exam. PART I RAMPING UP  CHAPTER 1 UNDERSTANDING THE CREDENTIALING PROCESS BEFORE DIVING INTO THE EFFORT OF STUDYING and preparing for the LEED® Green Associate™ exam, there are quite a few things to review. Whenever I teach an exam prep course, this topic is not typically addressed until the end of the class, as it is easier to digest at that point; but it is important to present this information here in the first chapter, to make sure the test is applicable and appropriate for you. This chapter will provide the important concepts of the tiered credentialing system to ensure that the components and the exam registration process are understood. This initial information begins with the credentialing system for LEED accreditation, as it involves three tiers: 1. LEED Green Associate 2. LEED Accredited Professional (AP) with Specialty 3. LEED Fellow THE TIERS OF THE CREDENTIALING PROCESS The first step of comprehending the credentialing process begins with a brief Study: Notice the LEED acronym understanding of the basics of LEED. LEED is the acronym for Leadership in TIP does not contain an “S” at the end. Therefore, please note this Energy and Environmental Design, signifying a green building rating system first lesson: when referring to LEED, designed to evaluate projects and award them certification based on their perfor- please do not say “LEEDS,” as it mance. The U.S. Green Building Council’s (USGBC®) website indicates that LEED is quite important to refer to the is a “nationally accepted benchmark for the design, construction, and operation acronym correctly. of high performance green buildings.”1 USGBC created the LEED Green Building Rating System™ back in the 1990s as a tool for the public and private commercial real estate markets to help evaluate the performance of the built environment. It now has become “the most widely recognized and widely used green building program across the globe.”2 Use white index cards to create flashcards to remember the LEED Green Associate acronyms for USGBC and LEED. The LEED Green Associate tier is applicable for individuals with a basic under- standing of green building systems and technologies. These individuals have been tested on the key components of the different LEED green building rating systems and the certification process. This level of credentialing is the first step to becoming a LEED Accredited Professional. 3 4 CHAPTER 1: UNDERSTANDING THE CREDENTIALING PROCESS The LEED Green Associate exam is geared toward all persons involved in the world of sustainable design, construction, and operations, beyond just the typical architecture and engineering design students and professionals. Therefore, the exam is available for lawyers, accountants, contractors, owners, and developers as well. Any person interested in the field of sustainable design and green building is eligible to sit for the exam, especially those with LEED project experience. For those who wish to sit without LEED project experience or are not employed in the field, it is recommended to attend an educational course focused in sustainable design. LEED Accredited Professional with Specialty The second tier, LEED AP™ with Specialtyy, is divided into five types (of specialties): 1. LEED AP Building Design + Construction (BD+C). This exam includes con- cepts related to new construction and major renovations in the commercial, residential, educational, and healthcare sectors. The project types include new construction, core and shell, schools, retail, hospitality, data centers, warehouses and distribution centers, healthcare, homes, and midrise multi- family residential structures. 2. LEED AP Interior Design + Construction (ID+C). This exam contains ques- tions related to tenant improvement and fit‐out project knowledge for com- mercial interior, retail, and hospitality professionals. 3. LEED AP Operations + Maintenance (O+M). This exam covers existing building project knowledge specific to operations and maintenance issues of commercial facilities, schools, retail facilities, hospitality facilities, data cen- ters, and warehouses and distribution centers. 4. LEED AP Homes. This exam applies to professionals practicing in the resi- dential market. 5. LEED AP Neighborhood Developmentt (ND). This exam tests whole or partial neighborhood development project knowledge. Because the LEED Green Associate credentialing tier is the first step to While there is an additional obtaining LEED AP status, the LEED AP exams are thought of in a two‐part exam TIP application fee to separate the LEED process beginning with the LEED Green Associate exam. You have the option to AP exam into two different test decide whether you wish to take both exams in one day or break the exam into two dates, it is highly recommended to take the LEED Green Associate exam different testing appointments. The exams are quite challenging and mind inten- one day and take the AP specialty sive, and can be exhausting, so bear this in mind when deciding on which option exam on another. to pursue. LEED project experience is no longer required in order to be able to sit for any of the LEED AP specialty exams. These exams cover more in‐depth knowl- edge of each of the prerequisites and credits of the LEED Rating Systems, the requirements to comply including documentation and calculations, and the tech- nologies involved with the corresponding rating system. These exams are there- fore applicable for those professionals working on LEED registered projects or those who worked on projects that have earned certification. LEED Fellow Finally, the third tier of the credentialing system, LEED Fellow w, is the highest level of credentialing. It is meant to signify a demonstration of accomplishments,  THE EXAM REGISTRATION PROCESS 5 experience, and proficiency within the sustainable design and construction com- munity. These individuals are considered to be “the most exceptional professionals in the green building industry” because they have made a significant contribution to green building and sustainability at a regional, national or global level.”3 These professionals have established extraordinary achievement in the following: Technical knowledge and skill. A history of exemplary