Date of Award:
Master of Science (MS)
The purpose of this project is to identify sources of funding for sustainable building projects and create a catalog of the findings. This study targeted the nonprofit, humanitarian, and private organization sectors with the goal to encourage subsequent projects that may positively impact the quality of life for people in need. It has been predicted that in the next 25 years 75% of America's built environment will be either new or renovated. The downside is that new buildings cause substantial ecological damage due to the extraction of materials and account for as much as 40% of all greenhouse gases. As a result, trends in the industry of design show growth in the green-building market. How do organizations without financial means maintain environmental responsibility as they build to meet needs? Besides identifying financing sources for above-mentioned types of organizations, this thesis also offers a model for the grant-finding process geared toward first-time searchers/applicants. Applicable sources of funding from this catalog will be recommended to the Teton Valley Community School (TVCS), winner of the 2009 Open Architecture Challenge, in Victor, Idaho, and the case study for this project. At the time of this study, between September, 2009 and February, 2010, the Teton Valley Community School was in the process of seeking out grant opportunities for their innovative, sustainable classroom project. At this writing, the total figure to be raised has not yet been determined, though it is expected to be in the $5-10 million range. The TVCS master plan is to eventually build five additional classrooms with design objectives to create flexible spatial configurations, reduce the school's ecological footprint, and build a strong connection to the outdoors in response to the mountain climate where they are located.
Olsen, Joslyn R., "Funding Sustainable and Humanitarian Architectural Projects" (2010). All Graduate Theses and Dissertations. 619.
Copyright for this work is retained by the student. If you have any questions regarding the inclusion of this work in the Digital Commons, please email us at .