leadership in green building significant contributions in teaching, mentoring, or research with proven outcomes. A history of highly impactful commitment, service, and advocacy for green building and sustainability.4 LEED Professional Certificates™ LEED Professional Certificates are available to individuals interested in the resi- dential market and are seeking the LEED for Homes Green Rater credential. The Green Classroom Professional certificate is available to individuals eager to create green schools in which to work and teach. THE EXAM REGISTRATION PROCESS Now that there is an understanding about the three tiers of the credentialing Study: USGBC updates the system and whom each tier is geared for, it is time to review the process for reg- TIP candidate handbooks for each of the istering for the exam. The first step involves visiting the USGBC website at www. exam types at the beginning of each month, so make sure to have the usgbc.org and downloading the LEED Green Associate Candidate Handbook most current version. found in the LEED Credentials section of the website. Each of the candidate handbooks details the following information: Study materials—including exam format, timing, references, and sample questions. How to register for the exam—including the registration period, eligibility requirements, and exam fees. How to schedule your exam—including confirmation, canceling, and rescheduling your test date. A pre‐exam checklist. What to expect on the day of your exam—including name requirements, scoring, and testing center regulations. What to do after your exam—including the Credentialing Maintenance Program (i.e., continuing education requirements) and certificates. Although the intention of this exam prep book is to consolidate all of the The exam is offered in English but information needed to prepare for the LEED Green Associate exam, some of the TIP translation is available to non‐native references are updated from time to time. Therefore, this book contains similar English speakers. Refer to the LEED Green Associate Candidate information as found in the handbooks to add efficiency, but it is best advised Handbookk for more information. to reference the latest version of the handbook appropriate to the LEED Green Associate credentialing tier for the most recent exam information. Once the handbook is downloaded and reviewed, the next step includes establishing an account with the USGBC website if you have not already done so. To set up a new account, go to www.usgbc.org/registration/create‐user. It 6 CHAPTER 1: UNDERSTANDING THE CREDENTIALING PROCESS Study: It is not only important to is critical to sign up and create the account with USGBC consistent with the TIP refer to LEED correctly, but also account holder’s name as it appears on the identification to be used to check in to the projects and professionals involved. Remember buildings at the testing center. If they do not match on the day of the exam, exam fees may are certified and people are be lost, and the opportunity to take the exam may be forfeited. If your existing accredited. People will never account with USGBC is not consistent with your identification, refer to the LEED be able to become LEED certified professionals—remember, there are Green Associate Handbook for instructions. LEED APs and not LEED CPs. Additionally, LEED certification is meant for projects and buildings, REGISTER! not products. Not only will a LEED certified professional not be found, but also neither will a LEED Once an account is established with USGBC, the next step is to register for the certified chair, air‐conditioning unit, exam. It is advised not to register for the exam any longer than one month prior appliance, paint, or glue. to your desired exam date. To register for the exam, visit www.usgbc.org/leed/ credentials, click on “Register for the Exam,” input the required information, and pay the exam fee. An approved registration is valid for up to one year, once the exam fees are paid. After the fee has been paid, you will be redirected to Pro- If you work for a member metric to schedule your exam. TIP organization of USGBC, be sure to connect your USGBC account in order to take advantage of the member discount available for the SCHEDULE! exam fee. The next step is scheduling an appointment to take the exam at a Prometric testing center. As stated previously, it is advised to hold off from selecting an exam date until further along in the preparation for the exam. In the introduc- Remember, employees of USGBC tion of this exam prep book, a study and reading schedule is suggested. It is best TIP member companies and full‐time recommended to start studying and determine the level of knowledge of the test students can take advantage of content before scheduling an exam date. reduced exam fees. When ready to schedule an exam date, please visit www.prometric.com/gbci or, if signed into your account at the USGBC website, follow the links to the Pro- metric website to schedule a day to take the exam, from the “Credentials” section. After an exam date is scheduled, a confirmation code is displayed on the screen. To reschedule or cancel an exam Keep this code! This code will be needed should the selected exam date need to be TIP date, please consult the LEED Green canceled, confirmed, or rescheduled with Prometric. A confirmation email will Associate Candidate Handbookk for explicit instructions. They are quite be sent from Prometric shortly after scheduling. meticulous about the procedure, In addition, it is important to remember that candidates will have three so it is advised to be aware of the allowed testing attempts per one‐year registration period. In the event that a details to avoid risking a loss in fees retake is necessary (even though this is not the plan!), test‐takers will need to pay paid. an additional fee for the exam. Refer to the Green Associate Candidate Handbook for more information on this rule. WHY EARN LEED CREDENTIALS? Just like green buildings are evaluated based on triple bottom criteria (social, eco- nomic, and environmental), deciding whether to earn LEED credentials can be approached in the same fashion, as there are individual, employer, and industry benefits to examine. From an individualistic standpoint, earning the LEED Green Associate credential will grant a professional with a differentiator to market to a potential employer or client, provide them with exposure on the USGBC web- site database of LEED professionals, and earn them a certificate to display and recognition as a professional on the LEED certification process. An employer  WHY EARN LEED CREDENTIALS? 7 would also benefit by earning the eligibility to participate on LEED projects, as more projects are requiring LEED credentials for team members; building the firm’s credentials when responding to requests for proposals (RFPs) and requests for qualifications (RFQs); and having the opportunity to encourage other staff members to aim for the same credential to help the firm to evolve. Finally, the market would also benefit as more professionals earn the LEED Green Associate credential by helping the built environment to become more sustainable and the market to evolve, transform, and grow. QUIZ TIME! These questions are formatted just as they would be on the exam. Notice the question indicates how many answers to select. The proper number of correct answers is required on the exam, as partial credit is nott awarded. In an effort to present information to you in multiple ways and help you learn, you may find questions asking about information that is new to you, that you did not read about throughout the book. Q1.1 How many types of credentials for LEED AP with Specialty are available? (Choose one) A. 5 B. 6 C. 3 D. 4 E. 2 Q1.2 Is it possible to sit for the LEED Green Associate exam and the LEED AP ID+C exam in one day? A. Yes B. No Q1.3 Is LEED project experience needed in order to sit for the LEED AP O+M exam? A. Yes B. No Q1.4 How long is the exam registration period valid? (Choose one) A. One week B. One month C. 3 months D. One year E. It never expires Q1.5 What does LEED stand for? (Choose one) A. Leadership in Energy Efficient Design B. Leadership in Efficient and Effective Design 8 CHAPTER 1: UNDERSTANDING THE CREDENTIALING PROCESS C. Leadership in Energy and Environmental Design D. Leadership in Environmental and Energy Design ONLINE RESOURCES Access information about the available credentials and certificates at www.usgbc. org/leed/credentials#certificates. Create a USGBC account at www.usgbc.org/registration/create‐user. Register for the LEED Green Associate exam at www.usgbc.org/exam‐ registration/exam?exam=2773636. Schedule your exam at www.prometric.com/gbci. NOTES 1. USGBC website, www.usgbc.org/Docs/Archive/General/Docs3330.pdf. 2. USGBC website, www.usgbc.org/about. 3. USGBC website, www.usgbc.org/articles/learn‐how‐become‐leed‐fellow. 4. Ibid.  CHAPTER 2 INTRODUCTION TO THE CONCEPTS OF SUSTAINABLE DESIGN AS MENTIONED EARLIER, IT IS CRITICAL TO be on the right path of understanding the basic concepts before jumping into the details of Leadership in Energy and Environmental Design (LEED®) strategies and technologies. There- fore, sustainability and green building are described and detailed as a starting point. What is sustainabilityy? The U.S. Environmental Protection Agency’s (EPA) website indicates that “sustainability creates and maintains the conditions under which humans and nature can exist in productive harmony, that permit fulfilling the social, economic, and other requirements of present and future generations.”1 For the purposes of LEED, it is important to take a step further beyond sustain- ability and think of sustainable design and green building concepts. Within the design industry, sustainable design and sustainable building concepts are inter- changeable with the term green buildingg, “a process that applies to buildings, their sites, their interiors, their operations, and the communities in which they are situated.”2 Green building strategies encompasses more than reduced environ- mental impact but can improve the conditions for the planet and interior envi- ronments for building occupants. It’s a holistic approach to finding responsible solutions within the build environment. When referring to green buildings, it is understood that the buildings are sen- Set aside white index cards to sitive to the environment, but one might wonder how exactly? Green buildings create flashcards to remember the concepts of sustainable design are more efficient and use resources wisely, as they take energy, water, and mate- throughout this chapter. rials into account (Figure 2.1). But “how do they use resources more efficiently?” one might ask. To answer this question, it is important to think of the different aspects of a building, for instance: Site selection. Is the project a redevelopment in an urban area or does it support urban sprawl? How close is the project to public transportation to reduce the amount of cars coming and going? How will the building need to be situated in order to take advantage of the natural breezes for ventilation and daylight to reduce the need for artificial lighting within the building? Design of the building systems, such as mechanical equipment, building envelope, and lighting systems. How do they work together? Were they designed independently of each other? Is the heat emitted from the lighting 9 10 CHAPTER 2: INTRODUCTION TO THE CONCEPTS OF SUSTAINABLE DESIGN Figure 2.1 The BASF North American Headquarters project in Florham Park, New Jersey, incorporates multiple green building strategies within the base building and the tenant space, helping the project to earn platinum certification under both the LEED for Core & ShellTM and LEED for Commercial InteriorsTM rating systems. Photo courtesy of BASF Corporationn Study: When thinking of green fixtures accounted for? Are there gaps in the envelope that allow conditioned TIP buildings, it is important to think air to escape? of not only how the building is designed to function and how Construction processes. Think about the people on site during it is constructed, but also the construction—are they being exposed to harmful fumes and gases? Are environmental impacts from operations and maintenance. precautions being taken to reduce the chances for mold growth or other contaminants? Operations of the building. What kind of items are purchased to support business? What about cleaning procedures? Maintenance. When was the last time equipment was tested to ensure it is performing appropriately? Are there procedures in place to monitor for leaks? Waste management. How is construction waste addressed? What about the garbage generated during operations? Is it going to the landfill? Who knows where those containers are going?! THE BENEFITS OF GREEN BUILDINGS Hopefully, the previous questions started to generate some thoughts of what is involved with green buildings. If not, maybe evaluating the benefits of green buildings might help, beginning with a review of the traditional buildings statis- tics and how they impact our planet. The U.S. Green Building Council (USGBC®) has compiled information from the Energy Information Administration and the U.S. Geological Survey on the impacts of buildings on our natural resources in the United States. According to the Green Building and LEED Core Concepts Guide, buildings account for:  THE BENEFITS OF GREEN BUILDINGS 11 24 to 50 percent of energy use 72 percent of electricity consumption 38 percent of carbon dioxide (CO2) emissions 14 percent of potable water consumption 30 percent of waste output 40 percent of raw materials use3 It is important to digest the 38 percent CO2 emissions statistic, as this per- Study: Write it, read it, say it, and centage puts buildings at the top of the list, followed by transportation and TIP hear it as many times as possible. The more senses you involve in industry. Buildings have a bigger impact on greenhouse gas emissions—the big- your studying efforts, the more gest actually! “Greenhouse gas emissions come from many components of the information you will be able to built environment, including building systems and energy use, transportation, retain. water use and treatment, land‐cover change, materials and construction.”4 At 38 percent, there is a push for the market to find better ways to design, construct, and operate buildings. Numerous state and local governments have become aware of this need to raise the preceding minimal building code requirements to help reduce the emissions from buildings and facilities and improve public health, safety, and environmental quality. As a result, the International Green Construction Code (IGCC) has been developed to work in tandem with tradi- tional building codes and give the industry a basis of smart public policy. When looking at the statistics for green buildings, including LEED‐certified Study: The IGCC includes ASHRAE buildings, the General Services Administration (GSA) indicates that these proj- TIP 189.1 as an alternative compliance path. ects have been able to achieve the following: 26 percent energy use reduction 33 percent lower CO2 emissions 13 percent reduction in maintenance costs5 These percentages reflect the benefits in the economic bottom line, but Make a flashcard to remember the these green buildings have also reduced their impact on the environment, as percentages of savings of green well as demonstrated an improved indoor environment (in terms of air quality) buildings. and contribution to the community. Indoor air quality is extremely important when analyzing the benefits of green buildings, as the Environmental Protec- tion Agency (EPA) reports Americans “spend, on average, 90 percent or more of their time indoors.”6 Green buildings have resulted in 27 percent higher levels of satisfaction7 and allowed students the opportunity to perform better.8 So as you can see, green building is more than strategies to reduce greenhouse gas emissions. The Triple Bottom Line The values of green buildings are summarized in three components: environ- mental, economic, and health and community. In the green building industry, these three concepts are defined as the triple bottom line (Figure 2.2). A con- ventional project usually assesses only the singular component of the economic Study: The term triple bottom line prosperity for the project. However, when determining the goals for a project TIP was first used in a book by John seeking LEED certification, the process typically begins with assessing the goals Elkington, Cannibals with Forks: The in comparison to the triple bottom line values. For example, should a client wish Triple Bottom Line of 21st Century Business. to install a green roof on their building, the team would assess the financial implications as compared to the environmental impacts versus the community 12 CHAPTER 2: INTRODUCTION TO THE CONCEPTS OF SUSTAINABLE DESIGN Figure 2.2 The triple bottom line. benefits. These types of details will be discussed later, but understanding the three types of benefits is important at this time. SYSTEMS THINKING Systems thinking is an important concept as related to sustainable design, as the built environment is composed of a series of interrelated systems that form a whole and therefore not only impact each other but many other components as well. “Systems include materials, resources, energy, people, and information, as well as the complex interactions and flows between these elements across space and through time.”9 The idea behind this concept is to remind us that all the different components within the built environment do not work in isolation. There are small systems and large systems; in either case, they are infinite in the sense that they do not end. For example, granite brought into a building from the outside is used as a countertop for years and then disposed of. This is an example of an open system, when materials are released in some form of sewage, solid waste, or pollution. A more sustainable solution is to mimic nature and slow the passing of materials and resources through the system by designing closed systems. The challenge is to remember how the systems are related to one another, as one decision can have a ripple effect. Understanding the trade‐offs and synergies of green building strat- egies will be discussed in Part II of this book and are summarized in Appendix E. For now, it is important to understand the process of systems thinking. Feedback Loops Feedback loops help to describe how the concept of systems thinking works. There are two types of feedback loops: negative and positive. The Green Building  LIFE‐CYCLE APPROACH 13 and LEED Core Concepts Guide uses a thermostat as an example of a negative feedback loop, since the mechanical system is enabled to self‐correct and, in turn, stabilize itself.10 Positive feedback loops are perpetual and ongoing. Population growth, urban sprawl, and climate change are all examples of positive feedback loops, as every stage stimulates the next. Let’s use Ashburn, Virginia, a town 30 miles west of Washington, D.C., as a prime example of urban sprawl. With building height restrictions in Washington, D.C., development has pushed out from the urban core demanding more and more infrastructure. Not only have utilities been expanded west, but the Washington Metro is following suit with a planned expansion of the Silver line to Dulles Airport and beyond. These types of expan- sion only encourage and support more growth. What can we learn from the two types of feedback loops? Think about older buildings without the technology currently available, including sensors and controls. How do they account for fluctuations throughout the day or different seasons? The same holds true for newer buildings with sensors in need of repair or that are blocked. Basically, it comes down to information. Without information, Make two flashcards to remember the systems cannot respond. How can we change the mind‐set of staff members positive and negative feedback who do not shut off their computers at night if we do not have the data to convince loops. them to use energy more efficiently? The key is to make the information not only Make another flashcard to remember available but also convenient. This is known as the Prius effect. If users are given the Prius effect. real‐time information, they tend to react and respond to the feedback loop. Leverage Points “To influence the behavior of a system, it is important to find the leverage points—places where a small intervention can yield large changes. Providing building occupants with real‐time energy information is an example of using a leverage point to alter behavior.”11 It is obviously a lot more cost effective and sustainable to alter the behavior of use, as compared to modifying the entire mechanical system. As part of systems thinking, it is important to understand the different scales at which leverage points can be utilized. As previously mentioned, changing from an open system to a closed system is more sustainable. This concept can apply on a project‐by‐project basis or on a larger scale. The Green Building and LEED Core Concepts Guide provides an example of Interface Flooring, a carpet manufacturer, and how they shifted from just manufac- turing and selling carpet to servicing the carpet. This expansion of service transitioned the company to a more sustainable model, reducing waste and improving performance. LIFE‐CYCLE APPROACH Green building projects are encouraged to question all phases of a project, a material or product, and service. These types of questions include: Where did it come from? What happens to them after they are no longer useful? What impacts do they have along the way? When thinking about these types of aspects, project teams are taking a life‐cycle approach to decision making (Figure 2.3). 14 CHAPTER 2: INTRODUCTION TO THE CONCEPTS OF SUSTAINABLE DESIGN Figure 2.3 The ebony oak wood for the reception desk and other areas at One Haworth Center in Holland, Michigan, was recovered from the Great Lakes and other waterways to avoid depleting old‐growth forests. Photo courtesy of Haworth Inc. The life‐cycle approach for a building starts before a site has been selected, and continues through design, construction, operations, refurbishment, and renovation. Ideally, a building’s life cycle avoids demolition and the building is adapted and reused. Think back to the concept of systems thinking and closing the system. Project teams are encouraged to apply life‐cycle thinking when evaluating environmental impacts related to a building, not just products and materials. Study: Chapter 11 discusses the To do this, they can choose between two methodologies: life‐cycle assessment TIP environmental components of LCAs (LCA) and life‐cycle cost (LCC). LCA is discussed in more detail in Chapter of building materials and products. 11. LCC includes the purchase price, fuel, installation, operation, maintenance, disposal, finance charges, and replacement costs for each technology and strategy proposed to determine the appropriateness of the solution specific to the project, from an environmental and economic perspective.  DO GREEN BUILDINGS COST MORE? 15 DO GREEN BUILDINGS COST MORE? When assessing the cost of any type of project, it is important to understand the dif- ferent types of costs involved. Traditionally, only two types of costs are detailed in a project’s pro forma: hard costs and soft costs. Hard costs are defined as while soft costs are related to the fees for professional services including legal and design. Soft costs also include pre‐ and postconstruction‐related expenses, such as insurance. USGBC has promoted many studies, including one from Davis Langdon, indicating that green building does not have to cost more. “There are expensive green buildings, and there are expensive conventional buildings. Certification as a green building was not a significant indicator of construction cost.”12 This is especially true if the project starts the process early in the design phases. In the next chapter, you will learn about the integrative process and the need for an iterative approach to discover alternative technologies, systems, and materials. Before working on a green building project, one might misconceive these con- cepts and processes to be a burdensome cost added on to a project’s budget. This kind of mind‐set is lacking the long‐term view of operational savings of high‐ performance equipment and systems. Therefore, it is important to bridge the gap between capital and operating budgets to understand the value of green building technologies and strategies. For example, the first or up‐front cost of installing photovoltaic panels, high‐efficiency mechanical systems, or an indoor water wall to improve indoor air quality may not fit in a typical budget, but if the utility cost savings were considered and evaluated, either one might make more sense. Another case in point, first costs may also be higher in a traditionally designed project because of the lack of integration. For example, a mechanical engineer may specify a larger mechanical system than what is actually needed because they may not realize that high‐performance windows were specified by the architect, along with building insulation with a higher R‐value. Remember, the economic bottom line is important, but a green building also evaluates the environmental and social impacts and benefits. QUIZ TIME! These questions are formatted just as they would be on the exam. Notice the question indicates how many answers to select. The proper number of correct answers is required on the exam, as partial credit is not awarded. In an effort to present information to you in multiple ways and help you learn, you may find questions asking about information that is new to you, that you did not read about throughout the book. Q2.1 Which of the following is an environmental benefit of green building? (Choose one) A. Conserve natural resources B. Reduce solid waste C. Improve air and water quality D. Enhance and protect ecosystems and biodiversity E. All of the above 16 CHAPTER 2: INTRODUCTION TO THE CONCEPTS OF SUSTAINABLE DESIGN Q2.2 How much time, on average, do Americans spend indoors? (Choose one) A. 10 percent B. 90 percent C. 65 percent D. 35 percent Q2.3 According to the Department of Energy’s website, space heating is the largest energy use in the United States, followed by lighting. True or false? A. True B. False Q2.4 Which of the following describes a high‐performance green building? (Choose one) A. Conserves water and energy B. Uses spaces, materials, and resources efficiently C. Minimizes construction waste D. Creates a healthy indoor environment E. All of the above Q2.5 Which of the following statements are true? (Choose two) A. The built environment refers to any man‐made environment. B. The built environment refers to any element in nature. C. The built environment provides structure for human activity. D. The built environment refers to animal‐made shelters. E. The built environment includes individual buildings and not neighborhoods. Q2.6 When working on a green building project, when is the best time to incorporate an integrative design approach? (Choose one) A. Schematic design B. Construction documents C. Design development D. Beginning of construction E. Substantial completion Q2.7 Life‐cycle assessments (LCAs) are a beneficial tool to determine which of the following? (Choose one) A. Environmental benefits and potential impacts of a material, product, or technology B. Economics of building systems during the life of the building  NOTES 17 C. Environmental impacts of materials during construction D. Social impacts of policies during a fiscal year E. Maintenance implications, including cost, during the life of the building Q2.8 The project team is looking to conduct a life‐cycle cost analysis as a method of evaluating alternative flooring products. Which of the following should they take into consideration as inputs to that analysis? (Choose two) A. First costs, excluding the cost of installation B. First costs, including the cost of installation C. Maintenance, life expectancy, and replacement cost D. Maintenance and replacement cost, but not life expectancy NOTES 1. EPA website, www.epa.gov/sustainability/basicinfo.htm. 2. USGBC, Green Building and LEED Core Concepts Guide, 3rd ed. (2014), 5. 3. Ibid., p. 3. 4. Ibid., p. 8. 5. GSA Public Buildings Service, “Assessing Green Building Performance: A Post Occupancy Evaluation of 12 GSA Buildings” (2008). 6. Environmental Protection Agency. “The Inside Story: A Guide to Indoor Air Quality.” U.S. EPA/Office of Air and Radiation. Office of Radiation and In- door Air (6609J) Cosponsored with the Consumer Product Safety Commis- sion, EPA 402‐K‐93‐007, www.epa.gov/iaq/pubs/insidestory.html. 7. See note 5. 8. USGBC, Green Building and LEED Core Concepts Guide, p. 6. 9. Ibid., p. 19. 10. Ibid., p. 21. 11. Ibid., p. 24. 12. L. F. Matthiessen and P. Morris, “Cost of Green Revisited: Reexamining the Feasibility and Cost Impact of Sustainable Design in the Light of Increased Market Adoption” (http://sustainability.ucr.edu/docs/leed‐cost‐of‐green. pdf, Davis Langdon, 2007), www.davislangdon.com.  CHAPTER 3 INTEGRATIVE PROCESS CHAPTER 2 PREPARED YOU WITH THE CONCEPTS and benefits of sus- tainable design, but you might be thinking, “This sounds great, but how does a project team coordinate the triple bottom line concepts successfully?” The answer is simple: the integrative process. Before diving into an explanation of the integrative process, perhaps it would Set aside white index cards to be helpful to identify the different project team members and then review the create flashcards to remember the concepts of integrative design conventional process of designing and constructing a project to truly understand throughout this chapter. the importance and key aspects of the integrative process. THE PROJECT TEAM MEMBERS Understanding the processes of design and construction, from a traditional or conventional standpoint versus that of sustainable projects, begins with an understanding of the players involved in the process: Architectt. Responsible for the design of green building strategies, including overall site planning and interior spaces. MEP engineerr. Responsible for the design of the energy and water systems of a building, more specifically, the mechanical, electrical, and plumbing components, including thermal impacts. Landscape architect. t Responsible for the selection of trees and plants, the impacts of shading, and water efficiency for irrigation; also responsible for vegetated roof design. Civil engineerr. Responsible for site design, including rainwater management, open space requirements, and site protection. Contractorr. Typically referred to as the GC, short for general contractor. Responsible for the demolition (if required) and construction of a facility, including site work. Facility managerr. Also referred to as a building engineer. Responsible for maintaining a building and its site during operations. Commissioning authorityy (CxA). Responsible for the commissioning process, including drawing review during design and equipment installation and performance review during construction. Owner. Defines the triple bottom line goals and selects the team members for a project. Can be a developer and does not have to be the end user. For those not familiar with the professionals involved, create End users/occupants. The inhabitants of a building and therefore should be flashcards for each to remember the main priority when designing for comfort and productivity. their roles and importance. 19 20 CHAPTER 3: INTEGRATIVE PROCESS THE TRADITIONAL APPROACH With a traditionally designed project, an owner may hire a civil engineer or envi- ronmental team once they select a piece of property. Once the environmental reports are completed and they have an idea of how their building can fit on the site, the site plan is handed off to an architect. The architect then works with the owner to detail the program requirements (known as the programming phase) and then begins to design the building (known as the schematic design phase). The architect then works with an engineering team (typically composed of mechanical, electrical, and plumbing engineers and a structural engineer, if needed, depending on the project type). These professionals typically work inde- pendently of each other to complete their tasks (known as the design develop- ment phase). Remember with a traditionally designed project, the architect has already designed the building and is now handing off the plans to the engineers to fit the building systems into the building that was designed without their input. Once the basic design elements are established, each professional works to com- plete a set of construction documents (CDs). Notice that the responsibilities are segmented just as the communication is fragmented. What happens next with the CDs varies with different project types. Typi- cally, these documents are first issued for permit review by the local municipality. It is quite common for most conventional project types to send the CDs out for bid to a number of contractors about the same time as the drawings are issued for permit review (known as a design‐bid‐build project type). At this point in a design‐bid‐build project type, the contractor is given a short period of time in which to evaluate the drawings and provide the owner with a fee to provide demolition services (if required) and to construct the building, including site development work. They are given an opportunity in which they can submit questions (known as requests for information, or RFIs) about the requirements or design elements during this bidding process, but then they are held to the quote they provide. Remember, the contractor was not engaged during the previous design phases, so they are not familiar with the project and have to dive in quickly, sometimes making assumptions about the construction requirements. Most of the time, projects are awarded based on the lowest bid, but think about the implications of doing so. If the lowest bidder wins the job, where are they cutting corners? Is quality being compromised? Was a critical element omitted? No one likes to lose money, as that is just bad business, but is this really the best way to select a contractor? Once the permit is received, the contractor is selected, and the construc- tion cost is agreed upon, the phases of the design process are over and the construction process begins. Just as the design process has four phases, the construction process does as well. Construction commences the process, tra- ditionally with little involvement from the design team. The next phase, sub- Study: Notice when all the players stantial completion, includes the final inspection process and when the owner TIP were introduced to the project and issues a “punch list.” The owner compiles a punch list while walking the space how they all worked in a linear and independent fashion for the tradi- with the contractor and notes any problems requiring the contractor’s atten- tional approach. tion. Final completion is next, followed by the certification of occupancy. Once the certificate of occupancy is received, the building is then permitted to be occupied.  THE INTEGRATIVE APPROACH TO DESIGN AND CONSTRUCTION 21 THE INTEGRATIVE APPROACH TO DESIGN AND CONSTRUCTION Project teams working on sustainable projects are encouraged to balance the triple bottom line concepts, as mentioned in Chapter 2. The integrative process helps project teams to find the synergies between the various components of a building and the property in which it resides. When compared to the traditional project delivery method, the integrative process for sustainable design projects requires a different approach, a different mind‐set, perhaps requiring new skills for critical thinking, teamwork, and communication to “enhance the efficiency and effectiveness of every system.”1 As you will find, the process is more than a checklist or using building information modeling (BIM). The integrative process requires input and participation from every project team member, especially in the early stages, to understand the building systems interrelationships and dis- cover opportunities for increased performance, efficiencies, and environmental benefits. This chapter will explain the collaborative process and the tasks to be com- Create a flashcard to remember the three stages of the integrative pleted during the three stages of the integrative process: process. Discovery Design and construction Occupancy, operations, and performance feedback Discovery The first phase of the integrative process is considered to be the most important, as the discovery phase expands the concepts of the conventional design phase of predesign, to ensure that a project’s environmental goals are established early and cost effectively. If you remember, the tasks within the predesign phase typically occur prior to site selection or immediately afterward. Traditionally, the owner would engage one or two consultants, where the integrative process encourages participation and input from the entire team to ensure proper site selection and analysis. The discovery phase also encourages goal‐setting exercises from the triple bottom line perspective. During this phase, project teams are encouraged to implement the following five foundation principles for successful practice2: Process matters. With the right process, successful outcomes are inevitable. Get in early. The earlier the better to ensure the least expensive approach. For master planning projects, project teams should start the integrative process at the early stages of land‐use planning; preferably, new construction projects should start prior to purchasing the land, and existing building projects should start before making any changes to policies, renovations, or other operational function. Follow through. Commitment to green building practices should be made as early as possible and kept throughout the life of the project. Continued commitment is the only way to ensure that the strategies implemented remain effective. Ongoing training should be included in the commitment, 22 CHAPTER 3: INTEGRATIVE PROCESS as it “ensures knowledgeable operation and maintenance of these strategies and technologies, as well as an opportunity to provide feedback on the challenges faced and lessons learned.”3 Look beyond first costs to long‐term savings. One of the hardest aspects of the integrative process for project teams to digest is cost. As mentioned in the previous chapter, implementing green building strategies and concepts does not have to cost more. The key is to understand that there is a shift to up‐front investments in high‐performance systems to increase efficiency to witness savings during operations. Include and collaborate. Bring a multidisciplinary team of professionals together with the community to look at the project from a holistic manner in a collaborative setting. An Iterative Process When approaching a green building project, teams must move away from a linear approach, as it can lead to inefficient solutions. The traditional process of handing off work to the next person after a task is completed is replaced with collabora- tions of small groups working as a whole, “to develop the project design and plan collaboratively. Ideas are continually being developed by the entire team, researched and refined by smaller groups, and then brought back to the team to consider critical next steps and make final decisions.”4 The cyclical nature of the iterative process allows for numerous feedback loops to allow for establishing goals and assessing design, construction, and opera- tional strategies against those goals:5 Establish clear goals and overarching commitments. Brainstorm and develop creative solutions. Research and refine ideas. Explore synergies between specific strategies. Establish metrics for measuring success. Set new goals based on the work that has been done. For a project seeking Leadership in Energy and Environmental Design (LEED®) certification, the owner is encouraged engage a number of consultants during the discovery phase to assist in selecting the property or tenant space. They may retain an architect to evaluate the site for building orientation options to capitalize on natural ventilation or daylighting opportunities. They may hire a Study: Charrettes are named civil engineer to research the rainwater codes and to determine access to public TIP after the carts that carried French transportation. A consultant may be engaged to assist with evaluating the triple architecture students’ models to bottom line goals. Think about the benefits of bringing the landscape architect their final review (often as the students frantically completed their and the civil engineer on board simultaneously so they could work together to work en route with the help of reveal the opportunities to use rainwater collection for irrigation needs. friends).6 The iterative process allows for feedback loop opportunities to discuss these types of synergies. These feedback opportunities can range from small task Study: The term stakeholder groups to team meetings, stakeholder meetings, and goal setting meetings. These TIP encompasses more than just goal‐setting meetings, or charrettes, are a key component of the iterative process, decision makers and includes those as they bring together stakeholders and professionals from different disciplines who must live with the decisions and those who must carry them and experiences to brainstorm and collaborate to produce specific deliverables out.7 (Figure 3.1).  THE INTEGRATIVE APPROACH TO DESIGN AND CONSTRUCTION 23 Figure 3.1 Conducting charrettes helps to facilitate critical thinking and collaborations between disciplines to find synergies between a building and its site. Photo courtesy of Moshier Studio Team Selection Successful projects are tied to a common understanding of goals, intentions, and commitment of the entire project team. Contracts that address these parameters ensure an identification of roles and responsibilities, and therefore eliminate con- fusion for the duration of the project, although sometimes it is difficult for the team to achieve this level of understanding before the goals of the project are defined. After the charrette, the owner can distribute a request for qualifications (RFQ) based on the requirements of the project to find the best‐suited consul- tants, depending on the project type. This can include the roles of the attendees of the charrette, or it can be used to find the missing disciplines required, such as a lighting designer or landscape architect. It might include past experience with green building or LEED‐certified projects and/or LEED‐credentialed pro- fessionals, whether Green Associates™ or LEED Accredited Professionals. Remember, in the traditional approach, the owner engages different team members in a linear fashion, missing the opportunity to take advantage of the 24 CHAPTER 3: INTEGRATIVE PROCESS Create a flashcard to remember different expertise and input of the professionals involved. Design‐build and inte- what an IPD is. grative project deliveryy (IPD) contract projects reap the collaborative benefits by bringing the project team together during the integrative process, as opposed to the tradition design‐bid‐build appro